Cathy van Tuijl - Academia.edu (original) (raw)

Papers by Cathy van Tuijl

Infant Behavior & Development, Feb 1, 2010

The first objective of this study was to investigate which aspects of temperament are related to ... more The first objective of this study was to investigate which aspects of temperament are related to externalizing problem behavior and which aspects are related to internalizing problem behavior. The second objective was to investigate how parenting influences the link between temperament and problem behavior. The sample included 89 two-parent families and their firstborn 36-month-old children, and 81 day care and preschool playgroup teachers. Mothers, fathers and teachers filled in questionnaires and home observations took place. The results showed that different temperament characteristics predict externalizing and internalizing problems. Further, the results indicate that parenting moderates the relation between temperament and problem behavior. More specifically, positive control of the father buffered the relation between impulsivity and externalizing problems, whereas negative control of the mother and father strengthened the relation between fear and internalizing problems.

Pedagogische Studien, 2017

Infants and Young Children, 2015

ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprima... more ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschi... more Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschillende hogescholen hun krachten gebundeld met de vorming van een lectorenplatform. Het lectorenplatform kwetsbare (aanstaande) gezinnen met jonge kinderen wil bijdragen aan het gezond, veilig en kansrijk opgroeien van jonge kinderen (van min negen maanden tot negen jaar) uit kwetsbare gezinnen. Daarom werkt dit platform aan een domein overstijgende en ketengerichte agenda voor praktijkgericht onderzoek op dit thema. Met deze kennisagenda maken we inzichtelijk welke thema’s ouders en kinderen, professionals uit de gezondheidszorg, educatie, het sociale domein en andere relevante stakeholders belangrijk vinden in de versterking van kwetsbare gezinnen. De vraag is hierbij: hoe waarborgen we vanuit de verschillende domeinen goede en effectieve zorg en ondersteuning voor en samen met deze groep ouders en hun kinderen?

Contemporary School Psychology

The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Sk... more The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students’ self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per ...

Although previous studies have shown that executive functions can affect student learning, longit... more Although previous studies have shown that executive functions can affect student learning, longitudinal studies into how executive functions develop in toddlerhood are still scarce. To get more insights into the developmental nature of executive functions , more research is needed into the relationships between different executive function components and how these components and their relationships develop in early childhood. The present study examines the relationships between three basic components of toddlers’ executive functioning (selective attention, working memory and delay of gratification) and how these relationships develop over time. Additionally, differences between children based on ethnic and socio-economic background are discussed. A structural equation model is tested in which the relationships between EF components are hypothesized, using a sample of 284 toddlers of 30 preschools, tested at two waves (at 33 and 39 months of age). Our study shows that selective atten...

Infants & Young Children, 2015

This article addresses teachers' perception of behavioral adjustment in preprimary school childre... more This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Infants & Young Children, 2015

This article addresses teachers' perception of behavioral adjustment in preprimary school childre... more This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Handbook of Family Literacy, 2014

This chapter discusses current family literacy policies, programs, and evaluation studies in the ... more This chapter discusses current family literacy policies, programs, and evaluation studies in the Netherlands and in Germany. Following a short introduction providing the common context of both countries and their populations, the chapter is structured in two subchapters, each focussing in-depth on one country. First, in each subchapter we will describe the early beginnings and policy concerned with family literacy, pointing out that family literacy as a central, organized, and structured system of interventions in Germany is still in its infancy, while the Netherlands can look back on a more comprehensive history in this area (Emmelot, Van Schooten, Timman, Verhallen, & Verhallen, 2001; Nickel, 2007). This is followed by a description of different programs. Research on the effectiveness of the programs is presented for both countries in the subchapters, including a discussion of how the programs respond to family and cultural factors, and where efforts are going in both countries. The chapter closes

Early Childhood Research Quarterly, 2007

Journal of Multilingual and Multicultural Development, 2001

... tions were not available. The presupposition, however, that there would be positive transfer ... more ... tions were not available. The presupposition, however, that there would be positive transfer from doing the programme in the first language to the learning of the second language was not confirmed. Note that Opstap Opnieuw ...

