Child Care and Early Education Research Connections

Skip to main content

Childcare quality and preschoolers' math development

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators of childcare quality were examined. Findings indicated that teacher-child closeness was positively associated with math gains, and the main effect was moderated by teacher experience: the association between teacher-child closeness and gains in math was weaker for children with more experienced teachers. Findings also showed that the frequency of math activities related to shapes and patterns were positively related to gains in math, while none of the other frequencies of math-related activities were significant. Lastly, teacher's experience was negatively associated with early math development. Policy implications were discussed. (author abstract)
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Does child-care quality mediate associations between type of care and development?

Reports & Papers

Associations of preschool type and teacher-child relational quality with young children's social-emotional competence

Reports & Papers

Infant temperament moderates associations between childcare type and quality and externalizing and internalizing behaviors at 2 1/2 years

Reports & Papers
Release: 'v1.40.0' | Built: 2023-11-07 08:40:06 EST