Chair
Special education, in particular learning problems
Date of appointment 01.07.2003
Inaugural lecture date 14.10.2004
Gegenereerd op 2018-01-21 16:01:36
Curriculum vitae

Paul Leseman obtained his MSc (major in psychology, minor in linguistics) at the University of Amsterdam (1985) and a PhD in the social sciences (cum laude), at the Erasmus University Rotterdam (1990). He was a postdoctoral research fellow of the Royal Dutch Academy of Arts and Sciences (1990-1995), a senior researcher and associate professor of educational sciences at the University of Amsterdam (1995-2002), and visiting scholar of early childhood education at the Free University of Berlin (2000-2003). He is a full professor of education, in particular learning disabilities and school problems of low income and minority children, at Utrecht University (2003-). He was scientific director of the Langeveld Institute (2004-2009), chair of the Department of Child, Family and Education Studies (2005-2009), and chair of the national PhD research school for developmental psychology and education ISED (2011-2012). Currently, he is principal investigator of the Dutch national cohort study Pre-COOL on the effects of early childhood care and education provisions on children’s development and school achievement (2009-2018), scientific coordinator of the European Union's FP7 project CARE (Curriculum and Quality Assessment and Impact Analysis of European Early Childhood Education and Care; 2014-2016) and the EU Horizon 2020 project ISOTIS (Inclusive Education and Social Support to Tackle Inequalities in Society; 2017-2019). He is also coordinator and principal investigator of the Dutch national Child Daycare Quality Monitor (LKK; 2017-2027). In addition, he is member of the scientific advisory board to the Centre for Evaluation and Monitoring at Durham University (since 2015), member of the scientifc council of Bamberg University Graduate School of Social Sciences (BAGGS; since 2015), member of the OECD Technical Advisory Group to the TALIS and Starting Strong Staff Surveys (since 2016), member of the international review committee of Norwegian educational research (UTDEVAL; 2016-2017). Research publications concern emergent literacy and numeracy, bilingual development, development of executive functions and self-regulation, efficacy of preschool education programs, and adolescent literacy.

Gegenereerd op 2018-01-21 16:01:36

2018 and in press

Broekhuizen, M.L., Dubas, J.S., Van Aken, M.A.G., Slot, P.L., & Leseman, P.P.M. (in press). Teacher's emotional and behavioral support and preschooler's self-control: Relations with social and emotional skills during play. Early Education and Development.

Leseman, P.P.M., Henrichs, L.F., Blom, E. & Verhagen, J. (in press). 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. Cambridge, MA: Cambridge University Press.

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.

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

Broekhuizen, M.L., Dubas, J.S., van Aken, M.A.G., & Leseman, P.P.M. (2017). Effects of early center-based child care quality on child socio-emotional outcomes: Does quantity of care matter? Infant and Child Development, e2043, 1-21.

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.

Van Schaik, S.D.M., De Haan, M.J., & Leseman, P.P.M. (2017). Using a group-centered approach to evaluate quality of early childhood education and care. Child Development. (advanced on-line)

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 Cognition20(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

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 researchVolume 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. 