European Journal of Personality, 2005

Similarity in personality between adolescents and their parents may have considerable implication... more Similarity in personality between adolescents and their parents may have considerable implications for adolescent well‐being. We studied how the similarity in personality between 288 adolescents and their parents is linked to adolescent problem behaviour, and whether this link is mediated by warmth and control in the parent–child relationship and moderated by the personality type of the adolescent. Similarity in personality between adolescents and their parents was negatively related to internalizing and externalizing problem behaviour, both concurrently and over time. This relation was not mediated by the parent–child relationship. The effects were present for overcontrolled but not for resilient or undercontrolled adolescents. Copyright © 2004 John Wiley & Sons, Ltd.

Early Education and Development, Feb 20, 2014

Research Findings: The present study concerns children's behavioral adjustment in the context of ... more Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher-child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher-child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country. Children start pre-primary school when they have already learned and acquired particular behaviors in their home setting and in their peer group relationships. Consequently, behavioral adjustment among children in pre-primary schools differs in part because of differing experiences at home. Studies on behavioral adjustment in pre-primary schoolchildren that have investigated the processes of child transition from home to school (Fabian & Dunlop, 2007; Shonkoff & Phillips, 2000) have reported on the risks and opportunities children may encounter in the early years when starting school. Associated risk behaviors, such as anxiety, confusion, or worries in a new environment, tend to affect children's behaviors and learning if not addressed (Fabian & Dunlop, 2007). The new opportunities for children in school involve positive behaviors, which include a sense of togetherness, collaboration, peer affiliation, tolerance, and social relationships (Kernan & Singer, 2011). Once they start pre-primary school, children engage in adaptation processes: They are exposed to a new context where they meet and interact with new adults and peers. These adaptation processes may lead to appropriate or inappropriate behavioral adjustment. Adjusting to the new

Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- v... more Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- voor hen geschikt beroep zich bevindt. Daarbij worden beroepen uitgesloten die mogelijk heel geschikt voor hen zouden zijn, vooral in de wetenschap en techniek. Wat kun je als leerkracht doen om kinderen bewust te maken van mogelijke alternatieven?

Infant Behavior & Development, Feb 1, 2010

The first objective of this study was to investigate which aspects of temperament are related to ... more The first objective of this study was to investigate which aspects of temperament are related to externalizing problem behavior and which aspects are related to internalizing problem behavior. The second objective was to investigate how parenting influences the link between temperament and problem behavior. The sample included 89 two-parent families and their firstborn 36-month-old children, and 81 day care and preschool playgroup teachers. Mothers, fathers and teachers filled in questionnaires and home observations took place. The results showed that different temperament characteristics predict externalizing and internalizing problems. Further, the results indicate that parenting moderates the relation between temperament and problem behavior. More specifically, positive control of the father buffered the relation between impulsivity and externalizing problems, whereas negative control of the mother and father strengthened the relation between fear and internalizing problems.

Pedagogische Studien, 2017

Infants and Young Children, 2015

ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprima... more ABSTRACT This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschi... more Om de zelfredzaamheid van kwetsbare (aanstaande) ouders te versterken hebben lectoren van verschillende hogescholen hun krachten gebundeld met de vorming van een lectorenplatform. Het lectorenplatform kwetsbare (aanstaande) gezinnen met jonge kinderen wil bijdragen aan het gezond, veilig en kansrijk opgroeien van jonge kinderen (van min negen maanden tot negen jaar) uit kwetsbare gezinnen. Daarom werkt dit platform aan een domein overstijgende en ketengerichte agenda voor praktijkgericht onderzoek op dit thema. Met deze kennisagenda maken we inzichtelijk welke thema’s ouders en kinderen, professionals uit de gezondheidszorg, educatie, het sociale domein en andere relevante stakeholders belangrijk vinden in de versterking van kwetsbare gezinnen. De vraag is hierbij: hoe waarborgen we vanuit de verschillende domeinen goede en effectieve zorg en ondersteuning voor en samen met deze groep ouders en hun kinderen?

Contemporary School Psychology

The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Sk... more The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students’ self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per ...

