2024 and in press
Van Liempd, H.J., Oudgenoeg-Paz, O., & Leseman, P.P.M. (2024). Object exploration is facilitated by the physical and social environment in center-based childcare. Child Development, advanced online. DOI: 10.1111/cdev.14161
Francot, R.J.R.M., Alayli, A., Broekhuizen, M.L., & Leseman, P.P.M. (2024). Assimilation or striking a bicultural balance? Acculturation profiles among Turkish immigrant parents in four European countries. Journal of International Migration and Integration, advanced online. Doi.org/10.1007/s12134-024-01185-2
Van de Beek, J.P.J., Van der Ven, S.G.H., Kroesbergen, E.H., & Leseman, P.P.M. (2024). How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls. Learning and Individual Differences, 109, 102402, 1-11. https://doi.org/10.1016/j.lindif.2023.102402.
2023
De Ridder, D., Aarts, H., Ettema, D., Giesen, I., Leseman, P., Tummers, L., & De Wit, J. (2023). Behavioral insights on governing social transitions. (Think paper #5 Institutions of Open Societies). Psychological Archives, 14 September 2023, 1-27.
Van de Kuilen, L., Leseman, P.P.M., & De Wolf, I. (2023). Influence of local ECEC policy on the quality of ECEC centers in the Netherlands. Early Childhood Research Quarterly, 63, 240-248.
Bai, H., Leseman, P., Moerbeek, M., Kroesbergen, E., & Mulder, H. (2023). The development of divergent thinking in 4- to 6-year-olds. Creativity Research Journal. (online) https://doi.org/10.1080/10400419.2023.2182492
Romijn, B.R., Slot, P.L., & Leseman, P.P.M. (2023). Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion. International Journal of Educational Research, 119, 102180. (online)
Spreij, L.C., Van Tuijl, C., & Leseman, P.P.M. (2023). Validating rating scales for executive functioning across education levels and informants. Contemporary School Psychology. (online) https://doi.org/10.1007/s40688-023-00462-8
2022
Leseman, P., & Verhagen, J. (2022). Working memory and L2 grammar development in children. In J. W. Schwieter & Z. Wen (Eds.), The Cambridge Handbook of Working Memory and Language (pp. 551-572). Cambridge, MA: Cambridge University Press.
De Haas, M., Vogt, P., van den Berghe, R., Leseman, P., Oudgenoeg-Paz, O., Willemsen, B., de Wit, J., & Krahmer, E. (2022). Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement. International Journal of Child-Computer Interaction, 33, 1000501.
De Wit, J., Willemsen, B., de Haas, M., van den Berghe, R., Leseman, P., Oudgenoeg, O., Verhagen, J., Vogt, P., & Krahmer, E. (2022). Designing and evaluating iconic gestures for child-robot second language learning. Interacting with Computers, iwac013.
Schoevers, E.M., Kroesbergen, E.H., Moerbeek, M., & Leseman, P.P.M. (2022). The relation between creativity and students’ performance on different types of geometrical problems in elementary education. ZDM – Mathematics Education, 54 (1), 133-147.
De Ridder, D., Aarts, H., Benjamins, J., Glebbeek, M.-L., Leplaa, H., Leseman, P., Potgieter, R., Tummers, L., & Zondervan-Zwijnenburg, M. (2022). "Keep your distance for me": A field experiment on empathy prompts to promote distancing during the COVID-19 pandemic. Journal of Community & Social Psychology, 32(4), 755-766.
2021
Van den Berghe, R., Oudgenoeg-Paz, O., Verhagen, J., Brouwer, S., de Haas, M., de Wit, J., Willemsen, B., Vogt, P., Krahmer, E., & Leseman, P. (2021). Individual differences in (language) learning skills moderate effects of robot-assisted second language learning. Frontiers in Robotics and AI, 8, 676248. (online)
Bai, H., Leseman, P.P.M., Moerbeek, M., Kroesbergen, E.H., & Mulder, H. (2021). Serial order effect in divergent thinking in five- to six-year-olds: Individual differences as related to executive functions. Journal of Intelligence, 9, 20, 1-26. (online)
Bai, H., Mulder, H., Moerbeek, M., Kroesbergen, E.H., & Leseman, P.P.M. (2021). Divergent thinking in four-year-old children: An analysis of thinking processes in performing the Alternative Uses Task. Thinking Skills and Creativity, 40, 100814. (online)
Van der Werf, W., Slot, P.L., Kenis, P.N., & Leseman, P.P.M. (2021). Inclusive practice and quality of education and care in the Dutch hybrid ECEC system. International Journal of Child Care and Education Policy, 15(1), 1-29. (online)
Romijn, B.R., Slot, P.L., & Leseman, P.P.M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 1-15. (online)
Leeuwestein, H., Barking, M., Sodaci, H., Oudgenoeg-Paz, O., Verhagen, J., Vogt, P., Aarts, R., Spit, S., de Haas, M., de Wit, J.M.S., & Leseman, P. (2021). Teaching Turkish-Dutch kindergartners Dutch vocabulary with a social robot: Does the robot’s use of Turkish translations benefit children’s Dutch vocabulary learning? Journal of Computer Assisted Learning, 37(3), 603-620.
Van den Berghe, R., de Haas, M., Oudgenoeg-Paz, O., Verhagen, J., Willemsen, B., de Wit, J., Krahmer, E., Leseman, P., & Vogt, P. (2021). A toy or a friend? Children’s anthropomorphic beliefs about robots and how these relate to second language learning. Journal of Computer Assisted Learning, 37(2), 396-410.
Francot, R.J.R.M., Blom, W.B.T, Broekhuizen, M.L., & Leseman, P.P.M. (2021). Profiles of bilingualism in early childhood: A person-centred latent profile transition analysis approach. Bilingualism: Language and Cognition, 24(3), 569-582.
Van ‘t Noordende, J.E., Kroesbergen, E.H., Leseman, P.P,M., & Volman, M. (2021). The role of non-symbolic and symbolic skills in the development of early numerical cognition from preschool to kindergarten age. Journal of Cognition and Development, 21(1), 68-83.
Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging in the multilingual classroom: seven pedagogical issues from a scholar, teacher and student perspective. International Journal of Multilingualism, 18(3), 491-514.
2020
Van Dijk, M., Blom, E., Kroesbergen, E.H., & Leseman, P.P.M. (2020). The influence of situational cues on children’s creativity in an alternative uses task and the moderating effect of selective attention. Journal of Intelligence, 8, 37, 1-20.
Timmermeister, M., Leseman, P.P.M., Wijnen, F., & Blom, E. (2020). No bilingual benefits despite relations between language switching and task switching. Frontiers in Psychology, 11, 1832.
Romijn, B.R., Slot, P.L., Leseman, P.P.M., & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58-70.
Leseman, P. P. M. (2020). The power of ethnotheories in changing societies. In S. Harkness & C. M. Super (Eds.), Cross-cultural research on parents: Applications to the care and education of children. New Directions for Child and Adolescent Development, 170, 1–6. (advanced online)
Duijzer, C., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, M., & Leseman, P. (2020). Moving towards understanding: Students interpret and construct motion graphs. Mediterranean Journal for Research in Mathematics Education, 17, 25-51.
Van der Werf, W.M., Slot, P.L., Kenis, P.N., & Leseman, P.P.M. (2020). Hybrid organizations in the Dutch privatized and harmonized ECEC system: Relations with quality of education and care. Early Childhood Research Quarterly, 53C, 136-150.
Leseman, P.P.M., & Slot, P.L. (2020). Universal versus targeted approaches to prevent early education gaps: The Netherlands as a case in point. Zeitschrift für Erziehungswissenschaft, 23(3), 485-507.
Van Liempd, H.M.I.J.A., Oudgenoeg-Paz, O., & Leseman, P.P.M. (2020). Do spatial characteristics influence behavior and development in early childhood education and care? Journal of Environmental Psychology, 67, 101385, 1-12. (advanced online)
Aguíar, C., Silva, S.S., Guerra, R., Rodrigues, R.B., Ribeiro, L.A., Pastori, G., Leseman, P., & the ISOTIS research team (2020). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal, 28(1), 58-76.
Bai, H., Duan, H., Kroesbergen, E.K., Leseman, P.P.M., & Hu, W. (2020). The effect of the Learn to Think preschool intervention program on creativity: An explorative study. Journal of Creative Behavior, 54(3), 699-711.
Schoevers, E.M., Leseman, P.P.M., & Kroesbergen, E.K. (2020). Enriching mathematics education with visual arts: Effects on elementary school students’ ability in geometry and visual arts. International Journal of Science and Mathematics Education, 18(8), 1613-1634.
2019
Verhagen, J., Van den Berghe, R., Oudgenoeg-Paz, O., Küntay, A., & Leseman, P. (2019). Children’s reliance on non-verbal cues of a robot vs. a human. PLOS ONE, 14(12): e0217833.
Francot, R., Broekhuizen, M., & Leseman, P. (2019). The Utrecht Virtual Learning Environment project: Educational partnerships in multicultural preschools. Orbis Scolae, 13(3), 59-83.
Mulder, H., Van Ravenswaaij, H., Verhagen, J., Moerbeek, M., & Leseman, P.P.M. (2019). The process of early self-control: An observational study in two- and three-year-olds. Metacognition and Learning, 14(3), 239-264.
Duijzer, A.G.C., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, M., & Leseman, P. (2019). Embodied learning environments for graphing motion: A systematic literature review. Educational Psychology Review, 31, 597-629.
