dr. Josje Verhagen
J.Verhagen@uu.nl
Gegenereerd op 2017-06-28 05:29:16


Profiel

My research focuses on language development in children's toddler and preschool years. I'm particularly interested in relationships between language development and executive functions (working memory, attention) and in bilingualism. I also study the role of language input in both monolingual and bilingual language acquisition, in particular, how children cope with input that is variable or contains conflicting information.

 

Research interests:

Language learning, bilingualism, variable input, non-adjacent dependency learning, nonword repetition, relationships between language and executive functioning.

 

Strategische thema's / focusgebieden
Betrokken bij de opleiding(en)
Gegenereerd op 2017-06-28 05:29:16
Curriculum vitae

Work:

2016 – now        Post-doctoral researcher, Department of Special Education, Utrecht University                             Project: L2TOR project on the development of a social robot that can support                             children’s second language learning.

 2012 – 2016      Post-doctoral researcher, Department of Special Education, Utrecht University                             Projects: VENI project on artificial language learning in monolingual and bilingual                             children, ELS-funded project on the role of input quality in bilingual language                             acquisition.

 2009 – 2012      Post-doctoral researcher, Department of Special Education, Utrecht University                             Project: Pre-COOL project; large longitudinal study on linguistic and cognitive                             development in preschool children assessed between ages 2 and 5.

 2008 – 2009      Lecturer, Applied Linguistics, Free University Amsterdam

 2008 – 2009      Research assistant, Neurobiology of Language Group, Max Planck Institute for                             Psycholinguistics, Nijmegen

 2004 – 2009      PhD candidate, Free University Amsterdam & Max Planck Institute for                             Psycholinguistics, Nijmegen                                                                                                                      .               

 Education:

 

2002 – 2003       MPhil (Research Master) in Linguistics (cum laude)                                                                        University of Amsterdam.

2000 – 2002       Master General Linguistics (cum laude)                                                                                             University of Amsterdam.

1999 – 2000       Propedeuse Applied Linguistics (cum laude)                                                                                         Free University, Amsterdam

 

 

Gegenereerd op 2017-06-28 05:29:16

Publications:

Verhagen, J., Grassmann, S., & A. Kuntay (accepted). Monolingual and bilingual children's resolution of referential conflicts: Effects of bilingualism and relative language proficiency. Cognitive Development.

Verhagen, J., de Bree, E.H., Mulder, H., & Leseman, P.P.M. (2016). Effects of vocabulary and phonotactic probability on two-year-olds' nonword repetition. Journal of Psycholinguistic Research.

*de Bree, E.H., *Verhagen, J., Kerkhoff, A.O., Doedens, W.J., & Unsworth, S. (2016). Language learning from inconsistent input: Bilingual and monolingual toddlers compared. Infant and Child Development. (*co-first author)

Verhagen J., Mulder, H., & Leseman, P. P. M. (2016). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism: Language and Cognition. doi:10.1017/S1366728915000590.

Verhagen, J. & Leseman, P. P. M. (2015). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, 141, 65-82.

Slot, P. L., Leseman, P. P. M., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76.

Messer, M. H., Verhagen, J., Boom, J., Mayo, A. Y., & Leseman, P. P. M. (2015). Growth of verbal short-term memory of nonwords varying in phonotactic probability: A longitudinal study with monolingual and bilingual children. Journal of Memory and Language, 84, 24-36.

Verhagen, J., Messer, M. H., & Leseman, P. P. M. (2015). Phonological memory and the acquisition of grammar in child L2 learners. Language Learning, 65, 417-448.

Verhagen, J., & Blom, E. (2014). Asymmetries in the acquisition of subject-verb agreement in Dutch? Evidence from comprehension and production. First Language, 34, 315-335.

Blom, E., Kuntay, A., Messer, M., Verhagen, J., & Leseman, P. P. M. (2014). The benefits of being bilingual: Working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105-119.

Mulder, H., Hoofs, H., Verhagen, J., Veen, van der I., & Leseman, P. P. M. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, section Developmental Psychology, 5 (JUL).

