ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprima... more ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.
Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschi... more Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschillende hogescholen hun krachten gebundeld met de vorming van een lectorenplatform. Het lectorenplatform kwetsbare (aanstaande) gezinnen met jonge kinderen wil bijdragen aan het gezond, veilig en kansrijk opgroeien van jonge kinderen (van min negen maanden tot negen jaar) uit kwetsbare gezinnen. Daarom werkt dit platform aan een domein overstijgende en ketengerichte agenda voor praktijkgericht onderzoek op dit thema. Met deze kennisagenda maken we inzichtelijk welke thema’s ouders en kinderen, professionals uit de gezondheidszorg, educatie, het sociale domein en andere relevante stakeholders belangrijk vinden in de versterking van kwetsbare gezinnen. De vraag is hierbij: hoe waarborgen we vanuit de verschillende domeinen goede en effectieve zorg en ondersteuning voor en samen met deze groep ouders en hun kinderen?
The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Sk... more The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students’ self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per ...
Although previous studies have shown that executive functions can affect student learning, longit... more Although previous studies have shown that executive functions can affect student learning, longitudinal studies into how executive functions develop in toddlerhood are still scarce. To get more insights into the developmental nature of executive functions , more research is needed into the relationships between different executive function components and how these components and their relationships develop in early childhood. The present study examines the relationships between three basic components of toddlers’ executive functioning (selective attention, working memory and delay of gratification) and how these relationships develop over time. Additionally, differences between children based on ethnic and socio-economic background are discussed. A structural equation model is tested in which the relationships between EF components are hypothesized, using a sample of 284 toddlers of 30 preschools, tested at two waves (at 33 and 39 months of age). Our study shows that selective atten...
Journal of Multilingual and Multicultural Development, 2001
... tions were not available. The presupposition, however, that there would be positive transfer ... more ... tions were not available. The presupposition, however, that there would be positive transfer from doing the programme in the first language to the learning of the second language was not confirmed. Note that Opstap Opnieuw ...
Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- v... more Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- voor hen geschikt beroep zich bevindt. Daarbij worden beroepen uitgesloten die mogelijk heel geschikt voor hen zouden zijn, vooral in de wetenschap en techniek. Wat kun je als leerkracht doen om kinderen bewust te maken van mogelijke alternatieven?
ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprima... more ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.
Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschi... more Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschillende hogescholen hun krachten gebundeld met de vorming van een lectorenplatform. Het lectorenplatform kwetsbare (aanstaande) gezinnen met jonge kinderen wil bijdragen aan het gezond, veilig en kansrijk opgroeien van jonge kinderen (van min negen maanden tot negen jaar) uit kwetsbare gezinnen. Daarom werkt dit platform aan een domein overstijgende en ketengerichte agenda voor praktijkgericht onderzoek op dit thema. Met deze kennisagenda maken we inzichtelijk welke thema’s ouders en kinderen, professionals uit de gezondheidszorg, educatie, het sociale domein en andere relevante stakeholders belangrijk vinden in de versterking van kwetsbare gezinnen. De vraag is hierbij: hoe waarborgen we vanuit de verschillende domeinen goede en effectieve zorg en ondersteuning voor en samen met deze groep ouders en hun kinderen?
The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Sk... more The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students’ self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per ...
Although previous studies have shown that executive functions can affect student learning, longit... more Although previous studies have shown that executive functions can affect student learning, longitudinal studies into how executive functions develop in toddlerhood are still scarce. To get more insights into the developmental nature of executive functions , more research is needed into the relationships between different executive function components and how these components and their relationships develop in early childhood. The present study examines the relationships between three basic components of toddlers’ executive functioning (selective attention, working memory and delay of gratification) and how these relationships develop over time. Additionally, differences between children based on ethnic and socio-economic background are discussed. A structural equation model is tested in which the relationships between EF components are hypothesized, using a sample of 284 toddlers of 30 preschools, tested at two waves (at 33 and 39 months of age). Our study shows that selective atten...
Journal of Multilingual and Multicultural Development, 2001
... tions were not available. The presupposition, however, that there would be positive transfer ... more ... tions were not available. The presupposition, however, that there would be positive transfer from doing the programme in the first language to the learning of the second language was not confirmed. Note that Opstap Opnieuw ...
Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- v... more Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- voor hen geschikt beroep zich bevindt. Daarbij worden beroepen uitgesloten die mogelijk heel geschikt voor hen zouden zijn, vooral in de wetenschap en techniek. Wat kun je als leerkracht doen om kinderen bewust te maken van mogelijke alternatieven?
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