Projects
Addressing an early precursor of student wellbeing: Teacher-child relationship and classroom level interaction quality as promoters of children's working memory performance KU Leuven
If we want children to develop into competent, autonomous and mentally healthy individuals then adequate working memory (WM) is of utmost importance. WM is a consistent and long term, strong predictor for academic performance, functioning and wellbeing. Recent classroom intervention programs that stimulate WM aim to create the most optimal classroom conditions in which WM can thrive. Classroom quality depends heavily on both supportive ...
Addressing an early precursor of student wellbeing: teacher-child relationship and classroom-level interaction quality as promoters of children’s working memory performance. KU Leuven
If we want children to develop into competent, autonomous and mentally healthy individuals then adequate working memory (WM) is of utmost importance. WM is a consistent and long term, strong predictor for academic performance, functioning and wellbeing. Recent classroom intervention programs that stimulate WM aim to create the most optimal classroom conditions in which WM can thrive. Classroom quality depends heavily on both supportive ...
Setting the classroom conditions right: determining and combining efficacious teacher-child interaction techniques to improve working memory performance in children with and without ADHD. KU Leuven
If we want to prepare children for adequate school functioning and performance, then working memory is of utmost importance according to longitudinal research. The current study aims to investigate the optimal classroom conditions in which working memory development in typical children and children with ADHD, who are significantly more impaired on working memory, can thrive most strongly. Protective elements of teacher-student interactions ...
Targeting teacher-child interactions: Effects of two preventive interventions on child and teacher adjustment KU Leuven
Over the last two decades, interest in the role of teacher-child interactions in child development has increased. Interactions between teachers and individual children, as well as between teachers and the entire classroom, have been shown to play an important role in children’s school adjustment. Based on these findings, several intervention programs targeting interactions between teachers and young children have been developed, in order to ...
The role of teacher behavior and the quality of teacher-child relationships for the adjustment of children with attachment problems. KU Leuven
Child Problem Behavior and Teacher-Child Relationships: Bridging Theory and Practice KU Leuven
The impact of teachers’ mental representations of dyadic teacher-child relationships on social information processing: New insights from affective priming research KU Leuven
The extended attachment perspective on teacher-child relationships states that teachers internalize
experiences with specific children into a mental representation of the dyadic relationship. These
mental relationship representations are believed to shape cognitive-affective and behavioral
responses towards children. According to this perspective, understanding teachers’ mental
relationship presentations (MR) is of ...
Sabbatical J L Spilt: Co-regulation in close teacher-child relationship KU Leuven
In the last 30 years, there has been an increasing interest in research into the affective quality of dyadic teacher-student relationships. In the literature, the teacher-pupil relationship is described as a “secondary” or “ad-hoc” attachment relationship and teachers are considered “secondary” or “ad-hoc” attachment figures. This means that teachers perform the functions of safe harbor and secure base for children when primary attachment ...
If we would ask the children. The potential of productive interaction for second language acquisition from the early beginning KU Leuven
In Flemish schools, a high proportion of children with an ethnic minority background underachieves. It is commonly accepted that underachievement is closely related to limited academic language proficiency. The nature of early second language learning is perceived as an implicit and automatic process driven by affiliation with significant others. Powerful modes of teacher-child interaction, like productive classroom talk, are therefore ...