Blom, E., Kuntay, A., Messer, M., Verhagen, J., & Leseman, P. P. M. (2014). Do bilingual Turkish-Dutch children show working memory benefits despite lower linguistic proficiency? In W. Orman & M.J. Valleau (Eds.), Proceedings of the 38th annual Boston University Conference on Language Development (pp. 64-76). Boston: Cascadilla Press.

Blom, E., Van de Craats, I., & Verhagen, J. (2013). Dummy auxiliaries in first and second language acquisition. Berlin/New York: Mouton de Gruyter.

Verhagen, J. (2013). From dummy auxiliary to auxiliary in Moroccan adult learners' production and comprehension of Dutch. In E. Blom, I. Van de Craats & J. Verhagen (Eds.), Dummy auxiliaries in first and second language development. Berlin/New York: Mouton de Gruyter.

Schimke, S.,Verhagen, J., & Turco, G. (2012). The different role of additive and negative particles for the development of finiteness in early adult L2 German and L2 Dutch. In Watorek, M., S. Benazzo and M. Hickmann (Eds.), Comparative Perspectives to Language Acquisition: A tribute to Clive Perdue (pp. 73-91). Bristol: Multilingual Matters.

Verhagen, J. (2011). Verb placement in second language acquisition: Experimental evidence for the different behaviour of auxiliary and lexical verbs. Applied Psycholinguistics, 32, 821-858.

Dimroth, C., Andorno, C., Benazzo, S., & Verhagen, J. (2010). Given claims about new topics. The distribution of contrastive and maintained information in Romance and Germanic languages. Journal of Pragmatics, 42, 3328-3344. 

Verhagen, J. (2009). Finiteness in Dutch as a second language. Doctoral dissertation. Vrije Universiteit, Amsterdam & Max Planck Institute for Psycholinguistics, Nijmegen.

Verhagen, J. (2009). Temporal adverbials, negation and finiteness in Dutch as a second language: A scope-based account. International Review of Applied Linguistics in Language Teaching, 47, 209-237.

Verhagen, J., & Schimke, S. (2009). Differences or fundamental differences? Comment to Meisel’s target paper ‘Second language acquisition in early childhood’. Zeitschrift für Sprachwissenschaft, 28, 97-106.

Verhagen, J. (2009). Light verbs and the acquisition of finiteness and negation in Dutch as a second language. In C. Dimroth & P. Jordens (Eds.), Functional elements: Variation in learner systems (pp. 203-234). Berlin/New York: Mouton de Gruyter.

Schimke, S., Verhagen, J., & Dimroth, C. (2008). Particules additives et finitude en néerlandais et allemand L2: Etude expérimentale. Acquisition et Interaction en Language Etrangère, 27, 191-210.

Arends, J.,  Dikker, S., Cardoso, H., Van Lier, E., & Verhagen, J. (2006). On the presence versus absence of morphological marking in four Romance-based Creoles. In B. Parth & I. Plag (Eds.), The structure of creole words:Segmental, syllabic and morphological aspects. Tübingen: Niemeyer.

Verhagen, J. (2005). The role of the auxiliary ‘hebben’ in Dutch as a second language. Zeitschrift für Literaturwissenschaft und Linguistik, 140, 99-127.


 

Presentations at workshops/conferences:

Verhagen, J., Fremerij, J., Grassmann, S. & Küntay, A. (2015). Toddlers' disambiguation of referential acts: Effects of bilingalism and language dominance. Paper at International Symposium on Bilingualism (ISB), New Brunswick, USA.

Verhagen, J., Grassmann, S., Fremerij, J., & Küntay, A. (2015). Comparing monolingual and bilingual children’s disambiguation of referential acts.  Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Philadelphia, USA.

Unsworth, S., Maas, E., de Bree, E. H., & Verhagen, J. (2015). The role of input quantity and input quality on multilingual children’s receptive and productive vocabulary development. Paper at International Symposium on Bilingualism (ISB), New Brunswick, USA

de Bree, E. H., Verhagen, J., Kerkhoff, A. M., Doedens, W. J., & Unsworth, U. (2015). Bilingual toddlers can learn from variable input. Poster at International Symposium on Bilingualism (ISB), New Brunswick, USA.

