Kwaliteit voorschoolse educatie 2022

WETENSCHAPPELIJKE BRON

Onderwerp: Doorgaande lijn | Publicatiedatum: 2024

Kern

Rapport over de samenwerking van voor- en vroegscholen en wat daarin goed gaat dan wel verbeterd kan worden.

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Doorgaande lijn

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Originele titel: Kwaliteit voorschoolse educatie 2022

Auteur: Inspectie van het Onderwijs

Publicatiedatum bron: 2023

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Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection
Spilt, J.L., Koomen, H.M Y., Thijs, J.T., van der Leij, A. | Februari 2025

Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school.
Liu, Y., Simpkins, S. D., & Vandell, D. L. | 2022

Transition from childcare to school: Surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being.
Fukkink, R.G., Sluiter, R.M.V., & Fekkes, M. | 2024

Comparing center-based with home-based child care: Type of care moderates the association between process quality and child functioning.
Sluiter, R. M. V., Fekkes, M., & Fukkink, R. G. | 2023

Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships.
Kincade, L., Cook, C., & Goerdt, A. | 2020

Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy.
Bosman, R. J., Zee, M., de Jong, P. F., & Koomen, H. M. Y. | 2021

The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. | 2011

Affective teacher—student relationships and students' externalizing behavior problems: A meta-analysis.
Lei, H., Cui, Y., & Chiu, M. M. | 2016

The teacher’s invisible hand: A meta-analysis of the relevance of teacher—student relationship quality for peer relationships and the contribution of student behavior.
Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. | 2022

The role of affective teacher–student relationships in bullying and peer victimization: A multilevel meta-analysis.
ten Bokkel, I. M., Roorda, D. L., Maes, M., Verschueren, K., & Colpin, H. | 2023

The potential of green schoolyards for healthy child development: A conceptual framework
Jeannette Prins, Femke van der Wilt, Chiel van der Veen en Dieuwke Hovinga | November 2022

Effectiveness of the PLAYgrounds for Toddlers program on amount, types and intensity of physical activity in playgrounds of Dutch preschools
Martinette T. Streppel, Nicole Toussaint, Sandra Mul, Anita Schreurs, Ruben G. Fukkink, Peter J. Weijs en Mirka Janssen | 2019

Effect and process evaluation of a preschool- based intervention to promote an early childhood education and care teacher-parent partnership about healthy behaviours in children: Study protocol for the cluster randomised controlled trial CO-HEALTHY
Nicole Toussaint, Martinette Streppel, Sandra Mul, Meryem Gunduz, Marloes van Verseveld, Mirka Janssen, Peter Weijs, Ruben Fukkink | Februari 2023

Bewegingsbanen, bobbelbanen en freerunningtracks. Van peuter tot bovenbouw
Wim van Gelder en Mirka Janssen | Oktober 2022

Kleuters in beweging!
Pim Koolwijk, Mirka Janssen en Sanne de Vries | April 2022

De rol van de begeleider tijdens het buitenspelen
Steven Mauw, Wim van Gelder, Bastiaan Goedhart en Mirka Janssen | Juni 2024

De vijf knoppen voor kwalitatief goed buitenspelen op de basisschool
Mirka Janssen en Steven Mauw | Juni 2024

Policy, systems, and environmental interventions addressing physical activity in early childhood education settings: A systematic review
Cody Neshteruk, Sarah Burkart, Emily W. Flanagan, Emily Melnick, Courtney Luecking en Chelsea L. Kracht | 2023

Interventions to improve child physical activity in the early childhood education and care setting: An umbrella review.
Melanie Lum, Luke Wolfenden, Jannah Jones, Alice Grady, Hayley Christian, Kathryn Reilly en Sze Lin Yoong | 2022

Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis.
Kayleigh Skene, Christine O’Farrelly, Elizabeth Byrne, Natalie Kirby, Eloise Stevens en Paul Ramchandani. | 2022

The role of make-believe play in development of self-regulation
Laura Berk | 2018

ECE teachers’ views on play-based learning: a systematic review
Jarmila Bubikova-Moan, Hanne Næss Hjetland en Sabine Wollscheid | 2019

The impact of pretend play on children's development: A review of the evidence
Angeline Lillard, Matthew Lerner, Emily Hopkins, Rebecca Dore, Eric Smith, Carolyn Palmquist | 2013

