Inhoud
Professionele opvoeders ......................................................................................................................... 1
College 1 .................................................................................................................................................. 6
Veilige hechtingsrelatie met professionele opvoeders? ................................................................. 7
Professionele opvoeders als potentiële gehechtheidsfiguren? ...................................................... 7
Mentale representaties ................................................................................................................... 7
Schoolcontext (Verschueren & Koomen, 2012) .............................................................................. 7
Relaties met oudere leerlingen (Verschueren, 2015) ..................................................................... 7
Kinderopvang .................................................................................................................................. 8
Kinderopvang (Shirvanian & Michael, 2017) ................................................................................... 8
Jeugdzorg (Adshead, 1998) ............................................................................................................. 8
College 2 .................................................................................................................................................. 8
Globale proceskwaliteit kinderopvang ............................................................................................ 9
Zes interactie vaardigheden ............................................................................................................ 9
Hoofdstuk 2, De pedagogische kwaliteiten van de Nederlandse kinderopvang............................... 10
Hoofdstuk 3, De pedagogische kwaliteit van de kinderopvang in internationaal perspectief ......... 11
Hoofdstuk 7, werken aan pedagogische kwaliteit: uitkomsten uit Nederlands interventieonderzoek
........................................................................................................................................................... 12
Fukkink, Sluiter, Gevers Deynoot-Schaub & Helmerhorst, (2019). A Comparative Exploration of the
Pedagogical Quality of Parent-led Childcare Centers and Regular Childcare in The Netherlands.... 13
College 3 ................................................................................................................................................ 15
Effecten van kinderopvang op → .................................................................................................. 16
........................................................................................................................................................... 16
Kunnen we de pedagogische kwaliteit van de kinderopvang verbeteren? .................................. 16
Hangt groei in pedagogische kwaliteit samen met groei in de ontwikkeling van het kind? ......... 17
Kenmerken van trainingen die werken ......................................................................................... 17
Het effect van training op elementen van CLASS .......................................................................... 17
Hoofdstuk 6, Effecten van kinderopvang op de ontwikkeling van kinderen: een beknopt overzicht
van buitenlands onderzoek ............................................................................................................... 17
Effecten van kinderopvang: voorschoolse periode ....................................................................... 17
Effecten van kinderopvang: schoolse periode .............................................................................. 18
Egert, Fukkink & Eckhardt (2018). Impact of In-Service Professional Development Programs for
Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta Analysis. ..................... 18
College 4 ................................................................................................................................................ 20
1
, Moderators en mediatoren ........................................................................................................... 20
Mortensen & Barnett (2015). Teacher-Child Interactions in Infant/Toddler Child Care and
Socioemotional Development. Early Education and Development (college 4) ................................ 21
Pluess & Belsky (2009). Differential susceptibility to rearing experience: The case of childcare. .... 22
Pluess & Belsky (2012). Vantage sensitivity: Individual Differences in Response to Positive
Experiences........................................................................................................................................ 23
College 5 ................................................................................................................................................ 25
Rollen leerkracht ........................................................................................................................... 25
Teaching Through Interactions Framework .................................................................................. 26
Hamre, Pianta, Downer, DeCoster, Mashburn, Jones & Brackett (2013). Teaching through
interactions: Testing a developmental framework of teacher effectiveness in over 4,000
classrooms. ........................................................................................................................................ 27
Schunk, Meece & Pintrich (2014). Teacher and Classroom Influences ............................................. 29
Instructie in de praktijk.................................................................................................................. 29
Effectieve leeromgevingen ............................................................................................................ 30
College 6 ................................................................................................................................................ 32
Serdiouk, Berry & Gest (2016). Teacher-child relationships and friendships and peer victimization
across the school year ....................................................................................................................... 32
Discussie ........................................................................................................................................ 33
Allen, et. al. (2013) Observations of effective teacher-student interactions in secondary school
classrooms: Predicting student achievement with the Classroom Assessment Scoring System ...... 34
Doel onderzoek ............................................................................................................................. 35
Discussie ........................................................................................................................................ 35
Hoorcollege: .................................................................................................................................. 36
DE MTP (my teaching partner) (Pianta, 2008).............................................................................. 37
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-
student relationships on students' school engagement and achievement ...................................... 37
Effecten affectieve kwaliteit dyadische leerkracht-leerlingrelaties .............................................. 38
Leerkracht-leerlingrelaties en schools leren ................................................................................. 38
Hoe houden relaties verband met school leren? .......................................................................... 38
Leerkracht-leerling relaties en gedrag .......................................................................................... 39
Leerkracht-leerlingrelaties en relaties met leeftijdsgenoten ........................................................ 39
College 7 ................................................................................................................................................ 40
Sekseverschillen in perceptie relatiekwaliteit ............................................................................... 40
Leraar perspectief.......................................................................................................................... 40
Leerling perspectief ....................................................................................................................... 41
Onbewuste percepties .................................................................................................................. 41
Etniciteit en leerkracht-leerling relaties ........................................................................................ 41
2
, Mentale Representaties (MR) van leerkracht, voor leerlingen met probleemgedrag.................. 42
Internaliserend gedrag → Leraar-leerling relatie.......................................................................... 42
Externaliserend gedrag → Leraar-leerling relatie ......................................................................... 42