Verhagen, J., de Bree, E. H., Mulder, H., & Boom, J. (2014). Relationships between nonword repetition and vocabulary in Dutch-speaking children: A one-way affair? Poster presented at the International Conference on Infant Studies (ICIS), Berlin, Germany.

Verhagen, J., & Blom, E. (2013). The acquisition of verbal number morphology by Dutch two- and three-year olds. Poster presented at Child Language Seminar (CLS), Manchester, UK.

Verhagen, J., Leseman, P., & Messer, M. (2013). Relationships between language exposure at home, vocabulary and phonological memory in a longitudinal study of mono- and bilingual preschoolers. Paper presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, USA.

Verhagen, J., Mulder, H., Leseman, P.P.M. & De Bree, E.H. (2012).The influence of vocabulary size and phonotactic probability on two-year olds' nonword repetition. Poster presented at the Boston University Conference on Language Development 37 (BUCLD), Boston, USA.

Verhagen, J., Leseman, P.P.M. & Messer, M. H. (2012). Phonological memory and the acquisition of morphosyntax by child L2 learners. Poster presented at the Boston University Conference on Language Development 37 (BUCLD), Boston, USA.

Verhagen, J., Leseman, P.P.M. & M.H. Messer (2012). Verbal short-term memory and the acquisition of grammar by bilingual children. Poster presented at Architectures and Mechanisms for Language Processing (AMLaP), Riva del Garda, Italy.

Verhagen, J., Mulder, H., Leseman, P.P.M. & Messer, M.H (2012). Phonological memory and the acquisition of grammar in mono- and bilingual preschoolers. Paper presented at the Biennial Meeting of EARLI SIG 5: Researching Development, Learning and Well-Being in Early Childhood. Utrecht, the Netherlands.

Verhagen, J., Messer., M.H & Leseman, P.P.M. (2011). Language-specific effects of verbal short-term memory on the acquistion of finiteness in child L2 learners. Paper presented at the International Symposium on Bilingualism. Oslo, Norway.

Verhagen, J. (2010). Dummy verbs in L2 Dutch: Evidence from production and comprehension. Paper presented at the Workshop on Dummy Auxiliaries in (A)Typical First and Second Language Acquisition. Nijmegen, the Netherlands.

Verhagen, J. (2009). Semantic principles are more important than syntactic ones for beginning second language learners: Evidence from sentence processing. Poster presented at: 31st Annual Meeting for the Cognitive Sciency (Cogsci), Amsterdam, The Netherlands.

Benazzo, S., Dimroth, C., Andorno, C., & Verhagen, J. (2009). Given claims about new
topics. The distribution of contrastive/maintained information in Romance & Germanic languages. Paper presented at Linguistics and Psycholinguistic approaches to Text Structuring (LPST09). Paris, France.

Dimroth, C., Andorno, C., Benazzo, S., & Verhagen, J. (2009). Given claims about new
topics. The distribution of contrastive and maintained information in Romance and Germanic languages. Paper presented at the Workshop on Information Structure in the Theory of Grammar and in Language Acquisition. Lund, Sweden.

Dimroth, C., Schimke, S., & Verhagen, J. (2009). Is verb-raising influenced by information structure? Paper presented at the 19th European Second Language Association Conference (EuroSLA). Cork, Ireland.

Verhagen, J. (2009). Why do L2 learners use a construction that does not occur in the target language? Testing two different proposals. Paper presented at the International Symposium of Bilingualism (ISB). Utrecht, the Netherlands.

Casasanto, D., Jasmin, K., Verhagen, J. & M. Van Rees Vellinga (2009). Body-specificity of emotional valence in language, thought, and gesture. Paper presented at the Embodied and Situated Language Processing Conference. Rotterdam, the Netherlands.

Verhagen, J. (2008). Grammatical processing in L2 acquisition: How beginning learners process what they do not yet produce. Poster presented at the Conference on Human Sentence Processing (CUNY). Chapel Hill (NC), USA.

Verhagen, J. & S. Schimke (2008). The acquisition of negation in L2 Dutch, French and German: An elicited-imitation study. Poster presented at the 18th European Second Language Association Conference (EuroSLA). Aix-en-Provence, France.