De Bordes, P.F., Boom, J., Schot, W.D., Van den Heuvel-Panhuizen, M., & Leseman, P.P.M. (2019). Modelling children’s gear task strategy use with the Dynamic Overlapping Waves model. Cognitive Development, 50, 237-247.
Duursma, E., & Leseman, P. (2019). Teacher development and parent engagement in ECEC in the Netherlands. In S. Phillipson & S. Garvis (Eds.), Teachers’ and Families’ perspectives in early childhood education (Volume 2; pp. 231-243). London/New York: Routledge.
Verhagen, J., Boom, J., Mulder, H., De Bree, E., & Leseman, P.P.M. (2019). Reciprocal relationships between nonword repetition and vocabulary during the preschool years. Developmental Psychology, 55(6), 1125-1137.
Schoevers, E.M., Leseman, P.P.M., Slot, E.M., Bakker, A., Keijzer, R., & Kroesbergen, E.K. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31, 323-334.
Leseman, P.P.M., Henrichs, L.F., Blom, E. & Verhagen, J. (2019). Young mono- and bilingual children’s exposure to academic language as related to language development and school achievement. In V. Grøver, P. Ucelli, M. Rowe & E. Lieven (Eds), Learning through language (pp. 205-217). Cambridge, MA: Cambridge University Press.
Vogt, P., Van den Berghe, R., De Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J.M., Oranç, C., Oudgenoeg-Paz, O., García, D.H., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridgell, C.D., Willemsen, B., De Wit, J., Belpaeme, T., Göksun, T., Kopp, S., Krahmer, E., Küntay, A.C., Leseman, P. & Pandey, A.K. (2019). Second language tutoring using social robots - a large-scale study. In 14th ACM/IEEE International Conference on Human-Robot Interaction (pp. 497-505). IEEE Computer Society Press.
Van den Berghe, R., Verhagen, J., Oudgenoeg-Paz, O., Van der Ven, S., & Leseman, P. (2019). Social robots for language learning: A review. Review of Educational Research, 89(2), 259-295.
2018
Van den Berghe, R., van der Ven, S.H.G., Verhagen, J., Oudgenoeg-Paz, O., Fotios, Papadopoulos & Leseman, P.P.M. (2018). Investigating the effects of a robot peer on L2 word learning. Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 267-268). Chicago: ACM.
Van ‘t Noordende, J.E., Volman, M.J.M., Leseman, P.P.M., Moeller, K., Dackermann, T., & Kroesbergen, E.H. (2018). The use of local and global ordering strategies in number line estimation in early childhood. Frontiers in Psychology, 19, 1652, 1-16.
Broekhuizen, M.L., Dubas, J.S., van Aken, M.A.G., & Leseman, P.P.M. (2018). Child care quality and Dutch 2- and 3-year-olds’ socio-emotional outcomes: Does the amount of care matter? Infant and Child Development, e2043, 1-21.
Van Liempd, H.M.I.J.A., Oudgenoeg-Paz, O., Fukkink, R.G., & Leseman, P.P.M. (2018). Young children’s exploration of the in-door play space in center-based child care. Early Childhood Research Quarterly, 43, 33-41.
Van Schaik, S.D.M., De Haan, M.J., & Leseman, P.P.M. (2018). Using a group-centered approach to evaluate quality of early childhood education and care. Child Development, 89(3), 897-913.
Van Dijk, M., Kroesbergen, E.H., Blom, E., & Leseman, P.P.M. (2018). Bilingualism and creativity: Towards a situated-embodied cognition approach. Journal of Creative Behavior, 53(2), 178-188.
Broekhuizen, M.L., Dubas, J.S., Van Aken, M.A.G., Slot, P.L., & Leseman, P.P.M. (2018). Teacher's emotional and behavioral support and preschooler's self-control: Relations with social and emotional skills during play. Early Education and Development, 27(1), e2043.
2017
Boerma, T., Wijnen, F., Leseman, P., & Blom, E. (2017). Grammatical morphology in monolingual and bilingual children with and without language impairment: The case of Dutch plurals and past participles. Journal of Speech, Language, and Hearing Research, 60(7), 2064-2080.
Boerma, T., Leseman, P., Wijnen, F., & Blom, E. (2017). Language proficiency and sustained attention in monolingual and bilingual children with and without language impairment. Frontiers in Psychology, 8:1241
Janssen, E.M., Van der Ven, S.H.G., Van Hoogmoed, A.H., & Leseman, P.P.M. (2017). The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect. Learning and Instruction, 43, 80-90.
Leseman, P., Mulder, H., Verhagen, J., Broekhuizen, M., Slot, P., & Van Schaik, S. (2017). Effectiveness of Dutch targeted preschool education policy for disadvantaged children. In H. P. Blossfeld, N. Kulic, J. Skopek & M. Triventi (Eds.), Childcare, early education, and social inequality – An international perspective (pp. 173-193). Cheltenham, UK: Edward Elgar.
Mulder, H., Verhagen, J., Van der Ven, S., Slot, P.L., & Leseman, P.P.M. (2017). Executive function at age 2 predicts emergent mathematics and literacy at age 5. Frontiers in Psychology, 8:1706, 1-14.
Poolman, B.G., Minnaert, A., Doornenbal, J., & Leseman, P.P.M. (2017). Development of language proficiency of 5-7-year-olds in rural areas. Early Child Development and Care, 187:3-4, 756-777.
Slot, P.L., Mulder, H., Verhagen, J., & Leseman, P.P.M. (2017). Preschoolers’ cognitive and emotional self-regulation in play: Relations with executive functions and quality of play. Infant and Child Development, 26:e2038, 1-21.
Slot, P.L., Boom, J., Verhagen, J., & Leseman, P.P.M. (2017). Measurement properties of the Classroom Assessment Scoring System Toddler in early childhood education and care in the Netherlands. Journal of Applied Developmental Psychology, 48, 79-91.
Van de Beek, J.P.J., Van der Ven, S.H.G., Kroesbergen, E.H., & Leseman, P.P.M. (2017). Self-concept mediates the relations between achievement and emotions in mathematics. British Journal of Educational Psychology, 87(3), 478-495.
Verhagen, J., Mulder, H., & Leseman, P.P.M. (2017). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism: Language and Cognition, 20(1), 114-127.
2016
Boerma, T., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2016). Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice. International Journal of Language and Communication Disorders, 51(6), 626-638.
Oudgenoeg-Paz, O., Volman, M.J.M., & Leseman, P.P.M. (2016). Development of exploration of spatial-relational object properties in the second and third year of life. Journal of Experimental Child Psychology, 146, 137-155.
Oudgenoeg-Paz, O., Volman, M.J.M., & Leseman, P.P.M. (2016). First steps into language: Longitudinal relations between, walking, exploration and spatial language. Frontiers in Psychology, 7, 1458 (online)
Van der Ven, S.H.G., Van Touw, S.A.C., Van Hoogmoed, A.H., Janssen, E.M., & Leseman, P.P.M. (2016). The effect of a prospected reward on semantic processing: an EEG study on the N400 effect. Zeitschrift für Psychologie, 224(4), 257-265.
Van ’t Noordende, J., Volman, M.J.M., Leseman, P.P.M., & Kroesbergen, E.H., (2016). An embodiment perspective on number-space mapping in Dutch 3.5-year-old children. Infant and Child Development, 26(3), e1995. (online)
Verhagen, J., & Leseman, P.P.M. (2016). How do phonological 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.
Verhagen, J., De Bree, E., Mulder, H., & Leseman, P.P.M. (2016). Effects of vocabulary and phonotactic probability on two-year-olds' nonword repetition. Journal of Psycholinguistic Research, 46(3), 507-524.
2015
Boerma, T.D., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2015). A quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language. Journal of Speech, Language, and Hearing Research, 58(6), 1747-1760.
Broekhuizen, M.L., Van Aken, M.A.G., Dubas, J.S., Mulder, H., & Leseman, P.P.M. (2015). Individual differences in effects of child care quality: The role of child affective self-regulation and gender. Infant Behavior and Development, 40, 216-230.
Hellendoorn, A., Leseman, P.P.M., Wijnroks, A., & Van Dalen, E. (2015). Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Research in Developmental Disabilities, 39, 32-42.
Hellendoorn, A., Wijnroks, L., & Leseman, P.P.M. (2015). Reconsidering the nature of autism: Finding order amidst change. Frontiers in Psychology, 6, 1-16.
Messer, M.H., Verhagen, J., Boom, J., Mayo, A., & 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, 86, 24-36.
Oudgenoeg-Paz, O., Volman, M.J.M., & Leseman, P.P.M. (2015). Exploration as a mediator of the relation between attainment of motor mile-stones and the development of spatial cognition and spatial language. Developmental Psychology, 51(9), 1241-1253.
Slot, P.L., Leseman, P.P.M., Verhagen, J., & Mulder, H. (2015). Associations between structural quality and process quality in Dutch early childhood education and care. Early Childhood Research Quarterly, 33, 64-76.
Verhagen, J., Leseman, P.P.M., & Messer, M.H. (2015). Phonological memory and the acquisition of grammar in child L2 learners. Language Learning, 65(2), 417-448.
2014
Blom, E., Küntay, A.C., 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.
De Haan, A.K.E., Elbers, E., & Leseman, P.P.M. (2014). Teacher- and child-managed academic activities in preschool and kindergarten and the influence on children’s gains in academic skills. Journal of Research in Childhood Education, 28(1), 43-58.
Friso-Van den Bos, I., Kolkman, M.E., Kroesbergen, E.H., & Leseman, P.P.M. (2014). Explaining variability: Numerical representations in 4- to 8-year-olds. Journal of Cognition and Development, 15, 325-344.
