Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

Adaptive learning support is a key element of high quality preschool education and includes the planning situations teacher–child interactions. The provision effective adaptive in kindergarten challenging. This longitudinal experimental study examined impact two professional development programs on 132 teachers. One program focused interactions (micro-adaptive support), other planning, preparation, reflection (macro-adaptive support). Each had positive specific type mathematical provided by teachers, macro or micro, it was designed to improve.