Dimroth, C., Schimke, S. & J. Verhagen (2008). How do learners cope with complex information structure? Word order and focus particles in L2 German and Dutch. Paper presented at the 18th European Second Language Association Conference (EuroaSLA). Aix-en-Provence, France.

Verhagen, J., Schimke, S. & G. Turco (2008). Additive and negative particles and finiteness in L2 Dutch and German. Poster presented at Comparative perspectives: Homage to Clive Perdue. Paris, France.

Verhagen, J. (2007). The relation between morphology and syntax in L2 Dutch: Evidence from production and imitation. Paper presented at the 17th European Second Language Association Conference (EuroSLA). Newcastle, UK.

Schimke, S. & J. Verhagen (2007). Auxiliaries and the acquisition of post-verbal negation in different target languages. Poster presented at the 7th European Second Language Association Conference (EuroSLA). Newcastle, UK.

Verhagen, J. (2007). Proto-auxiliaries, auxiliaries and the acquisition of finiteness in L2 Dutch. Paper presented at the 29th Annual meeting of the German Society for Linguistics (DGfS), Siegen, Germany.

Verhagen, J. (2007). The acquisition of negation in Dutch: Evidence from production and comprehension. Paper presented at the International Research Meeting for Junior Applied Linguistics (Anéla/GAL). Groningen, the Netherlands.

Verhagen, J. (2007). The relation between auxiliaries and finiteness: Evidence from production and imitation. Poster presented at the 6th International Symposium on Bilingualism (ISB). Hamburg, Germany.

Verhagen, J. (2006). Using auditory sentence-matching to investigate the processing of negation in beginning L2 learners of Dutch. Poster presented at the Architectures and Mechanisms for Language Processing (AMLaP). Nijmegen, the Netherlands. 

Verhagen, J. (2006). The acquisition of the auxiliary 'hebben': The key to post-verbal negation in Dutch as a second language? Paper presented at the 28th annual meeting of the German Society for Linguistics (DGfS), Bielefeld, Germany.

Verhagen, J. (2005). The role of the auxiliary ‘hebben’ in Dutch as a second language: Methodological considerations in SLA research. Paper presented at the 15th European Second Language Association Conference (Eurosla). Dubrovnik, Croatia.

Verhagen, J. (2005). The role of ‘hebben’ and ‘zijn’ in the acquisition of Dutch as a second language. Paper presented at the 15th Anela Juniorendag. Amsterdam, The Netherlands.

Verhagen, J. (2003). The acquisition of expletives in Dutch: On the relation between typological universals and second language acquisition. Paper presented at the 13th Anéla Juniorendag. Nijmegen, The Netherlands.

Arends, J., Cardoso, H., Dikker, S., Van Lier, E. & J. Verhagen (2003). Inflectional morphology in four Romance-based creoles. Paper presented at the International Workshop on the Phonology and Morphology of Creole Languages. Siegen, Germany.

 

Press

 http://www.kennislink.nl/publicaties/nt2-via-hulpwerkwoorden-naar-vervoegingen

 http://www.trouw.nl/nieuws/nederland/article2778839.ece/_rsquo_Hebben_rsquo__is_het_toverwoord_voor_wie_goed_Nederlands_wil_leren__.html

 

 

 

 



 

 



 

 

Alle publicaties
  2017 - Wetenschappelijke publicaties
Slot, Pauline L., Boom, Jan, Verhagen, Josje & Leseman, Paul P M (01-01-2017). Measurement properties of the CLASS Toddler in ECEC in The Netherlands. Journal of Applied Developmental Psychology, 48, (pp. 79-91) (13 p.).
Verhagen, Josje, Grassmann, Susanne & Küntay, Aylin C. (01-01-2017). Monolingual and bilingual children's resolution of referential conflicts - Effects of bilingualism and relative language proficiency. Cognitive Development, 41, (pp. 10-18) (9 p.).
  2016 - Wetenschappelijke publicaties
Verhagen, Josje, de Bree, Elise, Mulder, Hanna & Leseman, Paul (09-09-2016). Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds’ Nonword Repetition. Journal of Psycholinguistic Research, (pp. 1-18) (18 p.).
Verhagen, Josje & Leseman, Paul (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, 141, (pp. 65-82) (18 p.). Copyright © 2015 Elsevier Inc. All rights reserved..
Bree, Elise, Verhagen, Josje, Kerkhoff, Annemarie, Doedens, Willemijn & Unsworth, Sharon (25-08-2016). Language learning from inconsistent input - Bilingual and monolingual toddlers compared. Infant and Child Development, (pp. 1-15) (15 p.).
Mulder, H., Boom, J., Slot, P.L., Verhagen, J. & Leseman, P.P.M. (2016). Selectieve aandacht. In Paul Leseman & Annemiek Veen (Eds.), Ontwikkeling van kinderen en relaties met kwaliteit van voorschoolse instellingen - Resultaten uit het pre-COOL cohortonderzoek (pp. 33-55). SCO-Kohnstamm Instituut.
Verhagen, J., Mulder, H., Boom, J., Hoofs, Huub, Slot, P.L. & Leseman, P.P.M. (2016). Woordenschat. In Paul Leseman & Annemiek Veen (Eds.), Ontwikkeling van kinderen en relatie met kwaliteit van voorschoolse instellingen - Resultaten uit het pre-COOL cohortonderzoek (pp. 55-67). SCO-Kohnstamm Instituut.
  2016 - Vakpublicaties
Janssen, L.H.C., Keij, B.M., de Mulder, H.N.M., Verhagen, J., van der Graaff, J. & Terband, H.R. (01-12-2016). Communicatieve vaardigheden als voorspeller van gedrag bij kleuters. SCEM Symposium Taalontwikkeling: stoornis of achterstand?, Ede, the Netherlands, December 1, 2016.
  2015 - Wetenschappelijke publicaties
Slot, P.L., Leseman, P.P.M., Verhagen, J. & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, (pp. 64-76).
Verhagen, Josje, Mulder, Hanna & Leseman, Paul (18-09-2015). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism: Language and Cognition (14 p.).
Messer, Marielle H., Verhagen, Josje, Boom, Jan, Mayo, Aziza Y. & Leseman, Paul P M (01-10-2015). Growth of verbal short-term memory of nonwords varying in phonotactic probability - A longitudinal study with monolingual and bilingual children. Journal of Memory and Language, 84, (pp. 24-36) (13 p.).
Verhagen, J., Messer, M.H. & Leseman, P.P.M. (2015). Phonological memory and the acquisition of grammar in child L2 learners. Language Learning, 65 (2), (pp. 417-448) (32 p.).
  2014 - Wetenschappelijke publicaties
Blom, Elma, Kuntay, Aylin, Messer, Marielle, Verhagen, Josje & Leseman, Paul (2014). Do Bilingual Turkish-Dutch Children Show Working Memory Benefits despite Lower Linguistic Proficiency?. Proceedings of the Annual Boston University Conference on Language Development (pp. 64-76) (13 p.).
Blom, Elma, Küntay, Aylin, Messer, M, Verhagen, Josje & Leseman, Paul (2014). Do bilingual Turkish-Dutch children show working memory benefits despite lower linguistic proficiency?. Proceedings of the 38th annual Boston University Conference on Language Development (pp. 64-76) (13 p.). Cascadella Press.
Blom, W.B.T., Küntay, A.C., Messer, M.H., Verhagen, J. & Leseman, P.P.M. (2014). The Benefits of Being Bilingual: Working Memory in Bilingual Turkish-Dutch Children. Journal of Experimental Child Psychology, 128, (pp. 105-119) (15 p.).
  2013 - Overige resultaten
Verhagen, J. & Mulder, H. (2013). Testinstructie voor de testleiders bij het cohortonderzoek Pre-COOL: periode 2013-2014.
  2012 - Overige resultaten
Mulder, H. & Verhagen, J. (2012). Testinstructie voor de testleiders bij het cohortonderzoek Pre-COOL: Periode 2012-2013.
  2011 - Overige resultaten
Verhagen, J. & Mulder, H. (2011). Testhandleiding voor de testleiders bij het cohort onderzoek Pre-COOL: periode 2011-2012.
  2010 - Overige resultaten
Mulder, H. & Verhagen, J. (2010). Testinstructie voor de testleiders bij het cohortonderzoek pre-cool: Periode 2010-2011.
  2008 - Wetenschappelijke publicaties
Schimke, S., Verhagen, Josje & Dimroth, C. (2008). Particules additives et finitude en néerlandais et allemand L2: Etude expérimentale. Acquisition et Interaction en Langue Étrangère
  2006 - Wetenschappelijke publicaties
arends, jacques, Dikker, Suzanne, Cardoso, Hugo, van Lier, Eva & Verhagen, Josje (2006). On the presence versus absence of morphological marking in four Romance-based Creoles. The structure of creole words:Segmental, syllabic and morphological aspects
Arends, Jacques, Verhagen, Josje, van Lier, Eva, Dikker, Suzanne & Cardoso, Hugo (2006). On the presence versus absence of morphological marking in four Romance-based creoles. The structure of creole words. Segmanetal, syllabic and morphological aspects
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Gegenereerd op 2017-06-28 05:29:16

Current Project:

 

L2tor

This project investigates whether kindergarteners can learn (items in a ) second language learning through interacting with social robots. See www.l2tor.eu 

 

Past projects:

 

VENI - One Grammar or Two? Bilingual Infants' Processing of Morphosyntactic Dependencies

In this NWO-funded project, I investigated how monolingual and bilingual infants (as well as kindergarteners and adults) who have been exposed to two languages from birth acquire non-adjacent dependencies in an artificial language. Non-adjacent dependencies are grammatical relations such as between 'is' and '-ing' in a sentence like 'The man is swimming'. I also investigated how learning of non-adjacent dependencies relates to executive functioning skills. Behavioural and ERP measurements were used.


QuaLIBi - Quality of Language Input in Bilingual Acquisition

This project studied the role of input quality ono bilingual children's acquisition.The project was funded a Starting Grant from the Utrecht University Research Impulse 'Educational and Learning Sciences'. Collaborators: Elise de Bree and Sharon Unsworth.

 

Pre-COOL 

This longitudinal cohort-study tracked children's language, executive function and socio-emotional development from 2 to 5 years of age. The main aim of the project was to investigate effects of early child care and education on children's linguistic, general cognitive and socio-emotional development, but a number ofof other developmental questions was addressed as well, and is, in fact, still under investigation. 

Project:
L2TOR - Second language tutoring of young children using a social robot
01-01-2016 tot 31-12-2018
Algemene projectbeschrijving 

The L2TOR project capitalises on recent developments in human-robot interaction in which the use of social robots is explored in the context of teaching and tutoring. Social robots have been shown to have marked benefits over screenbased tutoring technologies, and have demonstrable positive impacts on motivation in learners and their learning outcomes. L2TOR focuses on the domain of second language learning in early childhood: due to increased mobility of European citizens and increasing internationalisation, most children in Europe will be required to fluently use two or more languages. As language acquisition benefits from early, personalised and interactive tutoring, current language tutoring delivery is often ill-equipped to deal with this. As resources are insufficient to offer one-to-one tutoring with (near) native speakers in educational and home contexts, L2TOR will further the science and technology of language tutoring robots, with a strong focus on multimodal interactive tutoring for young children (4 years of age). L2TOR will focus on native speaking Dutch, German and Turkish children learning English. In addition, Turkish immigrant children in the Netherlands and Germany will be supported by a robot in acquiring Dutch and German. To realise this ambition L2TOR needs to address both technical aspects -such as multimodal interaction, human-robot interaction management and social signal processing-, pedagogical aspects -such as exploring the pedagogy of social robots and the use of social robot to assist in language tutoring- and developmental psychology aspects -such as understanding how children learn a first and second language from others and how this can be transposed to learning from robots.