Hellendoorn, A., Langstraat, I., Wijnroks, L., Buitelaar, J.K., Van Dalen, E., & Leseman, P.P.M. (2014). The relationship between atypical visual processing and social skills in young children with autism. Research in Developmental Disabilities, 35, 2, 423-428.
Henrichs, L.F., & Leseman, P.P.M. (2014). Early science instruction and academic language development can go hand in hand. International Journal of Science Education, 36, 17, 2978-2995.
Kolkman, M.E., Kroesbergen, E.H., & Leseman, P.P.M. (2014). Involvement of working memory in longitudinal development of number-magnitude skills. Infant and Child Development, 23(1), 36-50.
Leseman, P.P.M., & Slot, P.L. (2014). Breaking the cycle of poverty: Challenges for European early childhood education and care. European Early Childhood Education Research Journal, 22(3), 314-326.
Mulder, H., Hoofs, H., Verhagen, J., Van der Veen, 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, 5, article 733, 1-17.
Oudgenoeg-Paz, O., Leseman, P.P.M., & Volman, M.J.M. (2014). Can infant self-locomotion and exploration predict spatial memory at school age? European Journal of Developmental Psychology, 11(1), 36-48.
Van Kruistum, C.J., Leseman, P.P.M., & De Haan, M.J. (2014). Youth media lifestyles. Human Communication Research, 40(4), 508-529.
Van Schaik, S.D.M., Huijbregts, S.K., & Leseman, P.P.M. (2014). Cultural diversity in teachers' group-centered beliefs and practices in early childcare. Early Childhood ResearchQuarterly, 29(3), 369-377.
2013
De Haan, A.K.E., Hoofs, H., Leseman, P.P.M., & Elbers, E. (2013). Effects of targeted versus mixed preschool and kindergarten on disadvantaged children’s emergent academic skills: A cohort-sequential latent growth modeling approach. School Effectiveness & School Improvement, 24(2), 177-194.
Janssen, M., Bosman, A.M.T., & Leseman, P.P.M. (2013). The relationships between phoneme awareness, vocabulary and reading in monolingual and bilingual Dutch children. Journal of Research in Reading, 36(1), 1-13.
Kolkman, M.E., Hoijtink, H., Kroesbergen, E.H., & Leseman, P.P.M. (2013). The role of executive functions in numerical skills. Learning and Individual Differences, 24, 145-151.
Kolkman, M.E., Kroesbergen, E. H., & Leseman, P.P.M. (2013). Early numerical development and the role of non-symbolic and symbolic skills. Learning and Instruction, 25(1), 95-103.
Leseman, P.P.M. (2013). Angebote für Kinder und Familien in den Niederlanden. In L. Corell & J. Lepperhoff (Hrsg.), Frühe Bildung in der Familie: Perspektiven der Familienbildung (pp. 185-195). Weinheim u. Basel: Beltz Juventa.
Leseman, P.P.M., & De Winter, M. (2013). Early childhood services and family support in the Netherlands. In V. Barnekow, B.B. Jensen, C. Currie, A. Dyson, N. Eisenstadt & E. Melhuish (Eds.), Improving the lives of children and young people: Case studies from Europe (Volume 1: Early Childhood; pp. 15-31). Copenhagen, Denmark: World Health Organisation.
Van der Ven, S.H.G., Kroesbergen, E.H., Boom, J. & Leseman, P.P.M. (2013). The structure of executive functions in children: A closer examination of inhibition, shifting, and updating. British Journal of Developmental Psychology, 31, 70-87.
Van Tuijl, C., & Leseman, P.P.M. (2013). School or home? Where early education of young immigrant children works best. In E.L. Grigorenko (Ed.), Handbook of US immigration and education (pp. 207-234). New York: Springer.
Van Viersen, S., Slot, E.M., Kroesbergen, E.H., Van ’t Noordende, J.E., & Leseman, P.P.M. (2013). The added value of eye-tracking in diagnosing dyscalculia: A case study. Frontiers in Psychology, 4, 679, 1-11.
2012
Bus, A.G., Leseman, P.P.M., & Neuman, S.B. (2012). Methods for preventing early academic difficulties. In K.R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook (Volume 3; pp. 227-250). Washington, DC: American Psychological Association.
Leseman, P. (2012). Preschool learning-related skills (E. Melhuish, topic editor) In R.E. Tremblay, M. Boivin & R. Peters (Eds.), Encyclopedia on Early Childhood Development (pp. 1-8). Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development. Online publication, available at: http://www.child-encyclopedia.com/documents/LesemanANGxp1.pdf.
Scheele, A.F., Leseman, P.P.M., Mayo, A.Y, & Elbers, E. (2012). Relations of home language and literacy with three-year-old’s emergent academic language in narrative and instruction genres. The Elementary School Journal, 112(3), 419-444.
Janssen, M., Bakker, J.T.A., Bosman, M.T., Rosenberg, K., & Leseman, P.P.M. (2012). Differential trust between parents and teachers of children of low-income and immigrant background. Educational Studies, 38(4), 383-396.
Oudgenoeg-Paz, O., Volman, M.J.M., & Leseman, P.P.M. (2012). Attainment of sitting and walking predicts productive vocabulary development between the ages 16 and 28 months. Infant Behavior & Development, 35(4), 733-736.
Van der Ven, S.H.G., Boom, J., Kroesbergen, E.K., & Leseman, P.P.M. (2012). Developmental patterns of children’s multiplication learning: Confirming the Overlapping Waves model by latent growth modeling. Journal of Experimental Child Psychology, 113(1),1-19.
2011
Van der Ven, S.H.G., Kroesbergen, E.K., Boom, J., & Leseman, P.P.M. (2011). The development of executive functions and early mathematics: a dynamic relationship. British Journal of Educational Psychology, 82(1), 100-119.
2010
Henrichs, L., Leseman, P., Broekhof, K., & Cohen de Lara, H. (2010). Kindergartners’ talk about science and technology. In J. Walma van de Molen (Eds.), Professional development for primary teachers in science and technology (pp. 217-227). Rotterdam: Sense Publishers.
Messer, M.H., Leseman, P.P.M., Mayo. A.Y., & Boom, J. (2010). Phonotactic probability effects in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers. Journal of Experimental Child Psychology, 105, 306-323.
Scheele, A.F., Leseman, P.P.M., & Mayo, A.Y. (2010). The home language environment of mono- and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117-140.
Ünlüsoy, A., De Haan, M., Leseman, P.P.M., & Van Kruistum, C. (2010). Gender differences in adolescents' out-of-school literacy practices: A multifaceted literacy approach. Computers & Education, 55, 745-751.
2009
Huijbregts, S.K., Tavecchio, L.W.C., Leseman, P.P.M., & Hoffenaar, P.J. (2009). Beliefs of Dutch, Caribbean-Dutch, and Mediterranean-Dutch caregivers in center-based day care. Journal of Cross-Cultural Psychology, 40(5), 797-815.
Leseman, P.P.M. (2009). Integrated early childhood education and care: Combating educational disadvantages of children from low income and immigrant families. In Eurydice/EAC Executive Agency, Early childhood education and care in Europe: Tackling social and educational inequalities (pp.17-49). Brussels, Belgium: EURYDICE & EAC/EA.
Leseman, P.P.M., Mayo, A.Y., & Scheele, A.F. (2009). Traditional and new media in the lives of young disadvantaged bilingual children. In A.G. Bus & S.B. Neuman (Eds.), Literacy and media. New York: Falmer Press.
Leseman, P.P.M., Scheele, A.F., Messer, M.H., & Mayo, A.Y. (2009). Bilingual development in early childhood and the languages used at home: Competition for scarce resources? In I. Gogolin & U. Neumann (Eds.), Streitfall Zweisprachigkeit – The bilingualism controversy (pp. 289-316). Wiesbaden: VS-Verlag.
Van Kruistum, C., Leseman, P. & De Haan, M. (2009). Features of at-risk teens' new literacy practices. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de Zesde Anéla-conferentie. (pp. 339-347). Delft: Eburon.
2008
Huijbregts, S.K., Leseman, P.P.M., & Tavecchio, L.W.C. (2008). Cultural diversity in center-based child care: Childrearing beliefs of professional caregivers from different cultural communities. Early Childhood Research Quarterly, 22, 233-244.
Mayo, A.Y., & Leseman, P.P.M. (2008). Off to a Good Start? Vocabulary development and characteristics of early family and classroom experiences of children from native-Dutch speaking and bilingual minority families in the Netherlands. Educational and Child Psychology, 25(3), 66-78.
2007
Leseman, P.P.M., Scheele, A.F., Mayo, A.Y., & Messer, M.H. (2007). Home literacy as a special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft, 10(3), 334-355.
Van Tuijl, C., & Leseman, P.P.M. (2007). Preschool boosts IQ of disadvantaged children. Early Childhood Research Quarterly, 22, 188-203.
1996-2006
Huijbregts, S.K., Tavecchio, L.W.C., & Leseman, P.P.M. (2006). Beliefs of child-rearing in day-care centers: A comparison between Dutch, Surinamese-Dutch, Moroccan-Dutch and Turkish-Dutch caregivers. Journal of Reproductive and Infant Psychology, 24(3), 267-268.
Blok, H., Fukkink, R.G., Gebhardt, E.C., & Leseman, P.P.M. (2005). The relevance of delivery mode and other program characteristics for the effectiveness of early childhood intervention with disadvantaged children. International Journal of Behavioral Development, 29, 1, 35-47.
Bus, A.G., Leseman, P.P.M., & Keultjes, P. (2000). Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads. Journal of Literacy Research, 32, 1, 53-76.
De Jong, P.F., & Leseman, P.P.M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 38, 5, 389-414.
