Abstract
The beginning of an innovation process is an important indicator of its future success. Why do schools want to innovate and opt for Developmental Education? How do we assist teachers in the process of implementation of a play-based curriculum in the lower grades of primary school? How do we engage them in this process? This chapter is based on many years of experience in working with schools that aim to improve their classroom practices. Most schools become engaged in this transformation process in their attempt to answer the needs of a radically changing society. Developmental Education is an approach to teaching that can support teachers and teams in the process of appropriating new ways of teaching for meaningful learning. The chapter clarifies some of the basic conditions that have to be realised with teachers in the early stages of the implementation process.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
de Koning, L., & Poland, M. (2009). HOREB 2. Het Activiteitenboek [The Activity Book]. Alkmaar: De Activiteit.
Janssen-Vos, F. (2003). Basic development: Developmental education for young children. In B. van Oers (Ed.), Narratives of childhood (pp. 93–109). Amsterdam: VU Press.
Janssen-Vos, F. (2008). Basisontwikkeling voor peuters en kleuters [Basic Development for preschool and lower grades]. Assen: van Gorcum.
Janssen-Vos, F., & Pompert, B. (2007). HOREB-PO. Handelingsgericht Observeren, Registreren en Evalueren van Basisontwikkeling [Action-Oriented Observation, Registration, and Evaluation of Basic Development]. Assen: van Gorcum.
Kramer, M. (2009). Van betekenisvolle vragen naar nieuwe kennis [From meaningful questions to new knowledge]. Zone, 8(1), 23–25.
Nellestijn, B., & Janssen-Vos, F. (2005). Het materialenboek [The Materials Book]. Assen: van Gorcum.
Peters, L. (2002). Bewust bemoeien: een leerkracht in ontwikkeling [Deliberately interfere: A teacher in development]. Zone, 1(4), 16–18.
Pompert, B. (2004). Thema’s en taal [Themes and language]. Assen: van Gorcum.
Pompert, B., Hagenaar, J., & Brouwer, L. (2009). Zoeken naar woorden [Searching for words]. Assen: van Gorcum.
van Dijck, M. (2007). In een ontwikkelingsgerichte school trekken schoolleiding en team samen op [In a Developmental Education school, management and team collaborate closely]. Zone, 6(1), 25–26.
van Oers, B. (2002). Structuur in onderwijs. Orde en volgorde in ontwikkelingsgericht perspectief [Structure in education. Order and sequence in development-oriented perspective]. Zone, 1(1), 4–8.
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.
Wardekker, W. (2009). De rol van kennis in OGO. [The role of knowledge in OGO (Developmental Education)]. Zone, 8(4), 4–6.
Ziehe, T. (2000). School and youth – A differential relation. Reflections on some blank areas in the current reform discussions. Young, 8(1), 54–63.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
de Koning, L. (2012). Coaching the Transition Towards Developmental Education: Exploring the Situation with Teachers. 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_12
Download citation
DOI: https://doi.org/10.1007/978-94-007-4617-6_12
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4616-9
Online ISBN: 978-94-007-4617-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)