All publications
  2017 - Scholarly publications
Broekhuizen, Martine L., van Aken, Marcel A.G., Dubas, Judith S. & Leseman, Paul P.M. (2017). Child care quality and Dutch 2- and 3-year-olds' socio-emotional outcomes - Does the amount of care matter?. Infant and Child Development
Mulder, Hanna, Verhagen, Josje, Van Der Ven, Sanne H. G., Slot, Pauline L. & Leseman, Paul (2017). Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five. Frontiers in Psychology, 8 (14 p.).
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.
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) (11 p.). Lausanne: Frontiers Media.
van der Werf, W.M. (09.11.2017) 6e ECCESS seminar (09.11.2017) Organisatieconfiguraties in het Nederlandse hybride systeem voor kindercentra, naar diversiteit, inclusie & pedagogische kwaliteit
Broekhuizen, M.L. (06.04.2017) SRCD Biennal Meeting Austin (06.04.2017 - 08.04.2017) Parental attitudes towards diversity and inclusion in ECEC: A comparison between nine European countries
van Schaik, S.D.M., Leseman, P.P.M. & de Haan, M.J. (2017). Using a Group-Centered Approach to Observe Interactions in Early Childhood Education. Child Development (17 p.).
  2017 - Professional publications
Henrichs, L.F., Slot, P.L. & Leseman, P.P.M. (2017). Professionele ontwikkeling in voorschoolse voorzieningen: doeltreffende professionaliseringsvormen en -activiteiten in internationaal perspectief. In Ruben Fukkink (Eds.), De Nederlandse kinderopvang in wetenschappelijk perspectief (pp. 148-187) (39 p.). Amsterdam: SWP.
  2015 - Scholarly publications
Leseman, P.P.M. (24.02.2015) Member University of Oslo (External organisation) NATED National Graduate School of Education Norway
  2014 - Scholarly publications
Leseman, P.P.M. (2014) Peer reviewer Child Development (Journal)
Leseman, P.P.M. (2014) Peer reviewer Current Directions in Psychological Science (Journal)
Leseman, P.P.M. (03.09.2014) Member KU Leuven (External organisation) Doctoral thesis Gina Bojorque
Leseman, P.P.M. (2014) Peer reviewer Learning and Individual Differences (Journal)
Leseman, P.P.M. (2014) Peer reviewer Memory and Cognition (Journal)
Leseman, P.P.M. (24.06.2014) Member Radboud University Nijmegen (External organisation) Tweetalige kinderen presteren beter als leraar vertrouwen heeft in ouders. Children from low-income and immigrant backgrounds: to what extent are they at risk?<br/><br/>promotor bij promotie Marije Janssen, Radboud Universiteit Nijmegen
Leseman, P.P.M. (2014 2018) Member Universitat Hamburg (External organisation) Scientific Advisory Board to the KoMBi project Hamburg University
Leseman, P.P.M. (2014 2018) Member University of Bamberg (External organisation) Scientific Advisory Committee Bamberg Graduate School for the Social Sciences
  2013 - Scholarly publications
Leseman, P.P.M. (2013) Peer reviewer Developmental Science (Journal)
Leseman, P.P.M. (02.10.2013) Member NAFOL Graduate Research School Teacher Education (External organisation) NAFOL International Graduate Research School for Teacher Education
Leseman, P.P.M. (2013) Peer reviewer Zeitschrift für Erziehungswissenschaft (Journal)
  2012 - Scholarly publications
Leseman, P.P.M. (2012 2015) Editorial board member Reading Research Quarterly (Journal) Member of the permanent reviewer board
Leseman, P.P.M. (09.09.2012) Chair Robert Bosch Stiftung Germany (External organisation) Summerschool Graduate Research and Study Program on Education in Early Childhood
  2011 - Scholarly publications
Leseman, P.P.M. (2011) Peer reviewer Child Development (Journal)
Leseman, P.P.M. (2011) Peer reviewer Developmental Psychology (Journal)
Leseman, P.P.M. (2011) Peer reviewer Learning and Individual Differences (Journal)
Leseman, P.P.M. (2011) Peer reviewer Memory and Cognition (Journal)
Leseman, P.P.M. (2011) Peer reviewer Mind, Brain, and Education (Journal)
Leseman, P.P.M. (2011 2016) Editorial board member Pedagogische Studiën (Journal)
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Gegenereerd op 2018-01-21 16:01:36
Project:
National Early Childhood Education and Care Quality Monitoring
01.05.2017 to 30.04.2021
General project description 

A consortium of Utrecht University and Sardes Ltd has been commissioned by the Dutch Ministry of Social Affairs and Employment to conduct research to monitor the pedagogical quality of different types of child care provision and developments therein. The new study continues the study by the Dutch Consortium for Child Care Quality Research (NCKO) of the past years and uses partly the same measurement instruments. New instruments are added to address recent developments in the child care sector. New is also the inclusion of non-familial home based care by 'host parents' in the quality monitor. Each year, a nationally representative sample of child groups and caregivers in center-based child daycare, playgroup centers, preschools, and after school care centers will be studied through standard observations and interviews. In addition, families providing non-familial home based care will be sampled each year and similar observation and interview procedures will be applied. Over the years, an increasingly reliable and representative picture will emerge of child care quality in the Netherlands. Moreover, the annual measurements allow for the early detection of trends in child care quality. The study runs until April 2021, with the possibility of continuation until April 2027.

