Search

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. [ABSTRACT FROM PUBLISHER]