Publications
2022
van Oers, B. (2022). De erfenis van Vygotskij. Didactief ,52 (9), 30 – 31. Zie ook de uitgebreide versie: Sovjetpsychologen in Nederland – 50 jaar later. Didactiefonline. https://didactiefonline.nl/blog/blonz/sovjetpsychologen-in-nederland-50-jaar-later
Nieuwmeijer, C., Marshal, N., & van Oers, B. (2022). Where have I been all these years? A narrative case study on the impact of western (mis)conceptions of musicality on a generalist classroom teacher’s music teacher identity construction. International Journal of Music in Early Childhood, 17 (1), 7 – 24. https://doi.org/10.1386/ijmec_00040_1
Veraksa, N. & van Oers, B. (2022). The polyphony of voices in cultural-historical approaches to play: special issue in honour of Elena Kravtsova and Elena Smirnova. International Journal of Early Years Education , 30 (3), 500 - 510 Special Issue (guest editors B,. van Oers & N. Veraksa). DOI: 10.1080/09669760.2022.2106643.
van Oers, B. & Veraksa, N. (2022) Preliminary statement, International Journal of Early Years Education, 30 (3), 499, DOI: 10.1080/09669760.2022.2106644
van Oers, B. & Veraksa, N. (Guest-editors).(2022). Cultural-historical Activity Theory on Early Years Education. Special issue of International Journal of Early Years Education (30), 3.
van Oers, B. (2022). Social representations of play: Vygotskij, Piaget and beyond. In I. Pramling-Samuelsson & N. Veraksa (Eds.), Piaget and Vygotsky in the XXI Century: Possible dialogues in education (pp. 65 – 85). Berlin: Springer.
van Oers, B. (2022). Waarom moeten kinderen spelen? Beleid, Bestuur, Management & Pedagogiek in het kindcentrum, 22 (1), 44 – 47.
van Oers, B. (2022). Crises in spel en ontwikkeling bij jonge kinderen. Zone , 21 (1), 6 – 10.
van Oers, B. (2022). De meespelende leerkracht. Pedagogiek in Praktijk, 27 (125), 22 – 26.
Slob, L., Dobber, M., van der Veen, C. & van Oers, B.(2022). Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2021.100596
Slob, L., van der Veen, C., Dobber, M. & van Oers, B. (2022). OGO: Wat levert het op? Didactief , 52(4), 20 – 21.
2021
van Oers, B. (2021). Ik is een meervoud. Essays over Ontwikkelingsgericht Onderwijs . Assen: van Gorcum.
Nieuwmeijer, C., Marshal, N., & van Oers, B. (2021). Musical play in the early years: the impact of a professional development program on teacher efficacy of early years generalist teachers. Research papers in Education https://doi.org/10.1080/02671522.2021.1998207 .
Slob, L., Dobber, M., van der Veen, C. & van Oers, B. (2021). Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach. (Accepted; Nov 2021). In press). Learning, Culture and Social Interaction.
van Oers, B., Pompert. B. & van der Veen, C. (2021). Op de schouders van… Lev Vygotskij. Zone,49 (2), 18 – 21.
van Oers, B. (2021). Wat is spel? De Wereld van het Jonge Kind , 5,6 – 9.
van Oers, B. & Pompert, B. (2021). Assisting teachers for curriculum innovation. An international comparative study. New Ideas in Child and Educational Psychology, 1 (1), 43–76. DOI: 10.11621/nicep.2021.0303.
van Oers, B. & Pompert, B. (2021). Misverstanden brengen het onderwijs niet vooruit. Zone, 20 (1). https://www.tijdschriftzone.nl/art/50-6318_Misverstanden-helpen-het-onderwijs-niet-vooruit
van Oers, B. (2021). Spullen om van te leren. Een theoretische reflectie. In I. Haarsma. Het spullenboek (pp 126 - 139). Assen: van Gorcum.
