Chiel van der Veen
Biographic Data
| ID | 6509639 |
|---|---|
| NAME | Chiel van der Veen |
| GIVEN NAMES | Chiel |
| FAMILY NAME | van der Veen |
| SIGNATURE | VAN DER VEEN C |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| ORCID | 0000-0002-7517-4764 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Observing Object-oriented Play in Early Childhood: Unraveling the Complexity of Its Developmental Trajectory
Despite its developmental importance, young children’s object-oriented play often remains undervalued in educational practice. This observational study investigated how object-oriented play develops during early childhood and examined its underlying behavioral trajectory. We observed 128 children (ages 2–4, 50% female) on two occasions, using a cohort-sequential design. During each session, children played with a fixed set of objects. Their actio…
Productive talk during book reading: Effects on language skills
Observing, interpreting and guiding object-oriented play: Implementing and evaluating the Loop-toolkit in early childhood education and care
Object-oriented play, defined as children’s exploratory and functional interactions with objects, is crucial for early development yet often underrecognized in pedagogical practice. This study investigates how early childhood education and care (ECEC) professionals evaluate a tool developed to support them in observing, understanding, and guiding object-oriented play. Drawing on an educational design research approach, the LOOPToolkit was designe…
The Effect of Pretend Play on Children's Social Competence: An Intervention Study in Early Childhood Education
Within cultural‐historical activity theory, pretend play is considered crucial for the development of young children's social competence. However, the existing empirical evidence does not support such strong causal claims. Given the importance of social competence for children's development, the current study aimed to contribute to a better understanding of the potential effect of pretend play on social competence. It examined the effect of prete…
Guidelines for reporting research using systematic coding of observed human behaviour (SCOBe)
Systematic coding of observed human behaviour (SCOBe) is used across disciplines and topics but methodological reporting is often incomplete. We developed internationally generated, interdisciplinary guidelines for methodological reporting of such research. Using Delphi methodology, a working group of 22 experts sought group consensus in three rounds. Participants first assessed an initial set of reporting criteria (round 1). Next, in interactive…
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
Mind Mapping during Interactive Book Reading in Early Childhood Classrooms: Does It Support Young Children’s Language Competence
Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approache…
The relation between the questions teachers ask and children’s language competence
In the present study, it was hypothesized that the proportion of open questions teachers ask during shared book reading would be directly and indirectly (through class aggregated mean length of utterance) related to children’s vocabulary and would be directly and indirectly (through class aggregated mean length of children’s utterance and vocabulary) related to children’s narrative competence. A total of 7 early childhood teachers and 176 pupils …
Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach
In this literature review, we evaluate the learning outcomes of Developmental Education (DE) in The Netherlands. This CHAT-based teaching approach has been around for over 30 years and is constantly being developed in collaboration between teachers, teacher educators and researchers. Although outcomes of this approach are evaluated in educational practice and several research studies, no systematic review study has been carried out to present an …
Design, implementation, and evaluation of dialogic classroom talk in early childhood education
The aims of the present study were to design and implement an intervention focused on dialogic classroom talk in early childhood education and to evaluate what it may contribute to children's oral communicative competence. Together with four teachers we developed and implemented an ecologically valid intervention that supports teachers to use several dialogic talk moves. We evaluated our intervention using a one-group pretest-posttest design. Dis…
Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence
Children’s sociometric status refers to their position within the peer group and plays a major role in their future social development. It is therefore important to investigate factors that are related to it. To date, little attention has been paid to the potential role of oral communicative competence. The present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in ear…
Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating: A Commentary on Marsal
In Eva Marsal’s article, a model is presented that teaches children to philosophize by acquiring a set of skills in step-by-step exercises. In the classroom examples that Marsal provides, however, it remains unclear how teachers support the kinds of thinking and philosophizing that her Five Finger Model aims to promote. This is why, in response to Eva Marsal’s article, we argue that productive classroom dialogue can be seen as a complementary app…
Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence
Children’s sociometric status refers to their position within the peer group and plays a major role in their future social development. It is therefore important to investigate factors that are related to it. To date, little attention has been paid to the potential role of oral communicative competence. The present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in ear…
