Abstract:

Early learning in mathematics plays a key role in long-term educational success (Clements & Sarama, 2021; Ginsburg & Ertle, 2008). Yet, observed practices in preschool often diverge from the principles of a developmental approach (Deshaies et al., 2025; Houben et al., 2022). Rooted in the Québec preschool curriculum (MEQ, 2023), this approach emphasizes play, exploration, and hands-on learning, while respecting the child’s pace and interests (Pyle & Danniels, 2017; St-Jean et al., 2023). It contrasts with a still-prevalent school-like approach, characterized by directive methods and a focus on performance (Osana et al., 2023), which can hinder children’s autonomy and limit the adaptation of interventions to their zone of proximal development (Vygotsky, 1978). From this perspective, supporting early math learning requires recognizing relevant mathematical knowledge at the preschool level and adopting a flexible, intentional, and scaffolded professional stance.

The theoretical framework is based on three dimensions:
(1) the characteristics of adult guidance from a developmental perspective, including sensitive and differentiated interventions (Dupuis Brouillette et al., 2022; Clements & Sarama, 2021; Deshaies, 2025);
(2) the quality of interactions, particularly learning support as measured by CLASS Pre-K (Pianta et al., 2008; St-Jean et al., 2023); and
(3) the range of mathematical knowledge accessible in preschool (Sarama & Clements, 2012; St-Jean et al., 2023).

This presentation addresses the following question: To what extent do preschool teachers’ reported and observed practices, following professional support, align with a developmental approach to early mathematics?

A convergent mixed-methods design with descriptive and interpretive aims (Guetterman et al., 2015) was used to combine qualitative and quantitative data. Ten kindergarten teachers (5-year-olds) participated in five in-person training sessions (Year 1), followed by five online professional learning communities (PLCs) (Year 2). Data collected included questionnaires, CLASS Pre-K observations (pre and post), and weekly audio journals.

CLASS results show a marked improvement in learning support, rising from 2.6 (SD = 0.91) to 3.9 (SD = 0.92), surpassing the minimum quality threshold of 3.25 (Burchinal et al., 2010). Questionnaires and journals confirm a shift in professional stance, characterized by greater intentionality, increased confidence, and better alignment with developmental principles. However, intervening during free play periods remains a challenge for some.

These results highlight the positive effects of practice-based professional support on the evolution of early math interventions. They underscore the importance of supporting teachers in an ongoing process of reflection and adjustment, with the goal of fostering mathematically rich learning environments that align with the developmental approach promoted in preschool.

Keywords:

Mathematical knowledge, preschool, quality of interactions, learning support, professional development.