Dutch children and their ‘God’: the development of the ‘God’ concept among indigenous and immigrant children in the Netherlands

2009 ◽  
Vol 31 (3) ◽  
pp. 251-262 ◽  
Author(s):  
K.H. (Ina) ter Avest
Keyword(s):  
The Netherlands ◽  
Immigrant Children ◽  
God Concept ◽  
Dutch Children

Woordselectie in het Onderwijs aan Jonge kinderen

2001 ◽  
Vol 65 ◽  
pp. 111-121
Author(s):  
J.E.P.T. Schlichting
Keyword(s):  
Young Children ◽  
The Netherlands ◽  
Primary Education ◽  
Immigrant Children ◽  
Main Body ◽  
Normal Order ◽  
Spontaneous Language ◽  
Group A ◽  
Basic Vocabulary ◽  
Dutch Children

In the Netherlands, there is a growing concern about the acquisition of Dutch by immigrant children, and politicians are inclined to support more language programmes for preschoolers. This paper argues that a special vocabulary for young children who have no knowledge of Dutch might be a useful instrument in teaching this group. A list of 1000 words was drawn up which is considered to contain a basic vocabulary for children entering primary education at the age of four. The normal order of acquisition of vocabulary in Dutch children was seen as the best guide toward selection. The main body of the list of words was taken from spontaneous language samples of children under four years old, the remainder was selected from published lists for four to six-year-old children.

Differences at 17 Months

2005 ◽  
Vol 48 (2) ◽  
pp. 426-438 ◽  
Author(s):  
Charlotte Koster ◽  
Pieter H. Been ◽  
Evelien M. Krikhaar ◽  
Frans Zwarts ◽  
Heidi D. Diepstra ◽  
...  
Keyword(s):  
At Risk ◽  
The Netherlands ◽  
Vocabulary Development ◽  
Control Group ◽  
Dutch Version ◽  
Research Project ◽  
Cross Sectional ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory ◽  
Dutch Children

Productive vocabulary composition is investigated in 17-month-old children who are participating in an ongoing longitudinal dyslexia research project in the Netherlands. The project is searching for early precursors for dyslexia and follows a group of children who are genetically at risk for dyslexia and a control group during the first 10 years of their lives. Among other measures, the Dutch version of the MacArthur Communicative Development Inventory: Words and Sentences (N-CDI) is used to investigate early vocabulary development. In this article, the first N-CDI results from the 2 groups of 17-month-old children are compared with each other, with other cross-sectional, cross-linguistic studies, and with a similar Finnish longitudinal dyslexia project. The Dutch children show the same general acquisition pattern as documented for other languages, but there are significant differences between the two groups of 17-month-old children in total number of words produced and in the linguistic composition of their productive vocabulary.

scholarly journals Health related quality of life of Dutch children: psychometric properties of the PedsQL in the Netherlands

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Vivian Engelen ◽  
Marleen M Haentjens ◽  
Symone B Detmar ◽  
Hendrik M Koopman ◽  
Martha A Grootenhuis
Keyword(s):  
Quality Of Life ◽  
The Netherlands ◽  
Psychometric Properties ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related ◽  
Dutch Children

scholarly journals Mental health in immigrant children in the Netherlands

2005 ◽  
Vol 40 (6) ◽  
pp. 489-496 ◽  
Author(s):  
Wilma A. M. Vollebergh ◽  
Margreet ten Have ◽  
Maja Dekovic ◽  
Annerieke Oosterwegel ◽  
Trees Pels ◽  
...  
Keyword(s):  
Mental Health ◽  
The Netherlands ◽  
Immigrant Children

scholarly journals Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers

2017 ◽  
Vol 23 (4) ◽  
pp. 817-830 ◽  
Author(s):  
Ad Backus ◽  
Kutlay Yağmur
Keyword(s):  
Second Language Acquisition ◽  
The Netherlands ◽  
First Language ◽  
Immigrant Children ◽  
The Other ◽  
Minority Children ◽  
Turkish Children ◽  
Bilingual Speakers ◽  
Turkish Immigrant ◽  
Pragmatic Skills

In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children ( n = 30) in the Netherlands with monolingual Turkish peers ( n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.

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