Role Project Leader Funding
External funding: The study is commissioned by the Minstry of Social Affairs and Employment; subsidy 1.5 million euro
Project members UU
External project members:
  • IJsbrand Jepma
  • Paulien Muller
Project:
ISOTIS - Inclusive Education and Social Support to Tackle Inequalities in Society
01.10.2016 to 31.12.2019
General project description 

ISOTIS addresses the nature, causes and impact of early emerging social and educational inequalities in the context of socioeconomic, cultural and institutional processes. Quasi-panels and pooled longitudinal datasets will be used to examine the variation in early educational gaps and developmental trajectories across countries, education systems and time. To disentangle the complex interactions between characteristics of systems and target groups, ISOTIS will study significant immigrant, indigenous ethnic-cultural and low-income native groups, associated with persistent educational disadvantages. ISOTIS will examine current resources, experiences, aspirations, needs and well-being of children and parents in these groups in the context of acculturation and integration, and in relation to local and national policies. ISOTIS aims to contribute to effective policy and practice development by generating recommendations and concrete tools for: (1) supporting disadvantaged families and communities in using their own cultural and linguistic resources to create safe and stimulating home environments for their children; (2) creating effective and inclusive pedagogies in early childhood education and care centres and primary schools, including multilingual support; (3) professionalization of staff, centres and schools to improve quality and inclusiveness; and (4) establishing inter-agency coordination of support services to children and families.

Role Project Leader Funding
EU grant: Granted within the Horizon 2020 program: 5 million euro
Project members UU
Project:
L2TOR - Second language tutoring of young children using a social robot
01.01.2016 to 31.12.2018
General project description 

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.

Role Project Leader Funding
EU grant: Granted within the European Horizon 2020 program; 3 million euro; 520 thousand euro for UU
Project members UU
Project:
Beyond flatland in primary school mathematics education
01.07.2015 to 30.06.2018
General project description 

Preparing students for the 21st century means teaching them higher-order thinking (HOT). This requires a thorough theoretical and practical understanding of how HOT develops and can be fostered. This Interlinked Research Project (IRP) aims to contribute to this understanding by taking a domain-specific conceptualization of HOT and focusing on primary mathematics education. While internationally, awareness is increasing that the foundation of HOT in mathematics has to be laid at young age, in Dutch primary schools it is almost absent. To provide evidence for enriching the current mathematics curriculum the IRP investigates in three part-projects what opportunities-to-learn HOT can be offered by dynamic data modeling, probability, and early algebra. The IRP is grounded in embodied cognition theory, representational re-description theory, and variation theory and uses interventions with ICT. The design combines macro-genetic longitudinal studies (development over one school year) and micro-genetic studies nested within the macrogenetic studies (development over lesson series). 

Role PhD Supervisor Funding
Other grant (government funding): Granted with the NRO program fundamental research (interrelated projects); 700 thousand euro
Project members UU
External project members:
  • Leibniz Institut IPN Kiel
Project:
VLOT: A new measure for assessing (dual) language exposure in early childhood
01.09.2014 to 01.06.2018
General project description 

The VLOT (Questionnaire Parents Home Language Environment) is a new measure for assessing (dual) language exposure in early childhood. The VLOT can be used by professionals to signal risk factors for language development already early in life and to refer children to provisions for preschool education and language therapy. In the current project, a longitudinal study is conducted in order to validate the VLOT and determine the optimal cut-off values for the screening. We examine the reliability, construct validity, predictive value and sensitivity-specificity of the VLOT.