van Oers, B. (2021). Praten over Ontwikkelingsgericht Onderwijs. Introductie bij “De Reeks”. Zone, (jaargang 20). https://www.tijdschriftzone.nl/art/50-6550_Praten-over-Ontwikkelingsgericht-Onderwijs
van Oers, B. (2021). Boekbespreking. R. Sennett, De Ambachtsman. Zone , 20(3), 30 .
van der Veen, Ch., Michaels, S., Dobber, M., van Kruistum, C. & van Oers, B. (2021). Design, implementation, and evaluation of dialogic classroom talk in early childhood education. Learning, Culture, and Social Interaction (29) , https://doi.org/10.1016/j.lcsi.2021.100515
2020
van Oers, B. (2020). Kindgericht onderwijs. Zone, 19(3), 9.
van Oers, B. (2020). Spullen om van te leren. In: I. Haarsma et al., Het spullenboek. (pp. **-**). Assen: van Gorcum
van Oers, B. (2020). The zone of proximal development (Vygotskij).. Entry for The SAGE Encyclopedia of children and childhood studies pp. 1739 - 1740. (Ed. D. Cook).
van Oers, B. (2020). Vygotskij [Vygotsky], Lev. Entry for The SAGE Encyclopedia of children and childhood studies , pp. 1641 - 1644. (Eds. D. Cook).
van Oers, B. (2020). Theorie bij het Naaiatelier. Praktijken als leercontext. In B. Pompert e.a.(eds.), De Stoftovenaars: ‘We hebben een naaiatelier’ . Alkmaar: De Activiteit.
van Oers, B. (2020). De erfenis van Alexander Romanovič Lurija. Zone, 19 (1), 5.
van Oers, B. (2020). Ontwikkelingsgericht Onderwijs nog eens onder de loep. Zone ,19 (2), 6 – 9.
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2020): Language Abilities and Peer Rejection in Kindergarten: A Mediation Analysis, Early Education and Development, 31 (2), 308–322. DOI: 10.1080/10409289.2019.1624145 .
ten Cate. M.& van Oers, B. (2020). Het Naaiatelier als voorbeeld van theoriegestuurd onderwijsinnovatie. In P. Sins & R. Berends (red.), Overbruggen. Verbinden van vernieuwingsonderwijs en onderzoek. (pp 92 - 99). Deventer: Saxion Progressive Education University Press.
Rezende da Cunha Jr, F., Kontopodis, M., van Oers, B. (2020). Online groups in educational settings: An opportunity for argumentation. Brazilian Journal of Socio–Historical–Cultural Theory and Activity Research , 2(1), 1 – 22.
2019
van Oers, B. (2019). Dynamics of enculturation: Results and consequences of engagement in ECE practices. European Early Childhood Research Journal, 27 (4),
van Oers, B. (2019). The Double Move in Meaningful Teaching Revisited. In Edwards, A., Fleer, M., & Bøttcher, L. (eds), Cultural-Historical Approaches to Studying Learning and Development. Societal, Institutional and personal perspectives (pp. 119 – 134). Singapur: Springer Nature.
van Oers, B. (2019). Sporen van vooruitgang. Reflectie op de bonte ontwikkeling van de Onderwijspedagogiek in Nederland. Afscheidsrede VU, Amsterdam. http://hdl.handle.net/1871.1/4f1a20c4-c813-4673-bcd1-00309341a976 .
van Oers, B. (2019). Wachten met lezen en schrijven tot een kind ‘rijp’ is, is een slecht idee. TROUW , 3 oktober 2019 . https://www.trouw.nl/opinie/wachten-met-lezen-en-schrijven-tot-een-kind-rijp-is-is-een-slecht-idee~b5884118/
van Oers, B. (2019). OGO: meer dan evidence based. Didactiefonline , 5 december 2019. https://didactiefonline.nl/blog/blonz/ogo-meer-dan-evidence-based
van Oers, B. (2019). De rijkdom van het bewegingsspel. Zone ,18(2), 11 – 13.
van Oers, B. (2019). OGO en het brein. Zone , 18(3), 16.
van Oers, B. (2019). Een beloftevolle school: Emancipatie als opdracht. In W. de Jong, H. de Deckere, I. Schonewille, & L. van der Poel (eds), De belofte van de jeugd?! Pedagogiek in de 21ste eeuw (pp. 148 157). Amsterdam: SWP.
