Abstract
This chapter describes Starting Blocks and Basic Development.
This approach and curriculum provides possible answers for professionals working with young children. We focus on broad development of children by creating meaningful teaching opportunities in the context of play. We define play as a specific format of cultural activities that are characterised by rules that constitute the activity, high levels of involvement and the degrees of freedom that the cultural community allows to the player (B. van Oers, 2010).
In Basic Development, we start from activities infused with sociocultural contents matching with everyday situations, books, stories, etc.
The professional’s role is important. During play and other activities, the professional is alert for ‘teaching opportunities’, taking care that the quality of play is not impaired.
In activities and dialogue, both professional and children cooperate in a dynamic process. We use five didactic impulses to structure the professionals assistance (Janssen-Vos 2008) for promoting children’s meaningful learning in play. These five impulses are useful to achieve the balance between the active process of meaning making of the children and the explicit educational goals and expected results.
In this chapter we describe some examples and give insight into the ingredients of Starting Blocks and Basic Development. We finally describe the implementation strategy, focusing on the enhancement of the adults’ abilities to work with a play-based curriculum in their own everyday practices.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Bakker, H. (2012). Developmental education schools as learning organisations. In B. van Oers (Ed.), Developmental education for young children. Concept, practice, and implementation (pp. 121–136). Dordrecht: Springer.
Bruin, T. (2013). Leidinggeven in een OGO-school [Management in a DE school]. Alkmaar: De Activiteit.
de Haan, D. (2012). Learning to communicate in young children’s classrooms. In B. van Oers (Ed.), Developmental education for young children. Concept, practice, and implementation (pp. 67–87). Dordrecht: Springer.
de Haan, D., Pals, J., & Schut, J. (2008). Participatie in symbolisch spel [Participation in symbolic play]. In D. de Haan & E. Kuiper (Eds.), Leerkracht in beeld (pp. 86–94). Assen: Van Gorcum.
Fijma, N. (2012). Learning to communicate about number. In B. van Oers (Ed.), Developmental education for young children. Concept, practice, and implementation (pp. 253–269). Dordrecht: Springer.
Fijma, N. (2013). Reken je rijk. Trek erop uit met de trein [Calculate and become rich. Going out with the train]. ZONE, 12(4), 13–15.
Harskamp, E., & Suhre, C. (2000). Ontwikkelingsgericht lezen: Lesportretten en leerresultaten [Reading in developmental education: Lesson portraits and outcomes]. Groningen: GION.
Janssen-Vos, F. (2008). Basisontwikkeling voor peuters en de onderbouw [Basic development for preschoolers and the lower years of primary education]. Assen: Van Gorcum.
Karpov, Y. (2005). The Neo-Vygotskian approach to child development. Cambridge: University Press.
Kennisnet. (2010). Een digitaal klassenboek. [A digital classroom registration manual]. Zoetermeer: Kennisnet.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. College Park: Alliance for Childhood.
Nauta, M. (2010). Spel voor taal [Playing for language]. Master thesis. Amsterdam: VU University.
Nicolopoulou, A., Barbosa de Sá, A., Ilgaz, H., & Brockmeijer, C. (2010). Using the transformative power of play to educate the hearts and minds: From Vygotsky to Vivian Paley and beyond. Mind, Culture and Activity, 17(1), 42–58.
Poland, M., & van Oers, B. (2007). Effects of schematising on mathematical development. European Early Childhood Education Research Journal, 15(2), 269–293.
Poland, M., & van Oers, B. (2010). Resultaten echt in beeld [Real outcomes of learning]. De Wereld van het Jonge Kind, 38(5), 20–23.
Poland, M., van Oers, B., & Terwel, J. (2009). Schematising activities in early childhood education. Educational Research and Evaluation, 15(3), 305–321.
Pompert, B. (2012). Creating knowledge and practice in the classroom. In B. van Oers (Ed.), Developmental education for young children. Concept, practice and implementation (pp. 207–222). Dordrecht: Springer.
Pompert, B. (2013). Hij bestaat echt [He really exists]. Wereld van het Jonge Kind, 41(3), 10–13.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press.
van der Veen, C., & Poland, M. (2012). Dynamic assessment of narrative competence. In B. van Oers (Ed.), Developmental education for young children. Concept, practice and implementation (pp. 105–120). Dordrecht: Springer.
van Oers, B. (1994). Semiotic activity of young children in play: the construction and use of schematic representations. European Early Childhood Education Research Journal, 2(1), 19–34.
van Oers, B. (1996). Are you sure? The promotion of mathematical thinking in the play activities of young children. European Early Childhood Education Research Journal, 4(1), 71–89.
van Oers, B. (1999). Quality of diagnostic teaching abilities in early education. European Early Childhood Education Research Journal, 7(2), 39–51. doi:10.1080/13502939985208391.
van Oers, B. (2009). Ontwikkelingsgericht werken in de bovenbouw van de basisschool [Developmental education in the upper grades of primary school] (pp. 77–85). Alkmaar: De Activiteit.
van Oers, B. (2010). The emergence of mathematical thinking in the context of play. Educational Studies in Mathematics, 74(1), 23–37. doi:10.1007/s10649-009-9225-x.
van Oers, B. (2012a). Culture in play. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 936–956). New York: Oxford University Press.
van Oers, B. (2012b). Meaningful cultural learning by imitative participation: The case of abstract thinking in primary school. Human Development, 55(3), 136–158. doi:10.1159/000339293.
van Oers, E. (2012). Evaluation of learning and development. In B. van Oers (Ed.), Developmental education for young children. Concept, practice and implementation (pp. 223–238). Dordrecht: Springer.
van Oers, B. (2013). Is it play? Towards a reconceptualization of role play from a activity theory perspective. European Early Childhood Education Research Journal, 21(2), 185–198.
van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534.
van Oers, B., & Janssen-Vos, F. (Red.) (1992). Visies op onderwijs aan jonge kinderen. [Visions on the education of young children]. Assen: Van Gorcum.
van Oers, B., & Poland, M. (2012). Promoting abstract thinking in young children’s play. In B. van Oers (Ed.), Developmental education for young children. Concept, practice, and implementation (pp. 121–136). Dordrecht: Springer.
van Oers, B., & Pompert, B. (1991). Kijken naar kinderspel [Watching children’s play]. Vernieuwing, 50(7), 3–8.
Vygotsky, L. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Oxford: Blackwell Publishers.
Wardekker, W. (2012). Responsible teaching. In B. van Oers (Ed.), Developmental education for young children. Concept, practice and implementation (pp. 27–39). Dordrecht: Springer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Pompert, B., Dobber, M. (2018). Developmental Education for Young Children in the Netherlands: Basic Development. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_57
Download citation
DOI: https://doi.org/10.1007/978-94-024-0927-7_57
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-024-0925-3
Online ISBN: 978-94-024-0927-7
eBook Packages: EducationEducation (R0)