Pauline Slot
Dados Biográficos
| ID | 5741871 |
|---|---|
| NOME | Pauline Slot |
| PRENOMES | Pauline |
| SOBRENOME | Slot |
| ASSINATURA | SLOT P |
| AFILIAÇÕES | Utrecht University |
| ORCID | 0000-0001-8940-2097 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 49 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
Teacher–parent relationships
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Process Quality in Toddler Classrooms in Four European Countries
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 engagement with materials, explained differences in teacher-child interaction quality across activities. …
Organization hybridity in the Dutch early childhood education and care system
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Early childhood educator's implementation readiness and intervention fidelity
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 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
Quality in home-based childcare providers
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 unique features to do so, considering its high enrolment rates of the youngest children and its large …
Implementing toddler interventions at scale
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 intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point
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 findings on the universal unitary early education and care systems in Denmark and Norway are reviewed …
Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands
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 video clips were evaluated with the CLASS Toddler and 130 teachers reported on structural and curric…
Low-cost teacher-implemented intervention improves toddlers’ language and math skills
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 mediocre. The present study represents a large-scale randomized control trial (87 childcare centers…
Hybrid organizations in the privatized and harmonized Dutch Ecec system
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts
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-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Bidirectionality in preschool children’s executive functions and language skills
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
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 variation in process quality. The study employed a multi-method approach and extended the existing …
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
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 variation in process quality. The study employed a multi-method approach and extended the existing …
Bidirectionality in preschool children’s executive functions and language skills
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts
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-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Low-cost teacher-implemented intervention improves toddlers’ language and math skills
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 mediocre. The present study represents a large-scale randomized control trial (87 childcare centers…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Implementing toddler interventions at scale
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 intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
Hybrid organizations in the privatized and harmonized Dutch Ecec system
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
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 variation in process quality. The study employed a multi-method approach and extended the existing …
Bidirectionality in preschool children’s executive functions and language skills
Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point
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 findings on the universal unitary early education and care systems in Denmark and Norway are reviewed …
Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands
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 video clips were evaluated with the CLASS Toddler and 130 teachers reported on structural and curric…
Low-cost teacher-implemented intervention improves toddlers’ language and math skills
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 mediocre. The present study represents a large-scale randomized control trial (87 childcare centers…
Hybrid organizations in the privatized and harmonized Dutch Ecec system
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts
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-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Quality in home-based childcare providers
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 unique features to do so, considering its high enrolment rates of the youngest children and its large …
Implementing toddler interventions at scale
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 intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
Early childhood educator's implementation readiness and intervention fidelity
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 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
Process Quality in Toddler Classrooms in Four European Countries
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 engagement with materials, explained differences in teacher-child interaction quality across activities. …
Organization hybridity in the Dutch early childhood education and care system
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Teacher–parent relationships
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
Early Childhood Education and Development (14 obras) · Psychology (12 obras) · Developmental psychology (11 obras) · Early childhood education (8 obras) · Medicine (8 obras) · Pedagogy (6 obras) · Toddler (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Educational and Psychological Assessments (5 obras) · Intervention (counseling (5 obras)