Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms
Bibliographic Data
| ID | 6422151 |
|---|---|
| Authors | Nadine Besser (0000-0002-1250-1457), Anja Linberg (0000-0002-1838-5311), Dorothea Dornheim (0000-0001-5161-9207), Sabine Weinert (0000-0002-8341-9821), Hans-Günther Roßbach, Hans‐günther Roßbach, Simone Lehrl (0000-0002-2720-122X) |
| Year | 2025 |
| Volume | 72 |
| Pages | 44-55 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2025.02.004 |
| OpenAlex | W4407529546 |
| Language | EN |
| Citations received | 4 |
| References cited | 59 |
Developmental psychology · Emergent literacy · Intervention (counseling · Literacy · Mathematics education · Medical education · Numeracy · Pedagogy · Physics · Preschool education · Professional development · Quality (philosophy · Toddler · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Education Systems and Policy · Medicine · Nursing · Psychology
Statistical Power Analysis for the Behavioral Sciences
Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties
Children's acquisition of the number words and the counting system
Children's understanding of counting
The Specificity Principle in Acculturation Science
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Home learning environment and development of child competencies from kindergarten until the end of elementary school
How counting represents number
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Causal Connections Between Mathematical Language and Mathematical Knowledge
Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games
The Technology of Skill Formation
The story so far
A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children
Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading
Unique and combined effects of quantitative mathematical language and numeracy instruction within a picture book intervention
Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills
Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care
Pre-school quality and educational outcomes at age 11
Longer-term associations of preschool education
Direct numeracy activities and early math skills
Thresholds in the association between child care quality and child outcomes in rural preschool children
Narrative dialogic reading with wordless picture books
Which preschool mathematics competencies are most predictive of fifth grade achievement
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Mathematics and language
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
The math talk learning environment
The nonlinear relations of the approximate number system and mathematical language to early mathematics development
A picture book reading intervention in day care and home for children from low-income families
Why do early mathematics skills predict later reading? The role of mathematical language
Informal Numeracy Skills
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers
Examining the mutual relations between language and mathematics
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |