Inhoudsopgave
1 Kleuteronderwijs in Europa situeren........................................................................................................... 5
1.1 Kleuteronderwijs in Vlaanderen nu................................................................................................................6
1.2 Gedeelde visie in Europese curricula..............................................................................................................6
2 Beleidsvisies in functie van inclusie en gelijke kansen..................................................................................7
2.1 Heckman.........................................................................................................................................................7
2.1.1 Heckman Curve (!!).................................................................................................................................7
2.1.2 Heckman Equation..................................................................................................................................8
2.2 Beste benadering voor kinderen uit benadeelde groepen.............................................................................9
2.2.1 Universele benadering............................................................................................................................9
2.2.2 Doelgroepgerichte benadering...............................................................................................................9
2.2.3 Gecombineerde benadering...................................................................................................................9
3 Pedagogische visies op kleuteronderwijs..................................................................................................... 9
3.1 Ontwikkelingspsychologische theorieën van Piaget en Vygotsky................................................................10
3.1.1 Piaget....................................................................................................................................................10
3.1.2 Vygotsky................................................................................................................................................10
3.2 Reformpedagogiek (eerste helft van 20ste eeuw; jaren 60)..........................................................................11
3.2.1 Kritiek op ideeën van Piaget en Vygotsky.............................................................................................12
3.2.2 Ontwikkelingsdoelen VE Vlaanderen...................................................................................................12
3.3 Jaren 80-jaren 90..........................................................................................................................................13
3.4 Actuele trends..............................................................................................................................................13
1 Structurele en proceskwaliteit................................................................................................................... 15
1.1 Positie van curriculum..................................................................................................................................15
1.2 Structurele aanpassingen.............................................................................................................................15
2 Observatieinstrumenten........................................................................................................................... 16
2.1 ECERS (Early Childhood Environment Rating Scale).....................................................................................17
2.2 CLASS (Classroom Assessment Scoring System)...........................................................................................17
2.3 LIS (Leuvense Involvement Scale for Young Children)..................................................................................17
3 CLASS........................................................................................................................................................ 17
3.1 Drie belangrijke inzichten in kwaliteit op basis van CLASS..........................................................................17
3.1.1 Instructiekwaliteit is vaak laag..............................................................................................................18
3.1.2 Activiteitensetting beïnvloedt de score................................................................................................18
3.1.3 Niet altijd directe en lineaire link tussen CLASS-scores en ontwikkeling.............................................19
3.2 Professionalisering met CLASS.....................................................................................................................19
3.2.1 Inzichten over professionalisering........................................................................................................20
3.2.2 Kritieken op de CLASS...........................................................................................................................20
1 Domeinspecifieke interventies.................................................................................................................. 21
1.1 PATHS...........................................................................................................................................................21
1.2 Strongest Hope Model (Weiland).................................................................................................................21
1
,2 Interventies ontwikkelen en uittesten....................................................................................................... 22
2.1 Interventies ontwikkelen..............................................................................................................................22
2.2 Artikel van Dorthe Bleses.............................................................................................................................22
1 Bredere context........................................................................................................................................ 24
2 Wat is kwaliteit?....................................................................................................................................... 24
2.1 Kijken naar het proces..................................................................................................................................25
2.1.1 Welbevinden.........................................................................................................................................25
2.1.2 Betrokkenheid......................................................................................................................................25
2.2 Kijken naar het effect...................................................................................................................................26
2.2.1 Basisattitude van verbondenheid.........................................................................................................27
2.2.2 Welke ontwikkelingsdomeinen?..........................................................................................................27
2.2.3 Typering van paradigma’s.....................................................................................................................27
2.2.4 Observeren en meten van output........................................................................................................28
2.2.5 Drie-traps raket.....................................................................................................................................28
2.3 Kijken naar aanpak.......................................................................................................................................28
2.3.1 10 actiepunten voor leerkrachten........................................................................................................28
2.3.2 Open Framework Model (High Scope).................................................................................................29
2.3.3 Paradigmashift: implicaties voor output en evaluatie op microniveau...............................................29
2.4 Kwaliteit opvolgen........................................................................................................................................29
3 Conclusie.................................................................................................................................................. 29
1 Benaderingen............................................................................................................................................ 31
1.1 Onderzoek van Duncan................................................................................................................................32