De Ridder, D.T.D., Leseman, P.P.M., & De Rijk, A. (2004). Predicting the short-term course of fatigue symptoms. British Journal of Health Psychology, 9, 69-80.
Eldering, L., & Leseman, P.P.M. (1999). Enhancing educational opportunities. In L. Eldering & P.P.M. Leseman (Eds.), Effective early education: cross-cultural perspectives (pp. 3-25). New York: Falmer Press.
Leseman, P. (2006). Early childhood education and the prevention of learning disabilities. In J.J. van Kuyk (Ed.), The quality of early childhood education (pp. 85-99). Arnhem: CITO.
Leseman, P.P.M. (1999). Home and school literacy in a multicultural society. In L. Eldering & P. Leseman (Eds.), Effective early education: cross-cultural perspectives (pp. 163-190). New York: Falmer Press.
Leseman, P.P.M. (2000). Bilingual vocabulary development of Turkish-Dutch preschoolers. Journal of Multilingual and Multicultural Development, 21, 2, 93-112.
Leseman, P.P.M. (2002). Accessibility of early childhood education and care provisions for low income and minority families. Paris: OECD.
Leseman, P.P.M. (2002). Early childhood services in The Netherlands: Structure, tensions, and changes. In L. Chan & E.J. Mellor (Eds.), International developments in early childhood services (pp. 134-152). New York/Bern: Peter Lang.
Leseman, P.P.M., & De Jong, P.F. (1998). Home literacy: opportunity, instruction, cooperation, and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 3, 294-318.
Leseman, P.P.M., & De Jong, P.F. (2001). How important is home literacy for acquiring literacy in school? In L. Verhoeven & C.E. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 71-93). Hillsdale, NJ: Erlbaum.
Leseman, P.P.M., & De Jong, P.F. (2004). Förderung von Sprache und Präliteralität in der Familie und (Vor-) Schule. In G. Faust, M. Götz, H. Hacker & H.-G. Rossbach (Hrg.), Anschlussfähige Bildungsprozesse im Elementar- und Primarbereich (pp. 168-189). Bad Heilbrunn: Julius Klinkhardt Verlag.
Leseman, P.P.M., & Sijsling, F.F. (1996). Cooperation and instruction in practical problem-solving: differences in interaction styles of mother-child dyads as related to socioeconomic background and cognitive development. Learning and Instruction, 6, 4, 307-323.
Leseman, P.P.M., & Van den Boom, D.C. (1999). Effects of quantity and quality of home proximal processes on Dutch, Surinamese-Dutch, and Turkish-Dutch preschoolers' cognitive development. Infant and Child Development, 8, 19-38.
Leseman, P.P.M., & Van Tuijl, C. (2001). Home support for bilingual development of Turkish 4-6-year-old immigrant children in the Netherlands: Efficacy of a home-based educational program. Journal of Multicultural and Multilingual Development, 21, 4, 309-324.
Leseman, P.P.M., & Van Tuijl, C. (2006). Cultural diversity in early literacy development. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research. Volume 2 (pp. 211-228). New York: Guilford.
Leseman, P.P.M., Rollenberg, L., & Gebhardt, E. (2000). Co-construction in kindergartners' free play: Effects of social, individual and didactic factors. In H. Cowie & G. van der Aalsvoort (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 104-128). London: Pergamon Press.
Leseman, P.P.M., Rollenberg, L., & Rispens, J. (2001). Playing and working in kindergarten: Cognitive co-construction in different educational situations. Early Childhood Research Quarterly, 16, 3, 363-384.
Van Tuijl, C., & Leseman, P.P.M. (2004). Improving mother-child interaction in low-income Turkish-Dutch families: A study of mechanisms mediating improvements resulting from participating in a home-based preschool intervention programme. Infant and Child Development, 13, 323-340.
Van Tuijl, C., Leseman, P.P.M., & Rispens, J. (2001). Efficacy of an intensive home-based educational intervention program for 4-6 year old ethnic minority children in the Netherlands. International Journal of Behavioral Development, 25, 2, 148-159.
Publications
2023
Scholarly publications
Slot, P., Romijn, B., Jepma, IJ., Muller, P., Breedeveld, M., & Leseman, P. (2023). Knelpunten, werkbeleving en de gevolgen van COVID-19 in de kinderopvangsector. Trendanalyses in de kinderdagopvang, peuteropvang en buitenschoolse opvang. Gecombineerde gegevens metingen 2017-2022. Sardes.
Romijn, B., Slot, P., Jepma, IJ., Muller, P., Breedeveld, M., & Leseman, P. (2023). Kwaliteit van de Nederlandse kinderopvang: De kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang in beeld: Gecombineerde metingen 2017-2022. Sardes.
Slot, P., Romijn, B., Muller, P., Jepma, IJ., & Leseman, P. (2023). Verschillen in kwaliteit tussen gastouders. Een typologische verkenning: Gecombineerde metingen 2017-2019. Sardes.
Romijn, B., Slot, P., & Leseman, P. (2023). Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion. International Journal of Educational Research, 119, [102180]. https://doi.org/10.1016/j.ijer.2023.102180
Bai, H., Mulder, H., Moerbeek, M., Leseman, P. P. M., & Kroesbergen, E. H. (Accepted/In press). The Development of Divergent Thinking in 4- to 6-Year-Old Children. Creativity Research Journal. https://doi.org/10.1080/10400419.2023.2182492
2022
Scholarly publications
Haas, M. D., Vogt, P., Berghe, R. V. D., Leseman, P., Oudgenoeg-Paz, O., Willemsen, B., Wit, J. D., & Krahmer, E. (2022). Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement. International Journal of Child-Computer Interaction, 33, 1-16. [100501]. https://doi.org/10.1016/j.ijcci.2022.100501
Tummers, L., de Ridder, D., Aarts, H., Benjamins, J., Glebbeek, M-L., Leplaa, H., Leseman, P., Potgieter, R., & Zondervan - Zwijnenburg, M. A. J. (2022). “Keep your distance for me”: A field experiment on empathy prompts to promote distancing during the COVID-19 pandemic. Journal of Community and Applied Social Psychology, 32(4), 755-766. https://doi.org/10.1002/casp.2593
Schoevers, E. M., Kroesbergen, E. H., Moerbeek, M., & Leseman, P. P. M. (2022). The relation between creativity and students’ performance on different types of geometrical problems in elementary education. ZDM - Mathematics Education, 54(1), 133–147. https://doi.org/10.1007/s11858-021-01315-5
Professional publications
Leseman, P., van Huizen, T., & Slot, P. (2022). Effecten van de kinderopvang op de ontwikkeling van kinderen. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 6, 50-55. https://www.kinderopvangkennis.nl/p/effecten-van-kinderopvang-op-de-ontwikkeling-van-kinderen/7914
2021
Scholarly publications
De Wit, J., Willemsen, B., De Haas, M., Van Den Berghe, R., Leseman, P., Oudgenoeg-Paz, O., Verhagen, J., Vogt, P., & Krahmer, E. (2021). Designing and Evaluating Iconic Gestures for Child-Robot Second Language Learning. Interacting with Computers, 33(6), 596-626. https://doi.org/10.1093/iwc/iwac013
Appels, S., Francot, R., Leseman, P., van Huizen, T., & Oudgenoeg - Paz, O. (2021). Tussentijds rapport EVENING. Universiteit Utrecht / Sardes. https://eveningonderzoek.nl/resultaten/samenvatting-tussentijds-rapport-april-2021/
https://dspace.library.uu.nl/bitstream/handle/1874/415482/EVENING_Tussentijdse_rapportage.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415482/EVENING_Tussentijdse_rapportage.pdf?sequence=1
Francot, R., Ereky-Stevens, K., Broekhuizen, M., Erdem-Möbius, H., & Leseman, P. (2021). Teacher relationships and parental participation of Turkish and Maghreb immigrant parents in ECEC: Associations with family, context and country characteristics. Manuscript submitted for publication.
Slot, P., Romijn, B., Jepma, IJ., Muller, P., & Leseman, P. (2021). Meten van kwaliteit in de kinderopvang: Gecombineerde metingen 2017-2019. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/415460/Slot_Romijn_Jepma_Muller_Leseman_2021_Meten_van_kwaliteit_in_de_kinderopvang_Gecombineerde_metingen_2017_2019.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415460/Slot_Romijn_Jepma_Muller_Leseman_2021_Meten_van_kwaliteit_in_de_kinderopvang_Gecombineerde_metingen_2017_2019.pdf?sequence=1
van den Berghe, R., Oudgenoeg-Paz, O., Verhagen, J., Brouwer, S., de Haas, M., de Wit, J., Willemsen, B., Vogt, P., Krahmer, E., & Leseman, P. (2021). Individual Differences in Children's (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning. Frontiers in Robotics and AI, 8, 1-14. [676248]. https://doi.org/10.3389/frobt.2021.676248
Bai, H., Leseman, P., Moerbeek, M., Kroesbergen, E., & Mulder, H. (2021). Serial Order Effect in Divergent Thinking in Five- to Six-Year-Olds: Individual Differences as Related to Executive Functions. Journal of Intelligence, 9(2), 1-26. [20]. https://doi.org/10.3390/jintelligence9020020
Bai, H., Mulder, H., Moerbeek, M., Kroesbergen, E., & Leseman, P. (2021). Divergent thinking in four-year-old children: An analysis of thinking processes in performing the Alternative Uses Task. Thinking Skills and Creativity, 40, 1-16. [100814]. https://doi.org/10.1016/j.tsc.2021.100814
https://dspace.library.uu.nl/bitstream/handle/1874/411842/1._Thinking_process_of_DT_Thinking_Skills_and_Creativity_published_online_.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/411842/1._Thinking_process_of_DT_Thinking_Skills_and_Creativity_published_online_.pdf?sequence=1
van der Werf, W. M., Slot, P. L., Kenis, P. N., & Leseman, P. P. M. (2021). Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system. International Journal of Child Care and Education Policy, 15(1), 1-29. [2]. https://doi.org/10.1186/s40723-020-00079-x
van 't Noordende, J. E., Kroesbergen, E. H., Leseman, P. P. M., & Volman, M. J. M. (2021). The Role of Non-symbolic and Symbolic Skills in the Development of Early Numerical Cognition from Preschool to Kindergarten Age. Journal of Cognition and Development, 22(1), 68-83. https://doi.org/10.1080/15248372.2020.1858835
Leeuwestein, H., Barking, M., Sodacı, H., Oudgenoeg-Paz, O., Verhagen, J., Vogt, P., Aarts, R., Spit, S., de Haas, M., de Wit, J., & Leseman, P. (2021). Teaching Turkish-Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning? Journal of Computer Assisted Learning, 37(3), 603-620. https://doi.org/10.1111/jcal.12510
Professional publications
Leseman, P. P. M., Romijn, B. R., & Slot, P. L. (2021). Culturele diversiteit en de omgang met ouders. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 1, 40-43.
