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Setting the classroom conditions right: determining and combining efficacious teacher-child interaction techniques to improve children’s working memory performance. KU Leuven

Dieter Baeyens
Parenting and Special Education
If we want to prepare children for adequate school functioning and performance, then working memory is of utmost importance according to longitudinal research. Recent classroom intervention programs that stimulate working memory, also aim to create the most optimal classroom conditions and teacher-student interactions (TSI) in which working memory can thrive. Yet, up until now, we lack knowledge of which specific aspects of TSI contribute to ...

Child Problem Behavior and Teacher-Child Relationships: Bridging Theory and Practice KU Leuven

Jantine Spilt
School Psychology and Development in Context
Current models of intervention have little attention to the complexities of constructing supportive teacher-child relationships with behaviorally-challenging or aggressive children and the emotional demands placed on teachers. One of the reasons is that we lack a clear understanding of more implicit relationship processes. In addition, there is also insufficient knowledge of how to assess and change negative implicit relationship processes. This ...

Sabbatical J L Spilt: Co-regulation in close teacher-child relationship KU Leuven

Jantine Spilt
School Psychology and Development in Context

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 ...

The development of executive functioning at the transition from kindergarten to elementary school. The role of the home and school context and its importance for academic functioning. KU Leuven

Dieter Baeyens
Parenting and Special Education, School Psychology and Development in Context

Executive functioning (EF) refers to a set of cognitive functions used to control our behavior, cognition and emotions. It is a complex concept consisting of three core EFs, working memory, inhibition and cognitive flexibility, which are in itself multi-dimensional constructs that can be broken down into subcomponents. Well-developed EFs are essential for school functioning, especially at times of school transition (e.g., from kindergarten to ...

Enabling gifted children to attain their full potential: the interplay between teachers and children KU Leuven

Karine Verschueren
School Psychology and Development in Context

All human beings share the need to belong; to feel that others like or love them and care for them in a meaningful manner. Forming warm, supportive relationships with those around us is therefore crucial for flourishing in life. In the lives of children, the classroom forms a key developmental context and the people in this context, that is teachers and peers, play an important role in shaping their development. In the current dissertation, ...

Empowering teachers in primary education to keep students in educational systems and train executive functions in their students as a guarantee for future success KU Leuven

Dieter Baeyens
Parenting and Special Education

Education is the key that will allow many other Sustainable Development Goals of the Federal Democratic Republic of Ethiopia to be achieved. When people are able to get quality education they can break from the cycle of poverty. Education therefore helps to reduce inequalities and to reach gender equality. In Ethiopia where 44% of its 95+ million population being aged between 0 and 14 years, efforts to improve education have a huge potential ...