Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse…

The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and…

Meaning-making and sense-making are generally assumed to be part of students' personal vocational knowledge development, since they contribute to both students' socialisation in a vocation and students' personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make…

The goal of this study was to investigate reliable cognitive change in epilepsy by developing computational procedures to determine reliable change index scores (RCIs) for the Dutch Wechsler Intelligence Scales for Children. First, RCIs were calculated based on stability coefficients from a reference sample. Then, these RCIs were applied to a…

Adolescents become increasingly sensitive to social evaluation. Some previous studies have related this change to pubertal development. The present longitudinal study examined the role of sociocognitive development. We investigated whether or not the transition to recursive thinking, the ability to think about (others') thoughts, would be…

Empathy is an important social skill and is believed to play an essential role in moral development (Hoffman, 2000). In the present longitudinal study, the authors investigated adolescents' development of perspective taking and empathic concern from age 13 to 18 years (mean age at Wave 1 = 13 years, SD = 0.46) and examined its association with…

The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that…

Aim: The long-term outcome of the Dutch pyridoxine-dependent epilepsy cohort and correlations between patient characteristics and follow-up data were retrospectively studied. Method: Fourteen patients recruited from a national reference laboratory were included (four males, 10 females, from 11 families; median age at assessment 6y; range 2y…

The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow…

Economic inequality is high and rising in a number of developed countries, including in the United Kingdom and the United States. There are growing concerns that this may have negative implications for equality of opportunity, and the extent to which social disadvantage is transmitted across generations. It is widely believed that providing…

This study explores educators' reflections on professional childcare practice in different national contexts. The data were collected by showing video clips of classroom activities in Japanese, Dutch and German pre-schools to experienced German and Dutch pre-school teachers. The clips were used to elicit their opinions on playing and learning in…

This longitudinal study examined the question of change and stability in students' used learning strategies during the first 2 years of study at the university. A total of 188 students from Tilburg University in the Netherlands took part in the study, including 90 in law, 27 in art, 48 in economics, and 23 in the social sciences. The students…

A case study of the period of repetitive babbling in one Dutch infant is reported. Repetitive babbling is seen as a systematic and continuous process, during which the child is applying certain strategies in order to form concepts concerning the possibilities of his or her articulatory apparatus. Strategies identified are: (1) variation…

Unaccompanied Refugee Minors (URM), like all adolescents, have the right to be able to develop emotionally and cognitively to their fullest potential in host countries (Article 6, Convention of the Rights of the Child, 1991). URM make up a very special and vulnerable population of young people under the age of 18 who have been separated from their…

Forty-four children who had been born preterm and their mothers participated in the follow-up study. At 3 and 14 months (corrected age) cognitive development was assessed using the BOS 2-30, the Dutch version of the Bayley Scales of Infant Development. The BOS yields measures of mental and motor development. At 7.5 years, intelligence was measured…