2020
Scholarly publications
van der Werf, W., Slot, P., Kenis, P. N., & Leseman, P. (2020). Diversiteit en inclusie in verschillende typen kindercentra: Ervaringen van managers en medewerkers. B en M : tijdschrift voor beleid, politiek en maatschappij, 47(2), 106-125. https://doi.org/10.5553/BenM/138900692020047002002
Slot, P. L., Romijn, B. R., Muller, P., & Leseman, P. P. M. (2020). Krijgt elk kind dezelfde kwaliteit kinderopvang? Verschillen naar regio, stedelijkheidsgraad, uurprijs en de opvang van doelgroepkinderen: Gecombineerde metingen 2017-2019. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/415344/Slot_Romijn_Muller_Leseman_2020_Krijgt_elk_kind_dezelfde_kwaliteit_kinderopvang_Verschillen_naar_regio_stedelijkheidsgraad_uurprijs_en_de_opvang_van_doelgroepkinderen.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415344/Slot_Romijn_Muller_Leseman_2020_Krijgt_elk_kind_dezelfde_kwaliteit_kinderopvang_Verschillen_naar_regio_stedelijkheidsgraad_uurprijs_en_de_opvang_van_doelgroepkinderen.pdf?sequence=1
Slot, P. L., Jepma, IJ., Muller, P., Romijn, B. R., Bekkering, C. I. V., & Leseman, P. P. M. (2020). Kwaliteit van de babyopvang in Nederland: Gecombineerde metingen 2017-2019. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/415343/Slot_Jepma_Muller_Romijn_Bekkering_Leseman_2020_Kwaliteit_van_de_babyopvang_in_Nederland_Gecombineerde_metingen_2017_2019.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415343/Slot_Jepma_Muller_Romijn_Bekkering_Leseman_2020_Kwaliteit_van_de_babyopvang_in_Nederland_Gecombineerde_metingen_2017_2019.pdf?sequence=1
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2020). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98(2), [103236]. https://doi.org/10.1016/j.tate.2020.103236
van Dijk, M., Blom, W. B. T., Kroesbergen, E. H., & Leseman, P. P. M. (2020). The influence of situational cues on children’s creativity in an alternative Uses task and the moderating effect of selective attention. Journal of Intelligence, 8(4), [37]. https://doi.org/10.3390/jintelligence8040037
van den Berghe, R., de Haas, M., Oudgenoeg-Paz, O., Krahmer, E. J., Verhagen, J., Vogt, P., Willemsen, B., de Wit, J., & Leseman, P. (2020). A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning. Journal of Computer Assisted Learning, 37(2), 1-15. https://doi.org/10.1111/jcal.12497
Romijn, B. R., Slot, P. L., Leseman, P. P. M., & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58-70. https://doi.org/10.1016/j.ijintrel.2020.08.001
Timmermeister, M., Leseman, P., Wijnen, F., & Blom, E. (2020). No Bilingual Benefits Despite Relations Between Language Switching and Task Switching. Frontiers in Psychology, 11, [1832]. https://doi.org/10.3389/fpsyg.2020.01832
Leseman, P. P. M., & Slot, P. L. (2020). Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point. Zeitschrift fur Erziehungswissenschaft, 23(3), 485-507. https://doi.org/10.1007/s11618-020-00948-8
Francot, R., Blom, E., Broekhuizen, M., & Leseman, P. (2020). Profiles of Bilingualism in Early Childhood: A Person-centred Latent Profile Transition Approach. Bilingualism: Language and Cognition, 24(3), 569-582. https://doi.org/10.1017/S1366728920000383
van der Werf, W. M., Slot, P. L., Kenis, P., & Leseman, P. P. M. (2020). Hybrid organizations in the privatized and harmonized Dutch ECEC system: Relations with quality of education and care. Early Childhood Research Quarterly, 53, 136-150. https://doi.org/10.1016/j.ecresq.2020.03.006
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J., Doorman, L. M., & Leseman, P. P. M. (2020). Moving towards understanding: Students interpret and construct motion graphs. Mediterranean Journal for Research in Mathematics Education, 17, 25-51.
https://dspace.library.uu.nl/bitstream/handle/1874/396875/Moving_towards_understanding.pdf?sequence=2
https://dspace.library.uu.nl/bitstream/handle/1874/396875/Moving_towards_understanding.pdf?sequence=2
Bai, H., Duan, H., Kroesbergen, E. H., Leseman, P. P. M., & Hu, W. (2020). The Benefits of the Learn to Think Program for Preschoolers’ Creativity: An Explorative Study. Journal of Creative Behavior, 54(3), 699-711. https://doi.org/10.1002/jocb.404
https://dspace.library.uu.nl/bitstream/handle/1874/408012/LTTmanuscript_resubmission_20190228.pdf?sequence=2
https://dspace.library.uu.nl/bitstream/handle/1874/408012/LTTmanuscript_resubmission_20190228.pdf?sequence=2
Schoevers, E. M., Leseman, P. P. M., & Kroesbergen, E. H. (2020). Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts. International Journal of Science and Mathematics Education, 18, 1613–1634. https://doi.org/10.1007/s10763-019-10018-z
the ISOTIS research team (2020). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal, 28(1), 58-76. https://doi.org/10.1080/1350293X.2020.1707363
van Liempd, H. M. J. A., Paz, O., & Leseman, P. P. M. (2020). Do spatial characteristics influence behavior and development in early childhood education and care? Journal of Environmental Psychology, 67, [101385]. https://doi.org/10.1016/j.jenvp.2019.101385
Professional publications
Romijn, B. R., Slot, P. L., Muller, P. H. A. M., Bekkering, C. I. V., & Leseman, P. P. M. (2020). Kwaliteit van de baby opvang onder de loep. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 6, 41-42.
Slot, P. L., Leseman, P. P. M., Jepma, IJ., & Muller, P. H. A. M. (2020). Nederlandse kinderopvang weer terug in wereldtop. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 2, 40-43.
2019
Scholarly publications
Slot, P. L., Jepma, IJ., Muller, P., Romijn, B. R., Bekkering, C. I. V., & Leseman, P. P. M. (2019). Ontwikkelingen in de kwaliteit van de Nederlandse kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang. Gecombineerde metingen 2017-2019. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/415342/SLOT_J_3.PDF?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415342/SLOT_J_3.PDF?sequence=1
Francot, R. J. R. M., Broekhuizen, M. L., & Leseman, P. P. M. (2019). The Utrecht Virtual Learning Environment project: Educational partnerships in multicultural preschools. Orbis Scholae, 13(3), 59–83. https://doi.org/10.14712/23363177.2019.22
Duursma, E., & Leseman, P. P. M. (2019). Teacher development and parent engagement in ECEC in the Netherlands. In S. Phillipson & S. Garvis (Ed.), Teachers’ and Families’ perspectives in early childhood education (Vol. 2, pp. 231-243). Routledge.
Verhagen, J., Van Den Berghe, R., Oudgenoeg-Paz, O., Küntay, A., & Leseman, P. (2019). Children's reliance on the non-verbal cues of a robot versus a human. PLoS One, 14(12), [e0217833]. https://doi.org/10.1371/journal.pone.0217833
de Bordes, P. F., Boom, J., Schot, W. D., van den Heuvel-Panhuizen, M., & Leseman, P. P. M. (2019). Modelling children's Gear task strategy use with the Dynamic Overlapping Waves Model. Cognitive Development, 50, 237-247. https://doi.org/10.1016/j.cogdev.2019.01.001
Ticheloven, A. H. L., Blom, W. B. T., Leseman, P. P. M., & McMonagle, S. (2019). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491-514 . https://doi.org/10.1080/14790718.2019.1686002
Mulder, H., van Ravenswaaij, H., Verhagen, J., Moerbeek, M., & Leseman, P. P. M. (2019). The process of early self-control: an observational study in two- and three-year-olds. Metacognition and Learning, 14(3), 239-264. https://doi.org/10.1007/s11409-019-09199-3
van der Werf, W., Slot, P., Kenis, P., & Leseman, P. (2019). Gevolgen van marktdifferentiatie voor diversiteit, inclusie en kansengelijkheid in kindercentra: een vergelijkende casestudy. Sociologie, 14(1), 1-24. https://doi.org/10.5117/SOC2018.1.001.WERF
Vogt, P., van den Berghe, R., de Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J-M., Oranc, C., Oudgenoeg-Paz, O., Garcia, D. H., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridge, C. D., Willemsen, B., de Wit, J., Belpaeme, T., Goksun, T., Kopp, S., ... Pandey, A. K. (2019). Second Language Tutoring Using Social Robots: L2TOR - The Movie. https://doi.org/10.1109/hri.2019.8673016
Vogt, P., Van Den Berghe, R., De Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J. M., Oranç, C., Oudgenoeg-Paz, O., García, D. H., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridgell, C. D., Willemsen, B., De Wit, J., Belpaeme, T., Göksun, T., Kopp, S., ... Pandey, A. K. (2019). Second language tutoring using social robots: a large-scale study. In 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (Vol. 14, pp. 497-505). [8673077] IEEE Computer Society Press. https://doi.org/10.1109/HRI.2019.8673077
Schoevers, E. M., Leseman, P. P. M., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31, 323-334. https://doi.org/10.1016/j.tsc.2019.02.003
Verhagen, J., Boom, J., Mulder, H., de Bree, E., & Leseman, P. (2019). Reciprocal Relationships Between Nonword Repetition and Vocabulary During the Preschool Years. Developmental Psychology, 55(6), 1125–1137. https://doi.org/10.1037/dev0000702
Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Leseman, P. P. M. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review, 31(3), 597-629. [31(3)]. https://doi.org/10.1007/s10648-019-09471-7
van den Berghe, R., Verhagen, J., Paz, O., van der Ven, S. H. G., & Leseman, P. P. M. (2019). Social robots for language learning: A review. Review of Educational Research, 89(2), 259-295. https://doi.org/10.3102/0034654318821286
van Dijk, M., Kroesbergen, E. H., Blom, W. B. T., & Leseman, P. P. M. (2019). Bilingualism and Creativity: Towards a Situated-Embodied Cognition Approach. Journal of Creative Behavior, 53(2), 178-188. https://doi.org/10.1002/jocb.238
Leseman, P. P. M., Henrichs, L. F., Blom, W. B. T., & Verhagen, J. (2019). Young mono- and bilingual children’s exposure to academic language as related to language development and school achievement. In V. Grøver, P. Ucelli, M. Rowe, & E. Lieven (Eds.), Learning through language: Towards an Educationally Informed Theory of Language Learning (pp. 205-217). Cambridge University Press. https://doi.org/10.1017/9781316718537.019
Professional publications
Slot, P. L., & Leseman, P. P. M. (2019). Kwaliteit van integrale kindcentra: Een eerste verkenning van onderscheidende factoren. O2 Communicatie.
https://dspace.library.uu.nl/bitstream/handle/1874/415375/Slot_Leseman_2019_Investeren_in_kinderen_0_12_jaar.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415375/Slot_Leseman_2019_Investeren_in_kinderen_0_12_jaar.pdf?sequence=1
Slot, P. L., & Leseman, P. P. M. (2019). Investeren in kinderen. Wat we weten. Didactief, 49(7), 24-25.
Slot, P. L., & Leseman, P. P. M. (2019). Investeren in kinderen van 0-12 jaar. Bevindingen uit de wetenschap. O2 Communicatie.
2018
Scholarly publications
Slot, P. L., Jepma, IJ., Muller, P., Romijn, B. R., & Leseman, P. P. M. (2018). Kwaliteit van de Nederlandse kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang: Gecombineerde metingen 2017-2018. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/383252/LKK_rapport_meting_2018.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/383252/LKK_rapport_meting_2018.pdf?sequence=1
Van 't Noordende, J. E., Volman, M. J. M., Leseman, P. P. M., Moeller, K., Dackermann, T., & Kroesbergen, E. H. (2018). The use of local and global ordering strategies in number line estimation in early childhood. Frontiers in Psychology, 9(SEP), [1562]. https://doi.org/10.3389/fpsyg.2018.01562
van den Berghe, R., van der Ven, S. H. G., Verhagen, J., Oudgenoeg-Paz, O., Fotios, P., & Leseman, P. P. M. (2018). Investigating the Effects of a Robot Peer on L2 Word Learning. In Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 267-268). ACM. https://doi.org/10.1145/3173386.3176986
van Liempd, I., Oudgenoeg-Paz, O., Fukkink, R. G., & Leseman, P. (2018). Young children's exploration of the indoor playroom space in center-based childcare. Early Childhood Research Quarterly, 43(2), 33-41. https://doi.org/10.1016/j.ecresq.2017.11.005
Broekhuizen, M. L., van Aken, M. A. G., Dubas, J. S., & Leseman, P. P. M. (2018). Child care quality and Dutch 2- and 3-year-olds' socio-emotional outcomes: Does the amount of care matter? Infant and Child Development, 27(1), [e2043]. https://doi.org/10.1002/icd.2043
van Schaik, S. D. M., Leseman, P. P. M., & de Haan, M. J. (2018). Using a Group-Centered Approach to Observe Interactions in Early Childhood Education. Child Development, 89(3), 897-913. https://doi.org/10.1111/cdev.12814
2017
Scholarly publications
Slot, P. L., Jepma, IJ., Muller, P., Romijn, B. R., & Leseman, P. P. M. (2017). Kwaliteit van de Nederlandse kinderdagopvang, peuteropvang, buitenschoolse opvang en gastouderopvang: Landelijke Kwaliteitsmonitor Kinderopvang Meting 2017. Sardes.
https://dspace.library.uu.nl/bitstream/handle/1874/360591/kinderopvang.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/360591/kinderopvang.pdf?sequence=1
Moser, T., Broekhuizen, M. L., Leseman, P. P. M., & E, M. (2017). An integration of literature reviews by ISOTIS work packages. EU ISOTIS Project. http://www.isotis.org/wp-content/uploads/2017/05/D2.1_Report20170428.pdf
Oudgenoeg-Paz, O., Volman, M. J. M., & Leseman, P. P. M. (2017). First steps into language? Examining the specific longitudinal relations between walking, exploration and linguistic skills. In P. Hauf, & K. Libertus (Eds.), Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development (pp. 81-92). Frontiers Media. https://doi.org/10.3389/978-2-88945-159-3
Mulder, H., Verhagen, J., Van Der Ven, S. H. G., Slot, P. L., & Leseman, P. (2017). Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five. Frontiers in Psychology, 8, [1706]. https://doi.org/10.3389/fpsyg.2017.01706
Leseman, P. P. M., Mulder, H., Verhagen, J., Broekhuizen, M. L., van Schaik, S. D. M., & Slot, P. L. (2017). Effectiveness of Dutch targeted preschool education policy for disadvantaged children. In H. P. Blossfeld, N. Kulic, J. Skopek, & M. Triventi (Eds.), Childcare, early education, and social inequality – An international perspective (pp. 173-193). Cheltenham/Edward Elgar. https://doi.org/10.4337/9781786432094.00019
Moser, T., Leseman, P. P. M., E, M., Broekhuizen, M. L., & Slot, P. L. (2017). European Framework of Quality and Wellbeing Indicators: CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care. (CARE; No. 613318). EU CARE project. http://ecec-care.org/fileadmin/careproject/Publications/reports/D6_3_CARE_Framework_of_Quality_and_Wellbeing_Indicators.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/352708/care.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/352708/care.pdf?sequence=1
Boerma, T. D., Leseman, P. P. M., Wijnen, F. N. K., & Blom, W. B. T. (2017). Language proficiency and sustained attention in monolingual and bilingual children with and without language impairment. Frontiers in Psychology, 8, [1241]. https://doi.org/10.3389/fpsyg.2017.01241
Van der Beek, J. P. J., Van der Ven, S. H. G., Kroesbergen, E. H., & Leseman, P. P. M. (2017). Self-concept mediates the relation between achievement and emotions in mathematics. British Journal of Educational Psychology, 87(3), 478-495. https://doi.org/10.1111/bjep.12160
Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. (2017). Preschoolers' cognitive and emotional self-regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), [e2038]. https://doi.org/10.1002/icd.2038
Boerma, T. D., Wijnen, F., Leseman, P. P. M., & Blom, W. B. T. (2017). Grammatical Morphology in Monolingual and Bilingual Children with and without Language Impairment: The Case of Dutch Plurals and Past Participles. Journal of Speech, Language, and Hearing Research, 60, 2064-2080. https://doi.org/10.1044/2017_JSLHR-L-16-0351
Poolman, B. G., Leseman, P. P. M., Doornenbal, J., & Minnaert, A. (2017). Development of the language proficiency of five- to seven-year-olds in rural areas. Early Child Development and Care, 187(3-4), 756-777. https://doi.org/10.1080/03004430.2016.1203787
van 't Noordende, J. E., Volman, M. J. M., Leseman, P. P. M., & Kroesbergen, E. H. (2017). An embodiment perspective on number-space mapping in Dutch 3.5-year-old children. Infant and Child Development, 26(3), [e1995]. https://doi.org/10.1002/icd.1995
https://dspace.library.uu.nl/bitstream/handle/1874/347028/16.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/347028/16.pdf?sequence=1
Slot, P. L., Boom, J., Verhagen, J., & Leseman, P. P. M. (2017). Measurement properties of the CLASS Toddler in ECEC in The Netherlands. Journal of Applied Developmental Psychology, 48, 79-91. https://doi.org/10.1016/j.appdev.2016.11.008
Verhagen, J., de Bree, E., Mulder, H., & Leseman, P. (2017). Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds’ Nonword Repetition. Journal of Psycholinguistic Research, 46(3), 507-524. https://doi.org/10.1007/s10936-016-9448-9
Janssen, E. M., van der Ven, S. H. G., van Hoogmoed, A. H., & Leseman, P. P. M. (2017). The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect. Learning and Instruction, 47, 80-90. https://doi.org/10.1016/j.learninstruc.2016.10.003
Verhagen, J., Mulder, H., & Leseman, P. (2017). Effects of home language environment on inhibitory control in bilingual three-year-old children. Bilingualism, 20(1), 114-127. https://doi.org/10.1017/S1366728915000590
Professional publications
Francot, R., Broekhuizen, M., Leseman, P., Cadima, J. (Ed.), Nata, G. (Ed.), Evangelou, M. (Ed.), & Anders, Y. (Ed.) (2017). Country profile: The Netherlands. In Inventory and analysis of promising and evidence-based parent- and family-focused support programs (pp. 54-63). ISOTIS.
Veen, A., van der Veen, I., van Schaik, S. D. M., & Leseman, P. P. M. (2017). Kwaliteit in kleutergroepen en de relatie met ontwikkeling van kinderen: Resultaten uit het pre-COOL cohortonderzoek. SCO-Kohnstamm Instituut. http://www.kohnstamminstituut.uva.nl/pre-cool.nl/assets/kohnstamm_973.pdf
Henrichs, L. F., Slot, P. L., & Leseman, P. P. M. (2017). Professionele ontwikkeling in voorschoolse voorzieningen: doeltreffende professionaliseringsvormen en -activiteiten in internationaal perspectief. In R. Fukkink (Ed.), De Nederlandse kinderopvang in wetenschappelijk perspectief (1 ed., pp. 148-187). SWP.
Other output
Mulder, H., Boom, J., Slot, P. L., Verhagen, J., & Leseman, P. P. M. (2017). The development of selective attention: The role of socio-economic status and child care quality. Abstract from Society for Research in Child Development (SRCD), Austin, Texas, United States.
Verhagen, J., Boom, J., Mulder, H., & Leseman, P. P. M. (2017). Reciprocal Relationships Between Nonword Repetition and Vocabulary During the Preschool Years. Poster session presented at SRCD Biennial Meeting 2017, Austin, Texas, United States.
Vlaar, M. A. J., Verhagen, J., Oudgenoeg-Paz, O., van der Ven, S. H. G., & Leseman, P. P. M. (2017). What benefits L2 word learning most: Tablets or real objects?. Abstract from European Conference on Developmental Psychology, Utrecht, Netherlands.
Vlaar, M. A. J., Verhagen, J., Oudgenoeg-Paz, O., & Leseman, P. P. M. (2017). Comparing L2 Word Learning through a Tablet or Real Objects: What Benefits Learning Most?. Paper presented at Robots 4 Learning at HRI 2017, Vienna, Austria.
https://dspace.library.uu.nl/bitstream/handle/1874/429595/29.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/429595/29.pdf?sequence=1
2016
Scholarly publications
Henrichs, L. F., & Leseman, P. P. M. (2016). Onderzoeksrapport VVE Utrecht 2012-2015: Wetenschap en Werkveld ontmoeten elkaar in actieonderzoek. Universiteit Utrecht. https://www.uu.nl/sites/default/files/vve_utrecht_onderzoek_henrichsleseman.pdf
van der Ven, S., van Touw, S. A. C., van Hoogmoed, A., Janssen, E. M., & Leseman, P. (2016). The effect of a prospected reward on semantic processing: An N400 EEG study. Zeitschrift fur Psychologie / Journal of Psychology, 224(4), 257-265. https://doi.org/10.1027/2151-2604/a000261
Leseman, P. P. M. (2016). Pre-COOL cohortonderzoek. Effecten van kwaliteit van voorschoolse instellingen. Amsterdam: Kohnstamm Instituut. Kohnstamm Instituut.
Oudgenoeg - Paz, O., Volman, C., & Leseman, P. (2016). First steps into language? Examining the specific longitudinal relations between walking, exploration and linguistic skills. Frontiers in Psychology, 7(SEP), [1458]. https://doi.org/10.3389/fpsyg.2016.01458
Mulder, H., Boom, J., Slot, P. L., Verhagen, J., & Leseman, P. P. M. (2016). Selectieve aandacht. In P. Leseman, & A. 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, H., Slot, P. L., & Leseman, P. P. M. (2016). Woordenschat. In P. Leseman, & A. Veen (Eds.), Ontwikkeling van kinderen en relatie met kwaliteit van voorschoolse instellingen: Resultaten uit het pre-COOL cohortonderzoek (Vol. rapport 951, pp. 55-67). SCO-Kohnstamm Instituut.
https://dspace.library.uu.nl/bitstream/handle/1874/343217/Kohnstamm_951.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/343217/Kohnstamm_951.pdf?sequence=1
Henrichs, L. F., Slot, P. L., & Leseman, P. P. M. (2016). Professionele ontwikkeling in voorschoolse voorzieningen. Een literatuurstudie naar doeltreffende professionaliseringsvormen en –activiteiten. Utrecht University.
https://dspace.library.uu.nl/bitstream/handle/1874/342310/professionele.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/342310/professionele.pdf?sequence=1
Oudgenoeg-Paz, O., Boom, J., Volman, C., & Leseman, P. P. M. (2016). Development of exploration of spatial-relational object properties in the second and third years of life. Journal of Experimental Child Psychology, 146, 137-155. https://doi.org/10.1016/j.jecp.2016.02.005
Boerma, T. D., Leseman, P. P. M., Timmermeister, M., Wijnen, F. N. K., & Blom, W. B. T. (2016). Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice. International journal of language & communication disorders, 51(6), 626-638. https://doi.org/10.1111/1460-6984.12234
Verhagen, J., & Leseman, P. (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, 65-82. https://doi.org/10.1016/j.jecp.2015.06.015
Professional publications
Kempen, M., Kouwenberg, M., Fortgens, C., & Leseman, P. P. M. (2016). Zo leren peuters en kleuters met een TOS woorden. Van Horen Zeggen, 57(6).
van Schaik, S. D. M., Leseman, P. P. M., & Veen, A. (2016). De resultaten van het pre-COOL onderzoek. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 16(5).
Other output
Oudgenoeg-Paz, O., Volman, M. J. M., & Leseman, P. P. M. (2016). Small steps and giant leaps: How walking facilitates language development. Poster session presented at 20th Biennial Conference on Infant Studies (ICIS), New Orleans, United States.
2015
Scholarly publications
Poolman, B., Minnaert, A. E. M. G., Leseman, P. P. M., & Doornenbal, J. (2015). Achtergronden van taalachterstanden bij jonge kinderen in Oost-Groningen. Pedagogische Studiën, 92(4), 150-169.
Hellendoorn, A., Wijnroks, L., & Leseman, P. P. M. (2015). Unraveling the nature of autism: finding order amid change. Frontiers in Psychology, 6, [359]. https://doi.org/10.3389/fpsyg.2015.00359
Slot, P. L., Broekhuizen, M. L., Leseman, P. P. M., & Veen, A. (2015). Kwaliteit van voorzieningen en effecten op ontwikkeling van kinderen. In A. Veen, & P. Leseman (Eds.), Pre-COOL cohortonderzoek. Resultaten over de voorschoolse periode (pp. 73-88). Kohnstamm Instituut.
https://dspace.library.uu.nl/bitstream/handle/1874/327303/ki932.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/327303/ki932.pdf?sequence=1
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), 417-448. https://doi.org/10.1111/lang.12101
Slot, P. L., Lerkkanen, M-K., & Leseman, P. P. M. (2015). The relations between structural quality and process quality in European early childhood education and care provisions: secondary analyses of large scale studies in five countries. EU CARE project. http://ecec-care.org/fileadmin/careproject/Publications/reports/CARE_WP2_D2__2_Secondary_data_analyses.pdf
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. https://doi.org/10.1016/j.ecresq.2015.06.001
Broekhuizen, M. L., Leseman, P., Moser, T., & van Trijp, K. (2015). Stakeholders Study. Values, beliefs and concerns of parents, staff and policy representatives regarding ECEC services in nine European countries: First report on parents. EU CARE project. http://ecec-care.org/fileadmin/careproject/Publications/reports/CARE_WP6_D6_2_European_ECEC__Stakeholder_study_FINAL.pdf
https://dspace.library.uu.nl/bitstream/handle/1874/326609/CARE_WP6_D6_2_European_ECEC_Stakeholder_study_FINAL.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/326609/CARE_WP6_D6_2_European_ECEC_Stakeholder_study_FINAL.pdf?sequence=1
Broekhuizen, M. L., Van Aken, M. A. G., Dubas, J. S., Mulder, H., & Leseman, P. P. M. (2015). Individual differences in effects of child care quality: The role of child affective self-regulation and gender. Infant Behavior and Development, 40, 216-230. https://doi.org/10.1016/j.infbeh.2015.06.009
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. https://doi.org/10.1016/j.jml.2015.05.001
Boerma, T., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2015). A Quasi-Universal Nonword Repetition Task as a Diagnostic Tool for Bilingual Children learning Dutch as a Second Language. Journal of Speech, Language and Hearing Research, 58(6), 1747-1760. https://doi.org/10.1044/2015_JSLHR-L-15-0058
Oudgenoeg-Paz, O., Leseman, P. P. M., & Volman, M. J. M. (2015). Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language. Developmental Psychology, 51(9), 1241-1253. https://doi.org/10.1037/a0039572
Hellendoorn, A., Wijnroks, L., van Daalen, E., Dietz, C., Buitelaar, J. K., & Leseman, P. (2015). Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Research in Developmental Disabilities, 39, 32-42. https://doi.org/10.1016/j.ridd.2014.12.033
Professional publications
Leseman, P. P. M., van Schaik, S. D. M., & de Haan, M. J. (2015). Positieve selectie effecten. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 15(3), 30-34.