Role Researcher Funding
Other grant (government funding): ZonMW
Project members UU
Project:
Pre-COOL National Cohortstudy Early Childhood Education and Care
01.09.2009 to 31.12.2018
General project description 

Pre-COOL is a national representative cohort study in which about 2900 children are followed from age 2 to age 6 (2nd kindergarten grade of primary school) in order to determine the effects of early childhood education and care provisions on child social-emotional and cognitive development. From age 6, part of the cohort will be included in the COOL cohort study and followed until age 18, so that in due time conclusions can be drawn about the effectiveness of early childhood provisions in the long-term. Pre-COOL is carried out by a consortium of Kohnstamm Institute, ITS and the University of Utrecht. Within the consortium, Utrecht University is especially responsible for the development of child tests, observation instruments and questionnaires.

Role PhD Supervisor & Project Leader Funding
NWO grant: Granted by NWO Program Council Education Research; 5.6 million to the consortium
Project members UU
External project members:
  • Kohnstamm Instituut; ITS Nijmegen

Completed projects

Project:
SPACE - Mapping numbers to space: An embodied cognition perspective on number line development in infancy and early childhood 01.10.2011 to 31.12.2016
General project description

This project focuses on number-space mapping (making a link between amounts/numbers and space) from an embodied cognition perspective. The relations between motor development, exploration behavior, spatial cognition and early maths skills in infancy and early childhood are investigated. During three years, the development of two groups of children is followed. The first group will be followed from the age of 7 months onwards, the second group will be followed from the age of 2 years and 7 months onwards.

 
Role PhD Supervisor Funding
NWO grant
Project members UU
Project:
CARE - Curriculum and Quality Assessment and Impact Review of European Early Childhood Education and Care 01.01.2014 to 31.12.2016
General project description

In line with the EU strategies for 2020 and the need for a systemic and integrated approach to Early Childhood education and Care (ECEC), the project identifies eight key issues and questions for which effective policy measures and instruments should be developed. They concern assessing the impact of ECEC, optimizing quality and curricula for ECEC to increase effectiveness, raising the professional competencies of staff, monitoring and assuring quality of ECEC, increasing the inclusiveness of ECEC, in particular for socioeconomically disadvantaged children, funding of ECEC, and the need for innovative European indicators of children’s wellbeing. The project addresses these issues in an integrative way by combining state-of-the-art knowledge of factors determining personal, social and economic benefits of ECEC with knowledge of the mechanisms determining access to and use of ECEC. In developing a European knowledge base for ECEC, the project adds to the existing knowledge in three ways. First, it includes secondary analyses of recent and ongoing large-scale longitudinal ECEC research from several European countries. Second, it includes the perspectives of important stakeholders and integrate cultural beliefs and values through a large scale survey across Europe. Third, it includes an observational in-depth study in ECEC centers in eight countries, along with a cross-cultural evaluation of observed practices. The central aim is to develop an evidence-based and culture-sensitive framework of (a) Developmental goals, quality assessment, curriculum approaches and policy measures for improving the quality and effectiveness of ECEC; and (b) Effective strategies of organizing, funding and governing ECEC that increase the impact of ECEC. The interdisciplinary research team constructs this framework, based on the competencies and skills that young children need to develop in current societies, identifies the conditions that have to be fulfilled to promote child development and wellbeing, and identifies strategies and policy measures that support access to high quality provisions, and that are likely to receive broad support of stakeholders, thereby enhancing the impact of ECEC. Website: http://ecec-care.org. 

 
Role Project Leader Funding
EU grant: Granted within the European FP7 program; 2.5 million euro
Project members UU
Project:
Embodied cognition and verbal redescription in understanding science and technology phenomena 01.08.2012 to 31.12.2015
General project description

The purpose of this study is to support the revelation of children’s talent in understanding phenomena in science and technology (S&T) and gaining knowledge about the development of this understanding. The focus will be on two age groups: 4-5 olds and 10-11 olds and will include three S&T systems: physics, mathematics, and technology. The study contributes to the ‘filling’ of the ‘Talent map’ as a guide for fostering children’s S&T talent. The heart of the study forms the carrying out of a series of theory-led interviews of children, based on principles from embodied cognition and representational redescription. The collected data will give possibilities for micro- and macro-genetic diachronic analyses within systems as well as synchronic analyses between systems.