Nature play in early childhood education: A systematic review and meta ethnography of qualitative research
Jannet Prins, Femke van der Wilt, Chiel van der Veen en Dieuwke Hovinga | 2022

‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education
Monica Nilsson, Beth Ferholt en Robert Lecusay | 2017

Onderwijs aan jonge kinderen. Intersubjectiviteit als onderlegger voor ontwikkeling
Annerieke Boland | 2015

Guided play: Where curricular goals meet a playful pedagogy
Deena Skolnik Weisberg, Kathy Hirsh-Pasek en Roberta Michnick Golinkoff | 2013

Door het oog van de professional: Een kwalitatief onderzoek naar de integratie van het thema bewegen in de kinderopvang.
Marthe Westerbroek, Sanne Veldman en Amika Singh | 2024

Beweegmonitor Kinderopvang 2022: Vragenlijst over bewegen op het kinderdagverblijf en de buitenschoolse opvang.
Sanne Veldman, Marthe Westerbroek en Amika Singh | 2023

Systematic review of educator behaviours associated with physical activity of early years children
Chris Wright, Sarah Kirkhope en E. Jean Buckler | 2024

Correlates of children's objectively measured physical activity and sedentary behavior in early childhood education and care services: A systematic review
Karen L Tonge, Rachel A Jones en Anthony D Okely | 2016

Correlates of physical activity in 0‑ to 5‑year‑olds: A systematic umbrella review and consultation of international researchers
Jelle Arts, Elizabeth Drotos, Amika Singh, Mai Chinapaw, Teatske Altenburg en Jessica Gubbels | 2023

Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis
Lisa M. Barnett, Samuel K. Lai, Sanne L. C. Veldman, Louise L. Hardy, Dylan P. Cliff, Philip J. Morgan, Avigdor Zask, David R. Lubans, Sarah P. Shultz, Nicola D. Ridgers, Elaine Rush, Helen L. Brown en Anthony D. Okely | 2016

The mountain of motor development: A metaphor
Jane Clark en Jason Metcalfe | 2002

A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship
David F. Stodden, Jacqueline D. Goodway, Stephen J. Langendorfer, Mary Ann Roberton, Mary E. Rudisill, Clersida Garcia en Luis E. Garcia | 2008

WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: summary of the evidence
Jean-Philippe Chaput , Juana Willumsen, Fiona Bull, Roger Chou, Ulf Ekelund, Joseph Firth, Russell Jago, Francisco B. Ortega en Peter T. Katzmarzyk | 2020

Physical activity and prospective associations with indicators of health and development in children aged
Sanne L. C. Veldman, Mai J. M. Chin A Paw en Teatske M. Altenburg | 2021

Curriculum alignment and progression between Early Childhood Education and Care and Primary School: A brief review and case studies.
Organization for Economic Cooperation and Development | 2019

Kwaliteit voorschoolse educatie 2022
Inspectie van het Onderwijs | 2023

Researching effective pedagogy in the early years
Iram Siraj-Blatchford, Kathy Sylva, Stella Muttock, Rose Gilden en Danny Bell | 2002

Prevalence and prediction of kindergarten-transition difficulties
Hui Jiang, Laura Justice, Kelly M. Purtell, Tzu-Jung Lin en Jessica Logan | 2021

Who benefits? Head start directors’ views of coordination with elementary schools to support the transition to kindergarten
Kyle DeMeo Cook, Rebekah Levine Coley, & Kathryn Zimmermann | 2019

Rapportage innovatiecentrum Heerlen. ‘Kijken in elkaars keuken’ ten behoeve van samenwerking tussen peuteropvang en basisschool.
Loes van Druten en Annemarie van Langen | 2021

Promoting content-enriched alignment across the early grades: A study of policies & practices in the Boston Public Schools
Meghan P. McCormick, Christina Weiland, JoAnn Hsueh, Michelle Maier, Rama Hagos, Catherine Snow, Nicole Leacock, en Laura Schick. | 2020

Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade
Laura M. Justice, Hui Jiang, Kelly Purtell, Tzu-Jung Lin, T.J. en Arya Ansari | 2022

Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment
Tashia Abrya, Scott Latham, Daphna Bassok en Jennifer LoCasale-Crouch | 17 januari 2015

Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Virginia E. Vitiello, Robert C. Pianta, Jessica E. Whittaker en Erik A. Ruzek | 11 Oktober 2019

De peuter-kleuter-groep: Peuters, kleuters, leerkrachten en pedagogisch medewerkers in beeld
Ruben Fukkink, Pauline Slot, Merel Breedeveld en Loes Leistra | 2023

