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Ontwikkeling en onderwijs: de bijdrage van bio-ecologische ontwikkelingsmodellen aan onderwijsonderzoek

  • Karine Verschueren
Chapter

Samenvatting

Bio-ecologische ontwikkelingsmodellen worden in toenemende mate als kader gebruikt om inzicht te krijgen in het functioneren van kinderen en jongeren in een onderwijscontext. Vanuit dit kader biedt dit artikel een overzicht van onderzoek naar de rol van leerkracht-kindinteracties en van leeftijdgenoten in de ontwikkeling van kinderen en jongeren, evenals hun wisselwerking met genetische kindkenmerken. Er wordt geconcludeerd dat naast de kwaliteit van leerkracht-kindinteracties op klasniveau, de kwaliteit van de dyadische leerkracht-kindrelatie van belang is voor de schoolse aanpassing, zowel in de basisschool als in het voortgezet onderwijs. Wat betreft de rol van leeftijdgenoten blijken aanvaarding en populariteit in de peergroep, alsook groepsnormen bij te dragen aan de schoolse betrokkenheid en prestaties van leerlingen. Bovendien blijken peeraanvaarding en populariteit enerzijds, en de kwaliteit van leerkracht-kindinteracties anderzijds elkaar wederzijds te beïnvloeden. Ten slotte, zijn er steeds meer aanwijzingen dat ontwikkeling op school vorm krijgt door een samenspel van genetische en sociale omgevingsinvloeden.

Abstract

Bioecological models of human development are increasingly being used as a framework for obtaining insights into how children and adolescents function in an educational context. From that perspective, this article provides an overview of research into the role played by teacher-child interactions and peer interaction in the development of children and adolescents, as well as the interplay of those interactions with the child’s genetic characteristics. The conclusion drawn is that the quality of not only the teacher-child interactions at the whole class level but also of the dyadic teacher-child relationship are important for adjustment to the school setup, both in primary and secondary education. As regards the role of peers, it seems that acceptance and popularity within the peer group as well as the group norms contribute to engagement with the school and the performance levels of the pupils. In addition, there are mutual influences between peer acceptance and popularity on the one hand and the quality of the teacher-child interactions on the other. Finally, the evidence is increasing that development at school is shaped by an interplay of genetic and social environmental factors.

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© Bohn Stafleu van Loghum 2016

Authors and Affiliations

  • Karine Verschueren
    • 1
  1. 1.LeuvenBelgium

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