Pauline Slot

Pauline Slot
Utrecht University | UU · Department of Social Sciences

PhD

About

61
Publications
27,769
Reads
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963
Citations
Citations since 2017
37 Research Items
911 Citations
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2017201820192020202120222023050100150200
2017201820192020202120222023050100150200
2017201820192020202120222023050100150200
Additional affiliations
January 2014 - present
Utrecht University
Position
  • PostDoc Position
December 2009 - January 2014
Utrecht University
Position
  • PhD Student

Publications

Publications (61)
Article
Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192...
Conference Paper
Full-text available
During the second webinar, country examples that illustrate the organization of smooth transitions between home and ECEC services, and between ECEC services and preschools, or those that experimented with the integration of care and education and bridged the organizational divides existing in split ECEC systems, will be shared and discussed, giving...
Article
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engag...
Article
Full-text available
The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative...
Article
The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness interventio...
Article
Child care quality in general, and caregiver-child interactions in particular, are salient predictors of children’s outcomes. While the importance of process quality is well known, the complex relations between structural quality and process quality are far less researched in family child care, compared to centre based child care. Flanders shows un...
Article
Full-text available
This article reviews professional development efforts that aim to improve intercultural competences of in-service and pre-service teachers working in primary and early childhood education. A specific purpose was to evaluate the impact of the wider context and the use of reflection and enactment as facilitators of change. An analysis of 23 in-servic...
Article
Full-text available
Toddlerhood is characterized by rapid development in several domains, such as language, socio-emotional behavior and emerging math skills all of which are important precursors of school readiness. However, little is known about how these skills develop over time and how they may be interrelated. The current study investigates young children's devel...
Article
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-r...
Technical Report
Full-text available
Zijn er verschillen in kwaliteit op basis van regio, stedelijkheidsgraad, uurprijs of de opvang van doelgroepkinderen?
Article
Full-text available
The first years of life are foundational for children's cognitive and social–emotional development and to subsequent development in a variety of domains. In many countries, an increasing number of toddlers is enrolled in early childhood education (ECE) programs, which can facilitate early development. However, the quality of these programs is often...
Article
Privatization and marketization have been introduced in early childhood education and care (ECEC) in many countries in the past decades. In the same time window, cultural and linguistic diversity has increased strongly, challenging countries to ensure equal opportunities for all children. To prevent or reduce early education gaps, public subsidies...
Technical Report
Full-text available
Hoe ziet de kwaliteit eruit voor baby's? Zijn er verschillen tussen horizontale en verticale groepen?
Article
Full-text available
There is strong evidence that high quality early childhood programs targeting disadvantaged groups can have lasting benefits and high returns on investment. The evidence for universal programs, however, is less conclusive. The present paper examines the claims of universal and targeted approaches to preventing early education gaps. First, recent fi...
Article
Full-text available
This cross-national study involved 56 toddler classrooms in Poland and the Netherlands. A cluster analysis was conducted to identify classroom profiles based on observed quality and these were compared regarding structural (group size and children-to-teacher ratio) and curriculum (e.g. pre-academics and pretend play) characteristics. In total, 224...
Technical Report
Full-text available
Hoe ziet de kwaliteit van de Nederlandse kinderopvang er anno 2019? We kijken terug op een periode van bijna 25 jaar kinderopvangonderzoek en plaatsen de nieuwst kwaliteitsmetingen in dit perspectief. Is de kwaliteit verbeterd?
Preprint
Full-text available
The overall aim of WP5 is to identify effective strategies for professional development that take into account new approaches to professional learning, i.e. virtual learning and team-based models of learning, and that focus specifically on increasing cultural and linguistic awareness among professionals in their work with culturally and linguistica...
Technical Report
Full-text available
Het beeld dat uit de observaties en interviews naar voren komt, komt in grote lijnen overeen met de resultaten van de voorgaande kwaliteitsmetingen. Dit wijst op een stabiel kwaliteitspatroon. We noemen een aantal resultaten. De gemiddelde emotionele proceskwaliteit is in alle kinderopvangtypen voldoende tot goed. De gemiddelde educatieve kwaliteit...
Presentation
Full-text available
ISOTIS is a collaborative research project funded by the European Union, which includes 11 countries and aims to contribute to policy and practice development in order to effectively combat educational inequality. Taking into account that a notable percentage of children below six years of age is at risk of poverty or social exclusion in Europe and...
Article
Full-text available
This literature review investigated relations between structural characteristics and process quality in centre and family daycare provisions for children from birth to age 5. Structural characteristics were examined at system, organisational, classroom, and staff levels. The strongest evidence concerned the positive relations between staff’ pre-ser...
Article
Full-text available
Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children’s outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through...
Article
Social competence in a preschool setting, defined as children's success in interacting with peers and teachers, and showing adaptive classroom and task-related behavior, has shown to be predictive of subsequent positive social-emotional, academic, and school outcomes. Social competence is partly viewed as an individual skill, but is also shaped by...
Article
Full-text available
The presented study investigated the structural, process and curriculum quality in Dutch Early Childhood Education and Care (ECEC) system. Teachers (N = 46) completed a structured questionnaire about the teacher, classroom and center characteristics. Furthermore, the Classroom Assessment Scoring System (CLASS) Toddler was used to measure the proces...
Book
Full-text available
De Nederlandse kinderopvang is een belangrijk opvoedmilieu voor vele kinderen in de voorschoolse periode en de schoolse periode. Recent wetenschappelijk onderzoek naar de Nederlandse en buitenlandse kinderopvang heeft ons meer geleerd over de pedagogische kwaliteit van de kinderopvang, de effecten van kinderopvang op de ontwikkeling van kinderen en...
Article
Full-text available
Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF,...
Article
The preschool period is marked by rapid growth of children's self‐regulation and related executive functions. Self‐regulation is considered an important aspect of school readiness and is related to academic and social–emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support self‐regulation...
Article
Executive function (EF), including cognitive flexibility, attention shifting, and inhibitory control, has been linked to a range of outcomes across the lifespan, such as school readiness and academic functioning, job performance, health, and social-emotional well- being. Yet, research investigating links between parent EF and child EF is still limi...
Article
Full-text available
The present study investigated the measurement properties of the Classroom Assessment Scoring System (CLASS) Toddler using data from 276 classrooms and 375 teachers in Dutch early childhood education and care provisions. First, confirmatory factor analyses based on the CLASS Toddler indicators confirmed the eight-dimension structure of the instrume...
Working Paper
Full-text available
Article
Full-text available
This report draws together research findings that support a comprehensive culture-sensitive European curriculum and quality assessment framework that can inform practice, teacher education and policy. The aim of this integrative report is to inform the development of a comprehensive, culture-sensitive European framework for evaluating and monitorin...
Article
Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play s...
Article
Full-text available
Het belang van goede kwaliteit van voor- en vroegschoolse opvang en educatie voor gunstige ontwikkelingsuitkomsten van kinderen is wereldwijd aangetoond. Maar hoe ziet goede kwaliteit er in de praktijk uit? In het kader van het CARE project is een multiple case studie uitgevoerd in zeven verschillende landen: Duitsland, Engeland, Finland, Italië, N...
Article
Full-text available
This report presents the findings of a multiple case study, conducted in seven European countries to examine common and culturally differing aspects of curriculum, pedagogy, and quality of Early Childhood Education and Care (ECEC) provisions in Europe. This multiple case study involved intensive data collection on structural characteristics, proces...
Article
Full-text available
Het voorliggende onderzoek stelt zich ten doel de belangrijkste patronen te schetsen die naar voren zijn gekomen in internationaal onderzoek naar de effectiviteit van professionalisering. De literatuurstudie geeft antwoord op de volgende onderzoeksvraag: Welke factoren worden in de bestaande literatuur beschreven als doorslaggevend voor effectieve...
Technical Report
Full-text available
Technical Report
Full-text available
Article
Full-text available
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable...
Article
Full-text available
This report addresses wide-spread concerns regarding the quality of ECEC provisions and reports the results of secondary data analyses of the relations between structural quality characteristics and process quality in European ECEC provisions. The report also addresses the issue of social selection mechanisms in ECEC by reporting findings on the qu...
Article
Full-text available
This report considers the Early Childhood Education and Care (ECEC) curriculum throughout Europe. It explores the official curriculum, specified by national or regional governments, along with the implemented curriculum that is provided ‘on the ground’ by staff to enhance children’s development. The official curriculum documents at national or regi...
Article
Poverty rates in European countries have increased during recent decades and are particularly high in East European countries. Young children are especially vulnerable to poverty. Poverty in early childhood can have irreversible negative consequences for cognitive, social and emotional development, academic achievement and behavioural adjustment. H...
Article
Full-text available
An initial framework will be established to guide and integrate the work across WPs. Toward this goal a brief literature review will cover the current wisdom and perspectives with regard to ECEC curriculum, practice and quality as well as with regard to child well-being as preparation for a work conference for all WPs at the start of the project. T...
Article
Full-text available
In dit onderzoek is getracht antwoord te geven op de vraag welke overwegingen ouders hebben bij de keuze voor een voorschoolse (opvang)voorziening. Hiertoe hebben 1500 Nederlandse, 450 Marokkaanse en 450 Turkse ouders in Utrecht, met een kind onder de vier jaar, een schriftelijke vragenlijst ontvangen waarin is gevraagd naar verschillende opvatting...