Condities voor kwaliteit in kindvriendelijke overgang
B. Dekker, M.C. Paulussen-Hoogeboom, M. de Weerd, IJ. Jepma en J. Kruiter | 2016

Ouderbetrokkenheid bij de overdracht. De rol van ouders bij de overgang van hun kind naar de basisschool.
Hester Fukkink, Karin Hoogeveen en Paulien Muller | 2016

De aansluiting tussen voor- en vroegschoolse educatie en tussen vroegschoolse educatie en groep 3
Annemiek Veen, Merlijn Karssen, Maartje van Daalen, Jaap Roeleveld, Brigit Triesscheijn en Dorothé Elshof | 2013

Verbeteren start in het basisonderwijs. Een wetenschappelijk kader.
IJsbrand Jepma en Karin Vander Heijden | 2022

Outdoor experiences and sustainability
Heather Prince | 2017

How young children explore, follow and impose rules during object-oriented play: a multiple case study
Elizabeth Wynberg, Femke van der Wilt, Annerieke Boland, Maartje Raijmakers en Chiel van der Veen | april 2024

Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection
Alexia Barrable | 2019

Naar een groene pedagogiek
Kees Both | 2008

Opvoeden in een opwarmend klimaat.
Tom van Yperen | 2022

Pedagogiek over hoop. Het onmiskenbare belang van optimisme in opvoeding en onderwijs.
Micha de Winter | 2017

Children's use of retreats in family child care homes
Nancy Weinberger | 2006

Exploring childcare spaces. Young children’s exploration of the indoor play space in center-based childcare.
Ine van Liempd | 2018

Effects of toys on the play quality of preschool children: Influence of gender, ethnicity, and socioeconomic Status
Jeffrey Trawick-Smith, Jennifer Wolff, Marley Koschel en Jamie Vallarelli | 2015

The physical indoor environment in ECEC settings: children’s well-being and physical activity
Ole Johan Sando | 2019

Group size and storybook reading: Two-year-old children's verbal and nonverbal participation with books
Laurelle Phillips en Sandra Twardosz | 2003

The effects of visual boundaries in two-year -olds' playrooms
Alain Legendre en Anne-Marie Fontaine | 1991

The relation between the ratio of children per activity area and off-task behavior and type of play in day care centers
Elyse Kantrowitz en Gary Evans | 2004

Play equipment, physical activity opportunities, and children's activity levels at childcare.
Jessica Gubbels, Dave van Kann en Maria Jansen | 2012

Children’s rights and citizenship: A perspective for inclusive and democratic education and care for young children
Christel Eijkholt | 2022

Effecten van kinderopvang op de cognitieve en sociaal-emotionele ontwikkeling van kinderen
Paul Leseman en Thomas van Huizen | 2022

Minimal groups increase young children's motivation and learning on group-relevant tasks
Allison Master en Gregory Walton | 2013

Cultural diversity in teachers’ group-centered beliefs and practices in early childcare
Saskia van Schaik, Paul Leseman, en Sanne Huijbregts | 2014

Security of children's relationships with nonparental care providers: A meta-analysis
Lieselotte Ahnert, Marin Pinquart, en Michael Lamb | 2006

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)
Marianne Ree, Marit Alvestad, en Eva Johansson | 2019

First do no harm: How teachers support or undermine children’s self-regulation.
Deborah A. Phillips, Jane Hutchison, Anne Martin, Sherri Castle, Anna D. Johnson, en The Tulsa SEED Study Team | 2022

How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings.
Kristiina Kurki, Hanna Järvenoja, Sanna Järvelä en Arttu Mykkänen | 2018

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.
Patricia A. Jennings en Mark T. Greenberg | 2009

Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program.
Susan H. Landry, Tricia A. Zucker, Heather B. Taylor, Paul R. Swank, Jeffrey M. Williams, Michael Assel, April Crawford, and Weihua Huang; Jeanine Clancy-Menchetti, Christopher J. Lonigan, Beth M. Phillips; Nancy Eisenberg, Tracy L. Spinrad; Jill de Villiers, Peter de Villiers; Marcia Barnes; Prentice Starkey, Alice Klein en the School Readiness Research Consortium | 2014

Trajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences.
Sheryl Olson, Daniel Ewon Choe en Arnold Sameroff | 2017