1.2 Wetenschap op zijn best..............................................................................................................................33
2 Aanbrengen van academische vaardigheden............................................................................................. 34
2.1 Casus klanken en letters...............................................................................................................................34
2.2 Evidence-based aanpak................................................................................................................................34
2.3 Binnen context van gebalanceerde aanpak.................................................................................................34
2.4 Speels of kindvriendelijk...............................................................................................................................35
3 Werkcollege rond artikel Chien et al.......................................................................................................... 35
1 Concepten en inzichten in ontwikkeling van spel.......................................................................................37
1.1 Wat is spel?..................................................................................................................................................37
1.1.1 Vormen van spel...................................................................................................................................37
1.1.2 Universele patronen in spel..................................................................................................................38
1.1.3 Culturele verschillen in tijdsinvestering...............................................................................................38
1.1.4 Culturele verschillen in speelpartners..................................................................................................38
1.1.5 Culturele verschillen in waardering van spel........................................................................................38
1.2 Studievragen................................................................................................................................................38
2 Waarom spel? Waarom doen-alsof spel?................................................................................................... 38
2.1 Visies.............................................................................................................................................................38
2.1.1 Piaget....................................................................................................................................................39
2.1.2 Vygotsky................................................................................................................................................39
2
, 2.2 Empirisch onderzoek....................................................................................................................................39
2.2.1 Bewegings- en behendigheidsspel.......................................................................................................39
2.2.2 Exploratief spel en probleemoplossend vermogen..............................................................................39
2.2.3 Lillard et al. (2013)................................................................................................................................40
2.3 Wat nu?........................................................................................................................................................40
3 Hoe spel begeleiden?................................................................................................................................ 40
3.1 Basisprincipes...............................................................................................................................................41
3.1.1 Spelen in groep vraagt klassenmanagement.......................................................................................41
3.1.2 Rijke omgeving......................................................................................................................................42
3.2 Actieve begeleiding bij doen-alsof spel........................................................................................................42
3.2.1 Guided play/ scaffolding.......................................................................................................................43
4 Conclusie.................................................................................................................................................. 43
1 Theorieën over schoolrijpheid (ecologisch-dynamisch perspectief)............................................................44
1.1 Child effects model.......................................................................................................................................44
1.2 Direct effects ecological model....................................................................................................................45
1.3 Indirect effects ecological model..................................................................................................................45
1.4 Ecological and dynamic model of transition ≈ procesmodel........................................................................45
1.5 Samenvattend..............................................................................................................................................45
2 Meten van schoolrijpheid: instrumenten en kadering in Vlaanderen..........................................................46
2.1 Regelgeving toegang 1ste leerjaar (vanaf 1 sept. 2021)...............................................................................46
2.2 Praktijk in Vlaanderen..................................................................................................................................46
2.2.1 Hoe belangrijk zijn deze testen.............................................................................................................47
2.3 KOALA-screening..........................................................................................................................................47
2.3.1 Mondelinge taal rond 4-5 jaar is goede voorspeller voor latere taal- en geletterdheid......................48
2.4 Samenvattend..............................................................................................................................................48
3 Kleuterverlenging of overvaren?............................................................................................................... 49
3.1 Profiel gemiddelde zittenblijvers..................................................................................................................49
3.2 Andere regio’s, andere gewoontes..............................................................................................................49
3.3 Doorkleuteren of overvaren?.......................................................................................................................49
3.4 Effectiviteit van zittenblijven (Vandecandelaere et al., 2014).....................................................................49
4 Kleuterverlenging voorkomen................................................................................................................... 50
4.1 Opvattingen in onderwijsveld.......................................................................................................................50
4.2 Wat zouden scholen kunnen doen om zittenblijven te voorkomen?...........................................................50
4.3 Structurele maatregelen: gevolgen moeilijk te voorspellen........................................................................51
1 Moeten we kleuteronderwijzers eigenlijk wel opleiden?...........................................................................52
1.1 ‘Het gaat vanzelf’.........................................................................................................................................52
2 Karakteristieken van goede opleiding kleuteronderwijs.............................................................................52
3 Wat mist er nog in ideale opleiding kleuteronderwijs................................................................................54
3
, 3.1 Informeel leren.............................................................................................................................................54
3.2 Leraren (in spe) coachen..............................................................................................................................54
4 Levenslang lerende leerkrachten............................................................................................................... 54
