000			01739nam a22001937a 4500
005			20250110161301.0
008			250110b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aJensen, Peter
245			_aThe effects of a large-scale school readiness intervention on Danish preschool children’s emergent mathematics skills
260			_aRoutledge Taylor & Francis Group, 2024
300			_bp. 488-503
490			_aScandinavian Journal Of Educational Research _vVol. 68(3)
500			_aChildren’s emergent mathematics skills are important predictors of their later achievements. We analyze and present the effects of a large-scale school readiness intervention in preschools in Denmark. We thereby provide evidence on the effects of a broadly based professional development program (with supporting materials) implemented in a universal childcare system. Estimates of the effects were obtained from a cluster-randomized controlled trial on a large sample of more than 5000 children. The children’s emergent mathematics skills were assessed using a formal validated test (Tools for Early Assessment in Math) before and after the intervention. The results showed that the intervention on average had significantly positive effects for the participating children. Only children of non-Western origin benefitted more than other children from the intervention. In addition, the effects were moderated by exposure and by child-staff-ratio; stronger effects were associated with higher exposure and with lower child-staff-ratio.
650			_aMathematics
700			_aMadsen Sjo, Nina
856			_yclick here to access online _uhttps://www.tandfonline.com/doi/full/10.1080/00313831.2022.2148281
942			_2ddc _cARTICLES
999			_c194071 _d194071