01 02 03 Institute for Effective Education, University of York: Preschool maths and science professional development fails to improve learning 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Preschool maths and science professional development fails to improve learning


A new article published in the Journal of Educational Psychology describes a study into the impact of professional development on maths and science learning in early childhood education.

For the study, 65 staff from 34 varied early childhood settings in Ohio were randomly assigned to experience 10.5 days (64 hours) of training on maths and science or an alternative topic (art and creativity). The maths and science training was adapted from the Core Knowledge Preschool Sequence, which provides a developmental progression based on early childhood research and theory.

The study looked at both maths and science learning opportunities, and the maths and science learning gains of the children (n=385). In terms of opportunities, the authors found that the professional development significantly impacted on the provision of science learning opportunities, but not maths. However, in terms of learning gains, none were observed.

The authors suggest a number of factors that may have contributed to the outcome. These include the fact that although educators were provided with hands-on opportunities to try new maths and science activities during training, there were no systematic means of ensuring they had regular opportunities to apply these in their classrooms. Also, that changes in practice may be difficult to achieve as the emphasis on these subject areas is relatively new in early childhood education.

Source: Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms (2015), Journal of Educational Psychology, 107(2).

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