Rol: Uitvoerder Financiering
3e geldstroom - EU: Gesubsidieerd binnen het Europese Horizon 2020 programma; 3 miljoen euro; 520 duizend euro voor UU
Projectleden
Project:
Pre-COOL Landelijk Cohortonderzoek Educatie en Opvang in de Voor en Vroegschoolse Periode
01-09-2009 tot 31-12-2018
Algemene projectbeschrijving 

Pre-COOl is landelijk representatieve cohortstudie, waarin ca. 2900 kinderen vanaf 2-jarige leeftijd worden gevolgd tot medio groep 2 van de basisschool om de effecten vast te kunnen stellen van kinderopvang en educatieve programma's in de voorschoolse periode op de sociaal-emotionele en cognitieve ontwikkeling. Vanaf groep 2 wordt een deel van het Pre-COOL cohort verder gevolgd in het COOL-cohort tot aan 18-jarige leeftijd, zodat op den duur ook uitspraken over langetermijneffecten kunnen worden gedaan. Pre-COOL wordt uitgevoerd door een consoprtium van Kohnstamm Instituut, ITS en de Universiteit Utrecht. Binnen het consortium, is de UU met name verantwoordelijk voor de constructie van tests, observatie-instrumenten en vragenlijsten.

Rol: Uitvoerder Financiering
2e geldstroom - NWO: Gesubsidieerd door NWO PROO; 5.6 miljoen euro voor het consortium
Projectleden
Overige projectleden:
  • Kohnstamm Instituut; ITS Nijmegen

Afgesloten projecten

Project:
Kwaliteit van kinderopvang en voorschoolse educatie in relatie tot de ontwikkeling van executieve functies 01-01-2010 tot 31-12-2014
Algemene projectbeschrijving

Deelname aan voorschoolse voorzieningen voor opvang en educatie toonde de afgelopen decennia een sterke sociaal-selectieve tendens. Kinderen van hoog opgeleide tweeverdieners maakten vaker gebruik van kinderopvang, kinderen van laag opgeleiden namen vooral deel aan peuterspeelzalen en voorscholen, allochtone kinderen voornamelijk aan voorscholen. Met de Wet Kinderopvang uit 2005 zijn financiële obstakels om van kinderopvang gebruik te maken grotendeels verdwenen. De vraag is hoe het deelnamepatroon van de genoemde bevolkingsgroepen zich de komende jaren ontwikkelt als gevolg van verdere harmonisatie en of de voorschoolse opvang- en educatievoorzieningen voldoende toegerust zijn om nieuwe groepen gebruikers te bedienen. Onderzoek toonde dat de basale sociaal-emotionele kwaliteit van de Nederlandse kinderopvang ‘voldoende’ is naar internationale maatstaven, maar dat de kwaliteit op het gebied van ontwikkelingsstimulering en educatieve activiteiten daarbij achterblijft. De kwaliteit van voorscholen en peuterspeelzalen is vooral onderzocht in het perspectief van taal- en cognitieve stimulering. Onbekend is wat de basale sociaal-emotionele kwaliteit  is van deze voorzieningen. Het onderzoek wordt uitgevoerd in een representatieve steekproef van ca. 265 instellingen voor voorschoolse opvang, peuterwerk en educatie, die deelnemen aan het landelijke Pre-COOL cohortonderzoek. Het onderzoek bestaat uit een breedtestudie onder alle instellingen en een dieptestudie in een representatieve deelsteekproef van ca. 60 instellingen. Met vragenlijsten en systematische observaties wordt informatie verzameld over de structurele kwaliteit (groepsgrootte, staf-kindratio, opleiding en specifieke training van de staf), de emotionele proceskwaliteit (sensitieve responsiviteit van de staf, autonomiebevordering, structuur bieden) en de educatieve proceskwaliteit  (m.b.t. ontluikende schooltaal, geletterdheid, gecijferdheid, ‘science’). Gebruik wordt gemaakt van o.a. de CLASS Toddler en de ECERS-E.

 
Rol: Uitvoerder Financiering
2e geldstroom - NWO
Projectleden
Gegenereerd op 2017-06-28 05:29:16

 

 

Gegenereerd op 2017-06-28 05:29:16
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dr. J. Verhagen Contactgegevens
Martinus J. Langeveldgebouw

Heidelberglaan 1
Kamer F228
3584 CS  UTRECHT

Telefoonnummer direct 030 253 1511
Telefoonnummer afdeling 030 253 4601
Gegenereerd op 2017-06-28 05:29:16
Laatst bijgewerkt op 15-02-2017