De basis van opvoeding en ontwikkeling
Hans Meij | 2011

Verdrag inzake de rechten van het kind
Verenigde Naties | 1989

Toekomst van de kinderopvang in het pedagogisch-educatieve ecosysteem van kinderen en jeugdigen: een verkenning
Paul Leseman, Willeke van der Werf, IJsbrand Jepma, Frank Studulski, Suzanne Nelemans, en Pauline Slot | 2021

Professionele ontwikkeling in een context van diversiteit
Jan Peeters en Michel Vandenbroeck | 2015

Onderzoek diversiteit en ouderbetrokkenheid in kindercentra
Fuusje de Graaff, Elly Singer en Walter Devillé | 2006

Waardevormend onderwijs en burgerschap. Een pleidooi voor kritisch-democratisch burgerschap.
Hélène Leenders en Wiel Veugelers | 2004

Children's rights and citizenship: A perspective for inclusive and democratic education and care for young children
Christel Eijkholt | 2022

Alert4you, professionalisering van medewerkers in de kinderopvang. Onderzoek naar de werkzame factoren.
Annemiek Veen en Edith van Eck | 2021

Inclusie door interprofessionele samenwerking: resultaten van de proeftuinen van PACT.
Jeannette Doornenbal, Ruben Fukkink, Tom van Yperen, Marielle Balledux, Jolanda Spoelstra en Marloes van Verseveld | 2017

The role of professionals in promoting diversity and inclusiveness
Pauline Slot, Bénédicte Halba en Bodine Romijn | 2017

Attunement between Parents and Professional Caregivers: A Comparison of Childrearing Attitudes in Different Child-Care Settings
Marinus van IJzendoorn, Louis Tavecchio, Geert-Jan Stams, Mieke Verhoeven en Erna Reiling | Augustus 1998

Partners in parenting. A study on shared childrearing responsibilities between parents and nonparental adults (Proefschrift
Marije Kesselring | 2 december 2016

The Early Catastrophe.
Betty Hart en Todd Risley | 2003

The Utrecht Virtual Learning Environment Project: Improving Educational Partnerships in Multicultural Preschools
Ryanne Francot, Martine Broekhuizen en Paul Leseman | 15-11-2019

Early Head Start Relationships: Association with Program Outcomes
James Elicker, Xiaoli Wen, Kyong-Ah Kwon, K. en Jill Sprague | 2013

Meta-Analysis of Family-Centered Helpgiving Practices Research
Carl Dunst, Carol Trivette en Deborah Hamby | 2007

Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood.
Robert Crosnoe en collega’s | 2010

Leraren en ouderbetrokkenheid. Een reviewstudie naar de effectiviteit van ouderbetrokkenheid en de rol die leraren daarbij kunnen vervullen.
Joep Bakker, Eddie Denessen, Marjolein Dennissen en Helma Oolbekkink - Marchand | Oktober 2013

At Home in Language. Design and evaluation of a partnership program for teachers with lower-educated parents in support of their young children’s language development
Martine van der Pluijm | 2020

Why do parents become involved in their children’s education? Research findings and implications.
Kathleen Hoover-Dempsey en collega’s | 2005

Trust in Schools: A core resource for school improvement.
Anthony Bryk en Barbara Schneider | 2002

The bioecological model of human development.
Urie Bronfenbrenner en Pamela Morris | 2006

Gedeelde opvoeding op het kinderdagverblijf
Ellen Allewijn | 2009

Factors influencing childcare workers’ promotion of physical activity in children aged 0–4 years: A qualitative study
Sarah Wilke , Claudia Opdenakker , Stef P.J. Kremers en Jessica S. Gubbels | 2013

Age of Peers and Early Childhood Development.
Donald B. Bailey, Jr., Margaret R. Burchinal en R. A. McWilliam | 1993

Kwaliteit van de babyopvang in Nederland: Gecombineerde metingen 2017-2019
Pauline Slot, IJsbrand Jepma, Paulien Muller, Bodine Romijn, Celeste Bekkering en Paul Leseman | 2020

Child Care Quality in The Netherlands Over the Years: A Closer Look
Katrien O. W. Helmerhorst, J. Marianne A. Riksen-Walraven, Mirjam J. J. M. Gevers Deynoot-Schaub, Louis W. C. Tavecchio en Ruben G. Fukkink | 2015

Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?
Ji Young Choi, Diane Horm, Shinyoung Jeon en Dahyung Ryu | 2019