4
1 Kleuteronderwijs in Europa situeren........................................................................................................... 5
1.1 Kleuteronderwijs in Vlaanderen nu................................................................................................................6
1.2 Gedeelde visie in Europese curricula..............................................................................................................6
2 Beleidsvisies in functie van inclusie en gelijke kansen..................................................................................7
2.1 Heckman.........................................................................................................................................................7
2.1.1 Heckman Curve (!!).................................................................................................................................7
2.1.2 Heckman Equation..................................................................................................................................8
2.2 Beste benadering voor kinderen uit benadeelde groepen.............................................................................9
2.2.1 Universele benadering............................................................................................................................9
2.2.2 Doelgroepgerichte benadering...............................................................................................................9
2.2.3 Gecombineerde benadering...................................................................................................................9
3 Pedagogische visies op kleuteronderwijs..................................................................................................... 9
3.1 Ontwikkelingspsychologische theorieën van Piaget en Vygotsky................................................................10
3.1.1 Piaget....................................................................................................................................................10
3.1.2 Vygotsky................................................................................................................................................10
3.2 Reformpedagogiek (eerste helft van 20ste eeuw; jaren 60)..........................................................................11
3.2.1 Kritiek op ideeën van Piaget en Vygotsky.............................................................................................12
3.2.2 Ontwikkelingsdoelen VE Vlaanderen...................................................................................................12
3.3 Jaren 80-jaren 90..........................................................................................................................................13
3.4 Actuele trends..............................................................................................................................................13
1 Structurele en proceskwaliteit................................................................................................................... 15
1.1 Positie van curriculum..................................................................................................................................15
1.2 Structurele aanpassingen.............................................................................................................................15
2 Observatieinstrumenten........................................................................................................................... 16
2.1 ECERS (Early Childhood Environment Rating Scale).....................................................................................17
2.2 CLASS (Classroom Assessment Scoring System)...........................................................................................17
2.3 LIS (Leuvense Involvement Scale for Young Children)..................................................................................17
3 CLASS........................................................................................................................................................ 17
3.1 Drie belangrijke inzichten in kwaliteit op basis van CLASS..........................................................................17
3.1.1 Instructiekwaliteit is vaak laag..............................................................................................................18
3.1.2 Activiteitensetting beïnvloedt de score................................................................................................18
3.1.3 Niet altijd directe en lineaire link tussen CLASS-scores en ontwikkeling.............................................19
3.2 Professionalisering met CLASS.....................................................................................................................19
3.2.1 Inzichten over professionalisering........................................................................................................20
3.2.2 Kritieken op de CLASS...........................................................................................................................20
1 Domeinspecifieke interventies.................................................................................................................. 21
1.1 PATHS...........................................................................................................................................................21
1.2 Strongest Hope Model (Weiland).................................................................................................................21
1
,2 Interventies ontwikkelen en uittesten....................................................................................................... 22
2.1 Interventies ontwikkelen..............................................................................................................................22
2.2 Artikel van Dorthe Bleses.............................................................................................................................22
1 Bredere context........................................................................................................................................ 24
2 Wat is kwaliteit?....................................................................................................................................... 24
2.1 Kijken naar het proces..................................................................................................................................25
2.1.1 Welbevinden.........................................................................................................................................25
2.1.2 Betrokkenheid......................................................................................................................................25
2.2 Kijken naar het effect...................................................................................................................................26
2.2.1 Basisattitude van verbondenheid.........................................................................................................27
2.2.2 Welke ontwikkelingsdomeinen?..........................................................................................................27
2.2.3 Typering van paradigma’s.....................................................................................................................27
2.2.4 Observeren en meten van output........................................................................................................28
2.2.5 Drie-traps raket.....................................................................................................................................28
2.3 Kijken naar aanpak.......................................................................................................................................28
2.3.1 10 actiepunten voor leerkrachten........................................................................................................28
2.3.2 Open Framework Model (High Scope).................................................................................................29
2.3.3 Paradigmashift: implicaties voor output en evaluatie op microniveau...............................................29
2.4 Kwaliteit opvolgen........................................................................................................................................29
3 Conclusie.................................................................................................................................................. 29
1 Benaderingen............................................................................................................................................ 31
1.1 Onderzoek van Duncan................................................................................................................................32