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Cited By

Projects

Projects (9)
Archived project
QualityMatters aims to understand variations in interaction quality, activity setting and peer interactions to answer the overarching question “How and under what conditions does quality in early education and care matter?” The project intends to examine the aspects of the classroom experience that can be intentionally used by teachers to have an effect both on teacher-child interactions and child development. Through a cross-cultural process oriented approach, the researchers in QualityMatters capitalize on the variation in ECEC systems present in 4 European countries (Finland, Netherlands, Poland and Portugal) to examine the complex relations of activity setting, teacher-child, peer interactions and children’s development in self-regulatory skills. https://www.fpce.up.pt/qualitymatters/projeto.html
Project
Goal: ISOTIS addresses the nature, causes and impact of early emerging social and educational inequalities in the context of socioeconomic, cultural and institutional processes. Quasi-panels and pooled longitudinal datasets will be used to examine the variation in early educational gaps and developmental trajectories across countries, education systems and time. To disentangle the complex interactions between characteristics of systems and target groups, ISOTIS will study significant immigrant, indigenous ethnic-cultural and low-income native groups, associated with persistent educational disadvantages. ISOTIS will examine current resources, experiences, aspirations, needs and well-being of children and parents in these groups in the context of acculturation and integration, and in relation to local and national policies. ISOTIS aims to contribute to effective policy and practice development by generating recommendations and concrete tools for: (1) supporting disadvantaged families and communities in using their own cultural and linguistic resources to create safe and stimulating home environments for their children; (2) creating effective and inclusive pedagogies in early childhood education and care centres and primary schools, including multilingual support; (3) professionalization of staff, centres and schools to improve quality and inclusiveness; and (4) establishing inter-agency coordination of support services to children and families. Date: 1 January 2017 - 31 December 2019
Project
This SIG is concerned with the learning and development from birth to the age of eight years old. We recognize that learning and development takes place in formal and informal contexts (e. g. preschools, schools, home, daycare, community). Because of this reason the SIG welcomes researchers who are studying aspects of learning and development in any of the previous contexts.