The impact of childcare-group situational age composition on caregiver-child interactions
Tatiana Diebold & Sonja Perren | 2020

Effects of the Caregiver Interaction Profile Training on Caregiver–Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial
Katrien O. W. Helmerhorst, J. Marianne A. Riksen-Walraven, Ruben G. Fukkink, Louis W. C. Tavecchio, Mirjam J. J. M. Gevers Deynoot-Schaub | 2017

Horizontale en verticale groepen in kinderopvangcentra: Verkennend onderzoek naar de voor- en nadelen op basis van literatuurstudie en raadpleging van deskundigen.
Su’en Kwok, Hans Meij en Anne Luc van der Vegt | 2010

Does mixing age groups in early childhood education settings support children’s language development?
Laura M. Justice, Jessica A. Logan, Kelly Purtell, Dorthe Bleses en Anders Højen | 2019

Classroom Age Composition and Developmental Change in 70 Urban Preschool Classrooms
Arlen C. Moller, Emma Forbes-Jones en A. Dirk Hightower | 2008

Losing the ’monopoly’: A French experience of playwork practice.
Baptiste Besse-Patin, Gilles Brougère en Nathalie Roucous | 2017

Children’s use of environmental features affording risky play in early childhood education and care
Patricia Obee, Ellen Beate Hansen Sandseter en Nevin J. Harper | 2020

Everyday uncertainties: reframing perceptions of risk in outdoor free play
Anita Nelson Niehues, Anita Bundy, Alex Broom, Paul Tranter, Jo Ragen en Lina Engelen | 2013

Reliability and validity of a new instrument to measure tolerance of everyday risk for children
Anna Hill en Anita Bundy | 2012

Risky Play and Children's Well-Being, Involvement and Physical Activity
Ole Johan Sando, Rasmus Kleppe en Ellen Beate Hansen Sandseter | 2021

Early Childhood Education as Risky Business: Going Beyond What's "Safe" to Discovering What's Possible
Rebecca S. New, Ben Mardell, & David Robinson | 2005

Towards a re-conceptualisation of risk in early childhood education
Mandy Cooke, Sandie Wong en Frances Press | 2019

A professionalisation programme towards children’s risk-taking in play in childcare contexts: moral friction on developing attitudes and collegial expectations
Martin van Rooijen en Gaby Jacobs | 2019

Risky-play at school. Facilitating risk perception and competence in young children
Ann Lavrysen, Els Bertrands , Leene Leyssen , Lieve Smets , Anja Vanderspikken en Peter De Graef | 2017

Scaryfunny. A qualitative study of risky play among preschool children.
Ellen Beate Hansen Sandseter | 2010

Chillen, skaten, gamen. Opvattingen over kwalitatief goede buitenschoolse opvang in Nederland.
Marianne Boogaard, Ruben Fukkink en Charles Felix | 2008

Samenwerking in beeld 2. Basisscholen, kinderopvang en kindcentra: de stand van het land.
Michiel van der Grinten, Marleen Kieft, Debbie Kooij, Marjolein Bomhof en Esther van den Berg | 2019

Schoolkinderen en hun opvang. Wat leren ze ons over kwaliteit?
Brecht Peleman, Caroline Boudry, Lieve Bradt, Tineke Van de Walle en Michel Vandenbroeck | 2014

Caregiver involvement in infant peer interactions: Scaffolding in a social context
Shannon Williams, Ann Mastergeorge en Lenna Ontai | 2010

Using a group‐centered approach to observe interactions in early childhood education
Saskia van Schaik, Paul Leseman en Mariëtte de Haan | 2018

Two-to-three-year-old children's interactions with peers in child-care centres: Effects of spatial distance to caregivers
Alain Legendre en Dominique Munchenbach | 2011

Measuring interaction skills of caregivers in child care centers: Development and validation of the Caregiver Interaction Profile Scales
Katrien Helmerhorst, Marianne Riksen-Walraven, Harriet Vermeer, Ruben Fukkink en Louis Tavecchio | 2014

Training early childhood educators to promote peer interactions: Effects on children's aggressive and prosocial behaviors
Lisa-Christine Girard, Luigi Girolametto, Elaine Weitzman en Janice Greenberg | 2011

“Kijk eens wat ik kan!” Sociale praktijken in de interactie tussen kinderen van 4 tot 8 jaar in de buitenschoolse opvang
Nynke van der Schaaf | 2016