1.2 Wetenschap op zijn best..............................................................................................................................33
2 Aanbrengen van academische vaardigheden............................................................................................. 34
2.1 Casus klanken en letters...............................................................................................................................34
2.2 Evidence-based aanpak................................................................................................................................34
2.3 Binnen context van gebalanceerde aanpak.................................................................................................34
2.4 Speels of kindvriendelijk...............................................................................................................................35
3 Werkcollege rond artikel Chien et al.......................................................................................................... 35
1 Concepten en inzichten in ontwikkeling van spel.......................................................................................37
1.1 Wat is spel?..................................................................................................................................................37
1.1.1 Vormen van spel...................................................................................................................................37
1.1.2 Universele patronen in spel..................................................................................................................38
1.1.3 Culturele verschillen in tijdsinvestering...............................................................................................38
1.1.4 Culturele verschillen in speelpartners..................................................................................................38
1.1.5 Culturele verschillen in waardering van spel........................................................................................38
1.2 Studievragen................................................................................................................................................38
2 Waarom spel? Waarom doen-alsof spel?................................................................................................... 38
2.1 Visies.............................................................................................................................................................38
2.1.1 Piaget....................................................................................................................................................39
2.1.2 Vygotsky................................................................................................................................................39
2
, 2.2 Empirisch onderzoek....................................................................................................................................39
2.2.1 Bewegings- en behendigheidsspel.......................................................................................................39
2.2.2 Exploratief spel en probleemoplossend vermogen..............................................................................39
2.2.3 Lillard et al. (2013)................................................................................................................................40
2.3 Wat nu?........................................................................................................................................................40
3 Hoe spel begeleiden?................................................................................................................................ 40
3.1 Basisprincipes...............................................................................................................................................41
3.1.1 Spelen in groep vraagt klassenmanagement.......................................................................................41
3.1.2 Rijke omgeving......................................................................................................................................42
3.2 Actieve begeleiding bij doen-alsof spel........................................................................................................42
3.2.1 Guided play/ scaffolding.......................................................................................................................43
4 Conclusie.................................................................................................................................................. 43
1 Theorieën over schoolrijpheid (ecologisch-dynamisch perspectief)............................................................44
1.1 Child effects model.......................................................................................................................................44
1.2 Direct effects ecological model....................................................................................................................45
1.3 Indirect effects ecological model..................................................................................................................45
1.4 Ecological and dynamic model of transition ≈ procesmodel........................................................................45
1.5 Samenvattend..............................................................................................................................................45
2 Meten van schoolrijpheid: instrumenten en kadering in Vlaanderen..........................................................46
2.1 Regelgeving toegang 1ste leerjaar (vanaf 1 sept. 2021)...............................................................................46
2.2 Praktijk in Vlaanderen..................................................................................................................................46
2.2.1 Hoe belangrijk zijn deze testen.............................................................................................................47
2.3 KOALA-screening..........................................................................................................................................47
2.3.1 Mondelinge taal rond 4-5 jaar is goede voorspeller voor latere taal- en geletterdheid......................48
2.4 Samenvattend..............................................................................................................................................48
3 Kleuterverlenging of overvaren?............................................................................................................... 49
3.1 Profiel gemiddelde zittenblijvers..................................................................................................................49
3.2 Andere regio’s, andere gewoontes..............................................................................................................49
3.3 Doorkleuteren of overvaren?.......................................................................................................................49
3.4 Effectiviteit van zittenblijven (Vandecandelaere et al., 2014).....................................................................49
4 Kleuterverlenging voorkomen................................................................................................................... 50
4.1 Opvattingen in onderwijsveld.......................................................................................................................50
4.2 Wat zouden scholen kunnen doen om zittenblijven te voorkomen?...........................................................50
4.3 Structurele maatregelen: gevolgen moeilijk te voorspellen........................................................................51
1 Moeten we kleuteronderwijzers eigenlijk wel opleiden?...........................................................................52
1.1 ‘Het gaat vanzelf’.........................................................................................................................................52
2 Karakteristieken van goede opleiding kleuteronderwijs.............................................................................52
3 Wat mist er nog in ideale opleiding kleuteronderwijs................................................................................54
3
, 3.1 Informeel leren.............................................................................................................................................54
3.2 Leraren (in spe) coachen..............................................................................................................................54
4 Levenslang lerende leerkrachten............................................................................................................... 54
4