Andere risicogroepen .................................................................................................................... 43
Belang leerkracht-leerlingrelaties voor risicoleerlingen ............................................................... 43
Interventies ter bevordering van klasklimaat/leerkrachtstijl ........................................................ 44
Interventies gericht op dyadische relatiekwaliteit → gehechtheidstheorie................................. 45
Honkasilta, Vehkakoski, & Vehmas, 2016 The teacher almost made me cry. Teacher’s reactive
classroom management strategies as reported by students diagnosed with ADHD ........................ 45
Perceptie van student op CRM (classroom management) ........................................................... 45
Gevarieerde percepties tussen studenten en docenten ............................................................... 45
Discussie ........................................................................................................................................ 46
Rytivaara & Frelin (2017). Committed to trouble. Learning from teachers' stories of challenging yet
rewarding teacher-student relationships.......................................................................................... 47
Leraar kennis en emoties .............................................................................................................. 47
Kennis landschappen (metafoor voor complexe werkomgeving van leraren) ............................. 47
Leraar-student relaties .................................................................................................................. 47
Discussie ........................................................................................................................................ 48
Beperkingen................................................................................................................................... 48
Thijs & Eilbracht (2012). Teacher’s perceptions of parent-teacher alliance, relational conflict, etnic
differences and disruptive behaviour ............................................................................................... 48
Betekenis van ouder-leraar relatie ................................................................................................ 48
Etnische verschillen ....................................................................................................................... 49
Discussie ........................................................................................................................................ 49
Nurmi (2012). Students characteristics and teacher-child relationships in instruction: meta analysis
........................................................................................................................................................... 49
Impact van student karakteristieken op instructie van leraar en leraar-kind relatie ................... 50
Discussie ........................................................................................................................................ 50
College 8 ................................................................................................................................................ 51
Intern werkmodel van gehechtheid .............................................................................................. 52
Mentale representaties en aanpassing aan residentiële plaatsing (Zegers et al., 2008) .............. 52
Impact van residentiële plaatsing ................................................................................................. 53
Leefklimaat en veiligheid ............................................................................................................... 54
Eichelsheim & van der Laan, (2011). Jongeren en vrijheidsbeneming - Een studie naar de wijze
waarop jongeren in Justitiële Jeugdinrichtingen omgaan met vrijheidsbeneming. ......................... 55
Resultaten...................................................................................................................................... 55
3
, Fjermestad et al., (2018). Motivation and treatment credibility predict alliance in cognitive
behavioral treatment for youth with anxiety disorders in community clinics. ................................. 57
Discussie ........................................................................................................................................ 57
Vermaes, Konijn, Jambroes & Nijhof (2014). Statische en dynamische kenmerken van jeugdigen in
JeugdzorgPlus. ................................................................................................................................... 58
Discussie ........................................................................................................................................ 59
Zegersa, Schuengela, IJzendoorn & Janssens (2008). Attachment and problem behavior of
adolescents during residential treatment. ........................................................................................ 59
Discussie ........................................................................................................................................ 60
College 9 ................................................................................................................................................ 61
Mota & Matos (2015). Adolescents in Institutional Care: significant Adults, resilience and well-
being .................................................................................................................................................. 61
Discussie ........................................................................................................................................ 62
Zegers & Schuengel (2009). Bejegening van jongeren in een behandelinrichting............................ 63
Inleiding ......................................................................................................................................... 63
Hechting ........................................................................................................................................ 63
Gehechtheidsrepresentaties ......................................................................................................... 63
Toepassing praktijk ........................................................................................................................ 64
Mentale representatie bepaalt: .................................................................................................... 64
Leipoldt et al., (2019). Determinants and outcomes of social climate in therapeutic residential
youth care: a systematic review ........................................................................................................ 64
Inleiding ......................................................................................................................................... 64
Discussie ........................................................................................................................................ 65
Karver et al., (2018). Meta-Analysis of the Prospective Relation Between Alliance and Outcome in
Child and Adolescent Psychotherapy ................................................................................................ 65
Aspecten van samenwerkingsrelatie (Inleiding) ........................................................................... 65
Resultaten...................................................................................................................................... 66
Patiënt bijdragen ........................................................................................................................... 67
College 10 .............................................................................................................................................. 67
Kinderbeschermingsmaatregelingen ............................................................................................ 68
Samenwerken met ouders ............................................................................................................ 68
Belang van ouder-professional alliantie in kind, ouder en familiebehandelingen (de Greef et al.,
2017).............................................................................................................................................. 70
Belang van alliantie in systemische behandelingen (Welmers-vd Poll et al., 2018) ..................... 70
Geurts, Boddy, Noom & Knorth (2012). Family-centred residential care: The new reality? Child and
Family Social Work (College 10) ........................................................................................................ 70
Betekenis gezinsgerichtheid .......................................................................................................... 70
Gezinsfactoren die de samenwerking met ouders bevorderen .................................................... 71
4
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