Glowing Math Enthusiasm: A Qualitative Study on Early Childhood Educators' Experiences of Teaching Toddlers

Abstract

This study explored the factors influencing early childhood educators' (ECEs) confidence and enjoyment in teaching mathematics compared to other subjects. Bronfenbrenner's Ecological Theory (1979) was utilized to examine how the environment, particularly the Microsystem (interactions with students), impacts ECEs' confidence in teaching math.Researchers conducted semi-structured online interviews with 11 ECEs, allowing them to share experiences freely. Thematic analysis identified recurring themes within the interview data.Four key themes emerged: 1) Early math experiences, whether positive or negative, impacted current attitudes towards teaching math. 2) ECEs with higher math self-efficacy felt more comfortable teaching math. 3) Negative emotions like anxiety hindered effective math teaching. 4) A perceived curriculum emphasis on phonics and literacy over math influenced teaching priorities. Future research should explore interventions to boost ECEs' math confidence and self-efficacy and examine the alignment between curriculum emphasis and classroom practices in math teaching.