A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

Jonathan Brendefur, Sam Strother, Keith Thiede, Cristianne Lane, Mary Jo Surges-Prokop

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we were able to examine the effects of the professional development and set of activities on preschool children's knowledge over a six-month period. We found children in the treatment group were more fluent and flexible with number concepts, were better at solving contextual problems, and had better measurement and spatial abilities than children in the control group.

Original languageAmerican English
Pages (from-to)187-195
Number of pages9
JournalEarly Childhood Education Journal
Volume41
Issue number3
DOIs
StatePublished - May 2013

Keywords

  • Head Start
  • early childhood mathematics
  • professional development
  • student achievement

EGS Disciplines

  • Curriculum and Instruction
  • Teacher Education and Professional Development

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