Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms
- Autores: Shayne B. Piasta, Jessica A. R. Logan, Christina Yeager Pelatti, Lisa Capps, Stephen A. Petrill
- Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 2, 2015, págs. 407-422
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.