Although previous studies have shown that executive functions can affect student learning, longit... more Although previous studies have shown that executive functions can affect student learning, longitudinal studies into how executive functions develop in toddlerhood are still scarce. To get more insights into the developmental nature of executive functions , more research is needed into the relationships between different executive function components and how these components and their relationships develop in early childhood. The present study examines the relationships between three basic components of toddlers’ executive functioning (selective attention, working memory and delay of gratification) and how these relationships develop over time. Additionally, differences between children based on ethnic and socio-economic background are discussed. A structural equation model is tested in which the relationships between EF components are hypothesized, using a sample of 284 toddlers of 30 preschools, tested at two waves (at 33 and 39 months of age). Our study shows that selective atten...

Infants & Young Children, 2015

This article addresses teachers' perception of behavioral adjustment in preprimary school childre... more This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Infants & Young Children, 2015

This article addresses teachers' perception of behavioral adjustment in preprimary school childre... more This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Handbook of Family Literacy, 2014

This chapter discusses current family literacy policies, programs, and evaluation studies in the ... more This chapter discusses current family literacy policies, programs, and evaluation studies in the Netherlands and in Germany. Following a short introduction providing the common context of both countries and their populations, the chapter is structured in two subchapters, each focussing in-depth on one country. First, in each subchapter we will describe the early beginnings and policy concerned with family literacy, pointing out that family literacy as a central, organized, and structured system of interventions in Germany is still in its infancy, while the Netherlands can look back on a more comprehensive history in this area (Emmelot, Van Schooten, Timman, Verhallen, & Verhallen, 2001; Nickel, 2007). This is followed by a description of different programs. Research on the effectiveness of the programs is presented for both countries in the subchapters, including a discussion of how the programs respond to family and cultural factors, and where efforts are going in both countries. The chapter closes

Early Childhood Research Quarterly, 2007

Journal of Multilingual and Multicultural Development, 2001

... tions were not available. The presupposition, however, that there would be positive transfer ... more ... tions were not available. The presupposition, however, that there would be positive transfer from doing the programme in the first language to the learning of the second language was not confirmed. Note that Opstap Opnieuw ...

European Journal of Personality, 2005

Similarity in personality between adolescents and their parents may have considerable implication... more Similarity in personality between adolescents and their parents may have considerable implications for adolescent well‐being. We studied how the similarity in personality between 288 adolescents and their parents is linked to adolescent problem behaviour, and whether this link is mediated by warmth and control in the parent–child relationship and moderated by the personality type of the adolescent. Similarity in personality between adolescents and their parents was negatively related to internalizing and externalizing problem behaviour, both concurrently and over time. This relation was not mediated by the parent–child relationship. The effects were present for overcontrolled but not for resilient or undercontrolled adolescents. Copyright © 2004 John Wiley & Sons, Ltd.

Early Education and Development, Feb 20, 2014

Research Findings: The present study concerns children's behavioral adjustment in the context of ... more Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher-child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher-child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country. Children start pre-primary school when they have already learned and acquired particular behaviors in their home setting and in their peer group relationships. Consequently, behavioral adjustment among children in pre-primary schools differs in part because of differing experiences at home. Studies on behavioral adjustment in pre-primary schoolchildren that have investigated the processes of child transition from home to school (Fabian & Dunlop, 2007; Shonkoff & Phillips, 2000) have reported on the risks and opportunities children may encounter in the early years when starting school. Associated risk behaviors, such as anxiety, confusion, or worries in a new environment, tend to affect children's behaviors and learning if not addressed (Fabian & Dunlop, 2007). The new opportunities for children in school involve positive behaviors, which include a sense of togetherness, collaboration, peer affiliation, tolerance, and social relationships (Kernan & Singer, 2011). Once they start pre-primary school, children engage in adaptation processes: They are exposed to a new context where they meet and interact with new adults and peers. These adaptation processes may lead to appropriate or inappropriate behavioral adjustment. Adjusting to the new

Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- v... more Vanaf een jaar of negen beginnen kinderen een ruimte af te bakenen waarbinnen een -in hun ogen- voor hen geschikt beroep zich bevindt. Daarbij worden beroepen uitgesloten die mogelijk heel geschikt voor hen zouden zijn, vooral in de wetenschap en techniek. Wat kun je als leerkracht doen om kinderen bewust te maken van mogelijke alternatieven?