Abstract
For the practical implementation of Developmental Education, a play-based curriculum has been developed for 3–7 year-old children, called Basisontwikkeling. Its intention is to offer teachers information and examples of educational practices and tools by which they can create meaningful and developmentally appropriate practices. The current chapter introduces the notion of “broad development” and suggests core activities that may promote young children’s broad development (object play and role play, constructive play, conversations, literacy and mathematical activities). Specific teaching strategies aim to get children meaningfully engaged in socio-cultural activities, and to stimulate play development and learning experiences in the perspective of broad development. The strategies include, for instance, guidelines for thematic settings in interaction with the children, as well as didactic impulses when participating in joint activities. This chapter illustrates the Developmental Education approach with examples of play as the leading activity (object play and role play).
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Notes
- 1.
Members of the project group are Bea Pompert (by that time Hogeschool Alkmaar), Trudy Schiferli (School Advisory Institute) Henk Vink and Frea Janssen-Vos (APS Amsterdam). Bert van Oers is the group’s external adviser.
- 2.
In this section we will concentrate on the development perspectives of role-play and constructive play. Some of the other core activities will be addressed in a number of the following chapters of this book.
- 3.
The story-telling table is a table where children can replay and retell a story from a (picture) book, in their own way and by using self-made props, miniature figures and objects.
- 4.
“Didactic” is to be taken here in its original old-Greek sense of “showing” (from “deiknumi”) with the intention of making others learn something new. This central–European interpretation of “didactics” was elaborated already in the 1970s by German educationalists (see for example Klafki 1976), rejecting the interpretations of the word that later became popular in American educational theory, which referred to imposed learning, training and direct instruction.
References
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Publications About Basic Development
Bacchini, S., et al. (1998). De voeten van de kip schminken. Tweede-taalverwerving in Basisontwikkeling [Making up the chicken’s feet. Second language acquisition in Basic Development]. Utrecht: APS.
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Janssen-Vos, F. (2008). Basisontwikkeling voor peuters en de onderbouw [Basic Development for preschool and early grades]. Assen: van Gorcum.
Janssen-Vos, F., & Pompert, B. (2001). Startblokken van Basisontwikkeling [Starting Blocks of Basic Development]. Assen: van Gorcum.
Janssen-Vos, F., & Pompert, B. (2007). Horeb. Handelingsgericht observeren, registreren en evalueren van Basisontwikkeling [Action-oriented observation, registration and evaluation in Basic Development]. Assen: Van Gorcum.
Janssen-Vos, F., Pompert, B., & Vink, H. (1991). Naar lezen, schrijven en rekenen [Towards reading, writing and arithmetic]. Assen: van Gorcum.
Knijpstra, H., Pompert, B., & Schiferli, T. (1997). Met jou kan ik lezen en schrijven [With you I can read and write]. Assen: van Gorcum.
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Pompert, B., Hagenaar, J., & Brouwer, L. (2009). Zoeken naar woorden. Gespreksactiviteiten in de onderbouw [Searching for words. Conversation activities in the early grades]. Assen: van Gorcum.
van Oers, B. (Ed.). (2003). Narratives of childhood. Amsterdam: VU Press.
van Oers, B., Janssen-Vos, F., Pompert, B., & Schiferli, T. (2003). Teaching as a joint activity. In B. van Oers (Ed.), Narratives of childhood (pp. 110–126). Amsterdam: VU Press.
In addition to these book titles many more publications have appeared since 1990 in articles and practice brochures. For more information see: www.de-activiteit.nl
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Janssen-Vos, F., Pompert, B. (2012). Developmental Education for Young Children: Basic Development. In: van Oers, B. (eds) Developmental Education for Young Children. International perspectives on early childhood education and development, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4617-6_4
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