Mulder, H., Verhagen, J., & Leseman, P. P. M. (2015). Pre-COOL cohortonderzoek: resultaten over de voorschoolse periode: Hoofdstuk: "Metingen van taal en executieve functies in de voorschoolse periode". Kohnstamm Instituut.
Akgündüz, Y. E., Jongen, E., Leseman, P. P. M., & Plantenga, J. (2015). Lagere toeslag leidt tot lagere kwaliteit kinderopvang. Economisch Statistische Berichten, 100(4723 & 4724).
Other output
Broekhuizen, M. L., van Aken, M. A. G., Dubas, J. J. S., & Leseman, P. P. M. (2015). Child care quality and Dutch 2 and 3 year olds’ socio-emotional outcomes: Does quantity of care matter?. Abstract from 16th Biennial EARLI conference, Limassol, Cyprus.
Mulder, H., Verhagen, J., Boom, J., & Leseman, P. P. M. (2015). Developmental trajectory of selective attention from age two to four years in relation to family SES. Poster session presented at International Convention on Psychological Science, Amsterdam, Netherlands.
Mulder, H., van Ravenswaaij, H., Verhagen, J., & Leseman, P. P. M. (2015). Dynamics of self-control during delay of gratification in two- and three-year-olds. Paper presented at EARLI, Amsterdam.
Bakker, A., van der Schaaf, M. F., Shayan, S., & Leseman, P. (2015, Oct 16). Embodied Design in Education. Unpublished.
van der Ven, S. H. G., Boom, J., Kroesbergen, E. H., & Leseman, P. P. M. (2015). How to Model the Development of Strategy Use: The Case of Multiplication Learning and Working Memory. Paper presented at SRCD 2015 Biennial Meeting, Philadelphia, United States.
van 't Noordende, J. E., Kroesbergen, E. H., Volman, M. J. M., & Leseman, P. P. M. (2015). The relation between early math skills, memory and non-symbolic number-space mapping. Abstract from International Conference on Spatial Cognition 2015, Rome, Italy.
van 't Noordende, J. E., Kroesbergen, E. H., Volman, M. J. M., & Leseman, P. P. M. (2015). The role of early math skills and memory in the development of non-symbolic number line estimation. Poster session presented at EARLI 2015, Limassol, Cyprus.
van 't Noordende, J. E., Kroesbergen, E. H., Volman, M. J. M., & Leseman, P. P. M. (2015). The relation between early math skills, memory and non-symbolic number line estimation. Paper presented at Expert Meeting on Mathematical Thinking and Learning 2015, Nijmegen, Netherlands.
2014
Scholarly publications
van Schaik, S. D. M., Leseman, P. P. M., & de Haan, M. J. (2014). Cultural diversity in early child care and education: Diverse perceptions of quality. Unpublished. In EARLI SIG 21 Learning and Teaching in Culturally Diverse Settings
Blom, E., Kuntay, A., Messer, M., Verhagen, J., & Leseman, P. (2014). Do Bilingual Turkish-Dutch Children Show Working Memory Benefits despite Lower Linguistic Proficiency? In Proceedings of the Annual Boston University Conference on Language Development (pp. 64-76). (Proceedings of the Annual Boston University Conference on Language Development; Vol. 1). http://search.proquest.com/docview/1629327594?accountid=14511
Blom, E., Küntay, A., Messer, M., Verhagen, J., & Leseman, P. (2014). Do bilingual Turkish-Dutch children show working memory benefits despite lower linguistic proficiency? In Proceedings of the 38th annual Boston University Conference on Language Development (pp. 64-76). (BUCLD: Proceedings of the Boston University Conference on Language Development; Vol. 38). Cascadella Press.
Ruijssenaars, A. J. J. M., Hamers, J. H. M., Leseman, P. P. M., & Ruiter, S. A. J. (2014). Leergeschiktheid, leertests en onderwijs. In J. A. Tak, J. D. Bosch, S. Begeer, & G. Albrecht (Eds.), Handboek psychodiagnostiek voor de hulpverlening aan kinderen en adolescenten : Handbook psychodiagnostics in care for children and adolescents (Achtste herziene druk ed., pp. 571-593). De Tijdstroom.
Professional publications
van Schaik, S. D. M., de Haan, M. J., & Leseman, P. P. M. (2014). Het stimuleren van groepsprocessen als nieuw element van kwaliteit: Van aandacht voor de juf naar aandacht voor elkaar. Beleid Bestuur Management & Pedagogiek in de kinderopvang, 14(6), 32-36.
Other output
Mulder, H., Oudgenoeg-Paz, O., Verhagen, J., Van der Ham, I., & Leseman, P. P. M. (2014). Selective attention and visuospatial working memory in late walkers at toddler age. Poster session presented at International Conference on Infant Studies , Berlin, Germany.
van 't Noordende, J. E., Volman, M. J. M., Kroesbergen, E. H., & Leseman, P. P. M. (2014). The role of counting direction in the development of number-space mapping in preschool children. Abstract from EARLI SIG 5 Conference 2014, Jyväskylä, Finland.
Schot, W., Boom, J., de Bordes, P., van den Heuvel - Panhuizen, M., & Leseman, P. (2014). Does using your environment aid the development of proportional reasoning?. Poster session presented at 44th Annual Meeting of The Jean Piaget Society, San Francisco, United States.
de Bordes, P., Schot, W., Boom, J., van den Heuvel - Panhuizen, M., & Leseman, P. (2014). Sensorimotor experiences supporting the development of mechanistic reasoning. Poster session presented at 44th Annual Meeting of The Jean Piaget Society, San Francisco, United States.
Verhagen, J., de Bree, E., Mulder, H., Boom, J., & Leseman, P. (2014). Relationships between nonword repetition and vocabulary in Dutch-speaking children. Poster session presented at 19th Biennual International Conference on Infant Studies (ICIS)., Berlin, Germany.
Verhagen, J., Mulder, H., & Leseman, P. (2014). Effects of Bilingualism and Bilingual Home Language Environment on Inhibitory Control in Three-Year-Olds.
2013
Scholarly publications
van Schaik, S. D. M., Leseman, P. P. M., & de Haan, M. J. (2013). Applying cross-cultural findings to child care: the importance of group processes for children of diverse cultural backgrounds. Unpublished. In SRCD Biennial Conference
van Schaik, S. D. M., Leseman, P. P. M., & de Haan, M. J. (2013). Culturally-specific aspects of quality in childcare settings: Learning through collaborative play. Unpublished. In EARLI Biennial Conference
Wijnroks, A., Hellendoorn, A., & Leseman, P. (2013). Autisme anders bekeken: een ‘embodiment’ benadering. Wetenschappelijk tijdschrift autisme, 12, 105-108.
Other output
Mulder, H., Verhagen, J., Boom, J., & Leseman, P. P. M. (2013). Executive functions in toddlers: Development and individual differences. Abstract from SRCD Biennial meeting, Seattle, United States.
Verhagen, J., Leseman, P., & Messer, M. (2013). Effects of working memory on the acquisition of grammar in bilingual children’s weaker language. Paper presented at Eurosla (Amsterdam).
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 SRCD Biennial Meeting, Seattle, WA.
2012
Scholarly publications
Scheele, A., Leseman, P., Mayo, A., & Elbers, E. (2012). Relations of home language and literacy with three-year-olds' emergent academic language. The Elementary School Journal, 112(3).
Other output
Mulder, H., Verhagen, J., Boom, J., & Leseman, P. P. M. (2012). Assessment of executive function in toddlers: Factor structure and developmental trends. Abstract from SIG5: Learning and Development in early Childhood, Utrecht, Netherlands.
Verhagen, J., Mulder, H., Leseman, P., & Messer, M. (2012). Phonological memory and the acquisition of grammar in mono- and bilingual preschoolers. Paper presented at Paper presented at the Biennial Meeting of EARLI SIG 5: Researching Development, Learning and Well-Being in Early Childhood., Utrecht, The Netherland.
Verhagen, J., Leseman, P., & Messer, M. (2012). Phonological memory and the acquisition of morphosyntax by child L2 learners. Poster session presented at Boston University Conference on Language Development (BUCLD 28), Boston, Massachusetts, United States.
Verhagen, J., Mulder, H., Leseman, P., & de Bree, E. (2012). The influence of vocabulary size and phonotactic probability on two-year olds' nonword repetition. Poster session presented at Boston University Conference on Language Development (BUCLD 28), Boston, Massachusetts, United States.
2011
Other output
Mulder, H., Verhagen, J., & Leseman, P. P. M. (2011). Strategy use during a visuo-spatial working memory task in toddlers. Abstract from British Psychological Society Developmental Section Conference, Newcastle, United Kingdom.
Mulder, H., Verhagen, J., & Leseman, P. P. M. (2011). Emerging executive functions in preschoolers. Poster session presented at European Science Foundation: The Developing Brain: Perspectives from Typical and Atypical Development, Granada, Spain.
Verhagen, J., Messer, M., & Leseman, P. (2011). Language-specific effects of verbal short-term memory on the acquistion of finiteness in child L2 learners. Paper presented at International Symposium of Bilingualism, Oslo.
2009
Scholarly publications
Poleij, C., Leseman, P., & Stikkelbroek, Y. (2009). Effecten van een groepstraining ter preventie van internaliserende stoornissen bij dyslectische adolescenten: Een pilot-onderzoek. Tijdschrift voor Orthopedagogiek, 48(9), 351-363.