 
Role PhD Supervisor & Project Leader Funding
External funding
Project members UU
Project:
DASH - Academic language development of 3-6-year-old Turkish-Dutch, Moroccan-Dutch and Dutch children: linguistic, psychological and educational determinants 01.07.2004 to 30.06.2015
General project description

The persistent disadvantages in language and reading of low income children and immigrant children with a minority language are a matter of concern. We propose that the core problem is insufficient experience with the ‘academic language register’, a register that contains many features of written language, such as specialized vocabularies, rare verb tenses, explicit space-time references, syntactic means to condense information, and strategies to structure discourse. We followed 162 Dutch, Moroccan-Dutch and Turkish-Dutch children from age 3 to age 9 years. Questionnaires and observations were used to assess language input in first and second language at home and in preschool. Story comprehension and story (re)telling tasks were used to assess children’s emerging receptive and productive use of academic language in first and second language was evaluated. Dependent measures were emergent literacy at the end of preschool and first, second and third primary school grade word decoding, spelling and reading comprehension. Children become increasingly skilled in using academic language in the preschool years. Specific language input mediates effects of socioeconomic and ethnic-cultural family background. Compared to parents, preschool teachers initiate more academic discourse, but in addressing Dutch-as-second-language-learning children, they simplify the lexical and grammatical forms. For these children, moreover, there is a competition between first and second language for scarce input time, but also transfer of skills from first to second language, at least for Turkish-Dutch children. In predicting literacy development in primary school, oral academic language skill in preschool is a stronger predictor than vocabulary and phonological awareness. For Turkish-Dutch children, moreover, academic language skill in the first language is an equally strong predictor of literacy development as academic language skill in Dutch. The first stage of the project was conducted in the period between July 2004 and July 2010. The second stage was a follow-up study conducted in 2013-2015.

 
Role PhD Supervisor & Project Leader Funding
NWO grant
Project members UU
External project members:
  • Universiteit van Tilburg; Universiteit van Amsterdam
Project:
Quality of daycare and preschool as related to executive function development. 01.01.2010 to 31.12.2014
General project description

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.

 
Role PhD Supervisor Funding
NWO grant
Project members UU
Project:
Self-Locomotion, Spatial Exploration and the Development of Spatial Language 01.09.2008 to 31.12.2013
General project description

Inspired by embodiment theory we will explore the dynamic relationship between the developmental trajectories of self-locomotion, spatial exploration, spatial cognition and spatial reference language. Spatial language is expected to emerge from early motor experience and cognitive development.

 
Role PhD Supervisor Funding
NWO grant: NWO Toptalent
Project members UU
Project:
Count on it! 01.01.2005 to 30.04.2013
General project description

Numerical development and the role of working memory


The focus of this dissertation is on the development of early numerical skills.
In early numerical development, an important precursor of math performance is the understanding that number words and number symbols are connected to a specific quantity. Children need to learn that for example the number word ‘three’ corresponds to the number symbol ‘3’ and that both represent the numerical value ‘•••’.  To provide insight in this development both domain specific and domain general precursors of math are examined in a longitudinal study among 250 kindergartners .
Domain specific precursors include non-symbolic numerical skills (understanding numerical magnitudes) and symbolic skills (being able to recite the counting sequence). Domain general precursors include measures of the phonological loop, the visual-spatial sketchpad and the central executive. 

 
Role Researcher Funding
NWO grant
Project members UU
Gegenereerd op 2018-01-21 16:01:37
Full name
prof. dr. P.P.M. Leseman Contact details
Martinus J. Langeveldgebouw

Heidelberglaan 1
Room F224
3584 CS  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 4931
Phone number (department) +31 30 253 4601
Gegenereerd op 2018-01-21 16:01:37
Last updated 30.12.2017