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating: A Commentary on Marsal
In Eva Marsal’s article, a model is presented that teaches children to philosophize by acquiring a set of skills in step-by-step exercises. In the classroom examples that Marsal provides, however, it remains unclear how teachers support the kinds of thinking and philosophizing that her Five Finger Model aims to promote. This is why, in response to Eva Marsal’s article, we argue that productive classroom dialogue can be seen as a complementary app…
Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence
Children’s sociometric status refers to their position within the peer group and plays a major role in their future social development. It is therefore important to investigate factors that are related to it. To date, little attention has been paid to the potential role of oral communicative competence. The present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in ear…
Design, implementation, and evaluation of dialogic classroom talk in early childhood education
The aims of the present study were to design and implement an intervention focused on dialogic classroom talk in early childhood education and to evaluate what it may contribute to children's oral communicative competence. Together with four teachers we developed and implemented an ecologically valid intervention that supports teachers to use several dialogic talk moves. We evaluated our intervention using a one-group pretest-posttest design. Dis…
Mind Mapping during Interactive Book Reading in Early Childhood Classrooms: Does It Support Young Children’s Language Competence
Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approache…
The relation between the questions teachers ask and children’s language competence
In the present study, it was hypothesized that the proportion of open questions teachers ask during shared book reading would be directly and indirectly (through class aggregated mean length of utterance) related to children’s vocabulary and would be directly and indirectly (through class aggregated mean length of children’s utterance and vocabulary) related to children’s narrative competence. A total of 7 early childhood teachers and 176 pupils …
Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach
In this literature review, we evaluate the learning outcomes of Developmental Education (DE) in The Netherlands. This CHAT-based teaching approach has been around for over 30 years and is constantly being developed in collaboration between teachers, teacher educators and researchers. Although outcomes of this approach are evaluated in educational practice and several research studies, no systematic review study has been carried out to present an …
Guidelines for reporting research using systematic coding of observed human behaviour (SCOBe)
Systematic coding of observed human behaviour (SCOBe) is used across disciplines and topics but methodological reporting is often incomplete. We developed internationally generated, interdisciplinary guidelines for methodological reporting of such research. Using Delphi methodology, a working group of 22 experts sought group consensus in three rounds. Participants first assessed an initial set of reporting criteria (round 1). Next, in interactive…
Different voices of silence: A Q methodology study of teachers’ perceptions on silence in the classroom
Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and a…
Observing Object-oriented Play in Early Childhood: Unraveling the Complexity of Its Developmental Trajectory
Despite its developmental importance, young children’s object-oriented play often remains undervalued in educational practice. This observational study investigated how object-oriented play develops during early childhood and examined its underlying behavioral trajectory. We observed 128 children (ages 2–4, 50% female) on two occasions, using a cohort-sequential design. During each session, children played with a fixed set of objects. Their actio…
Productive talk during book reading: Effects on language skills
Observing, interpreting and guiding object-oriented play: Implementing and evaluating the Loop-toolkit in early childhood education and care
Object-oriented play, defined as children’s exploratory and functional interactions with objects, is crucial for early development yet often underrecognized in pedagogical practice. This study investigates how early childhood education and care (ECEC) professionals evaluate a tool developed to support them in observing, understanding, and guiding object-oriented play. Drawing on an educational design research approach, the LOOPToolkit was designe…
The Effect of Pretend Play on Children's Social Competence: An Intervention Study in Early Childhood Education
Within cultural‐historical activity theory, pretend play is considered crucial for the development of young children's social competence. However, the existing empirical evidence does not support such strong causal claims. Given the importance of social competence for children's development, the current study aimed to contribute to a better understanding of the potential effect of pretend play on social competence. It examined the effect of prete…
Psychology (8 works) · Child Development and Digital Technology (6 works) · Pedagogy (6 works) · Early childhood (5 works) · Mathematics education (5 works) · Developmental psychology (4 works) · Early childhood education (4 works) · Reading and Literacy Development (4 works) · Social Psychology (4 works) · Communicative competence (3 works)