Promising Solutions for Improving Professional Development Outcomes in Mathematics Instruction among Diverse Early Childhood Educators

Source abstract

Early mathematics skills are a powerful predictor of later academic achievement, economic outcomes, and overall well-being, yet many young children in the United States struggle in mathematics. Improving mathematics instruction in early childhood classrooms is therefore a critical policy priority. However, existing professional development (PD) programs (programs designed for teachers to develop, enhance, or refine teaching practices to improve classroom quality and child outcomes) for early childhood educators often fail to produce meaningful and sustained improvements in teaching practices or child outcomes. In this article, we examine current research on the importance of the early childhood developmental period for engaging children in exploring mathematical concepts through everyday experiences, including how young children learn mathematics and how early childhood educators approach mathematics instruction. We then present several challenges to creating effective mathematics PD for early childhood teachers. We argue that a key barrier lies in the mismatch between the demands of mathematics instruction and teachers’ confidence, knowledge, and prior experiences with mathematics. To address this challenge, we propose an alternative approach: embedding executive function (EF) and self-regulation teaching strategies within mathematics PD for early childhood educators. Because teachers already feel more confident supporting children's EF and self-regulation skills, this approach leverages existing teacher interests and strengths to increase engagement with mathematics instruction. We also highlight the importance of co-creating PD with educators, integrating coaching and professional learning communities, and using technology to support scalable implementation. Together, these strategies offer a promising pathway to improve children's early mathematics outcomes.