Explicit reasoning, creativity and co-construction in primary school children’s collaborative activities
Sylvia Rojas-Drummond, Nancy Mazon, Manuel Fernandez en Rupert Wegerif | 2006

Probleembesprekingen met samenwerkende kleuters
Frans Hiddink | 2019

Use and development of speech acts in different contexts in preschool classrooms
Marjolein Deunk | 2009

Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions
Ibrahim H. Acar, Soo-Young Hong en Chaorong Wu | 2017

How to Play without Toys? A Playwork Experimentation in Paris
Baptiste Besse-Patin | 2018

Pedagogical quality of after-school care: Relaxation and/or enrichment?
Ruben Fukkink en Marianne Boogaard | 2020

Autonomy, Fairness and Active Relationships: Children’s Experiences of Well-being in Childcare
Emma Cooke, Michelle Brady, Cheryll Alipio en Kay Cook | 2019

Pedagogical tact. Knowing what to do when you don’t know what to do
Max van Manen | 2014/2015

Tijd voor pedagogiek: Over de pedagogische paragraaf in onderwijs, opleiding en vorming
Gert Biesta | 2015

The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior
Edward L. Deci en Richard M. Ryan | 2000

Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors
Tyler R. Sasser, Karen L. Bierman en Brenda Heinrichs | 2015

Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children
Allison Sidle Fuligni, Carollee Howes, Yiching Huang, Sandra Soliday Hong en Sandraluz Lara-Cinisomo | 2012

Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space
Erica M. Barnes, Jill F. Grifenhagen en David K. Dickinson | 2019

Activity settings in toddler classrooms and quality of group and individual interactions
Carolina Guedes, Joana Cadima, Teresa Aguiar, Cecília Aguiar en Clara Barata | 2020

Use your words: The role of language in the development of toddlers’ self-regulation
Claire Vallotton en Catherine Ayoub | 2011

Working with toddlers in child care: Practitioners’ beliefs about their role
Donna Berthelsen en Joanne Brownlee | 2006

From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children's Executive Functioning
Annie Bernier, Stephanie M. Carlson en Natasha Whipple | 2011

Developmental changes in infants’ and mothers’ pathways to achieving joint attention episodes
Margaret Loy, Elise Frank Masur en Janet Olson | 2018

Daniel Stern: Microanalysis and the Empirical Infant Research Foundations
Beatrice Beebe | 2017

De 1e 1000 dagen: het versterken van de vroege ontwikkeling. Een literatuurverkenning ten behoeve van gemeenten
Symone Detmar en Marianne de Wolff | 2019

Nonsense, common sense, and science of expert performance: Talent and individual differences
Phillip L. Ackerman | 2014

How to support toddlers’ autonomy: A qualitative study with child care educators
Marilena Côté-Lecaldare, Mireille Joussemet en Sarah Dufour | 2016

Proefschrift: Exploring childcare spaces. Young children’s exploration of the indoor play space in center-based childcare
Ine van Liempd | 2018

General comment No. 17 on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts
UN Committee on the Rights of the Child | 2013

Ontwikkelingen in de kwaliteit van de Nederlandse kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang op basis van de gecombineerde metingen 2017 -2019
Pauline Slot, IJsbrand Jepma, Paulien Muller, Bodine Romijn, Celeste Bekkering en Paul Leseman | 2019

Overview of European ECEC curricula and curriculum template
Kathy Sylva, Katharina Ereky-Stevens en Ana-Maria Aricescu | 2015

European Framework of Quality and Wellbeing Indicators
Thomas Moser, Paul Leseman, Edward Melhuish, Martine Broekhuizen en Pauline Slot | 2017

Welbevinden en betrokkenheid als toetsstenen voor kwaliteit in de kinderopvang. Implicaties voor het monitoren van kwaliteit
Ferre Laevers | 2016

Child care quality in the Netherlands: From quality assessment to intervention (proefschrift)
Katrien Helmerhorst | 2014

Early childhood education and care in the Netherlands. Quality, curriculum, and relations with child development
Pauline Slot | 2014

Kwaliteit van babyopvang. Een literatuurstudie
Harriet Vermeer & Marleen Groeneveld | 2017

Pedagogische kwaliteit in de kinderopvang: Doelstellingen en kwaliteitscriteria
Marianne Riksen-Walraven | 2004

Tijd voor kwaliteit in de kinderopvang
Marianne Riksen-Walraven | 2000