Nieuwmeijer, Chr., Marshall, N., & van Oers, B. (2019). Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities. European Early Childhood Education Research Journal, 39(6), 860 – 871. https://doi.org/10.1080/1350293X.2019.167896.
Rezende da Cunha Júnior, F. van Kruistum, C., Kontopodis, M. & van Oers, B. (2019). Students on Facebook: from observers to collaborative agents. Mind, Culture and Activity,26 (4), 336–352. https://doi.org/10.1080/10749039.2019.1690520
van der Veen, C. & van Oers, B. (2019). De Cultuurhistorische Onderwijspedagogiek als narratief: een reflectie op 50 jaar theorie-gestuurde praktijkvernieuwing in het onderwijs. Pedagogiek
van der Veen, C., van der Wilt, F.M., & van Oers, B. (2019). De kracht van goede gesprekken voor de ontwikkeling van communicatieve vaardigheden. Tijdschrift Taal 9 (14), 14-19
De Vetten, A., Schoonenboom, J., Keijzer, R., & van Oers, B. (2019). Pre-service teachers and informal statistical inference: Exploring their reasoning during a growing samples activity. In G. Burrill & D. Ben-Zvi (Eds.), Topics and trends in current statistics education research: International perspectives . ICME 13 Monographs (pp. 199 - 224). New York, NY: Springer. https://doi.org/10.1007/978-3-030-03472-6_9.
van der Wilt, F. M., van der Veen, C., van Kruistum, C. J. & van Oers, B. (2019). Populair, afgewezen, genegeerd, controversieel of gemiddeld: Zijn er verschillen in het niveau van mondelinge communicatieve competentie tussen kinderen met een verschillende sociometrische status? Pedagogiek , 39(1),
van der Wilt, F. M., van der Veen, C., van Kruistum, C. J. & van Oers, B. (2019). Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood. Educational Psychology Review , 31, 699 - 724 . https://doi.org/10.1007/s10648-019-09479-z
van der Wilt, F. M., Boerma, I. E., van Oers, B. & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: An exploratory study in early childhood education. European Early Childhood Education Research Journal. 27 , 4, 566 - 580. DOI: 10.1080/1350293X.2019.1634242.
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2019): Language Abilities and Peer Rejection in Kindergarten: A Mediation Analysis, Early Education and Development , DOI: 10.1080/10409289.2019.1624145
Worthington, M., Dobber, M. & van Oers, B. (2019). The development of mathematical abstraction in the nursery. Educational studies in mathematics , 102(1), 91 - 110 https://doi.org/10.1007/s10649-019-09898-3
2018
Dobber, M. & van Oers, B. (red.) (2018). Spelen en leren op school. Assen: van Gorcum.
van Oers, B. (2018). Leren door te spelen. In M. Dobber & B. van Oers (red.), Spelen en leren op school (pp. 1 – 18). Assen: van Gorcum.
van Oers, B (2018). Een beloftevolle school: Emancipatie als opdracht. In W. de Jong, J. Bekker, H. de Deckere , I Schonewille, & L. van der Poel (red). De belofte van de jeugd? Pedagogiek in de 21ste eeuw. (pp. 48 - 57). Amsterdam: SWP.
van Oers, B. (2018). In gesprek gaan. Daltonvisie. Tijdschrift voor Daltononderwijs ,6(3), 9.
van Oers, B. (2018). Passend Onderwijs (Redactionele inleiding). Zone , 17(1), 2.
van Oers, B. (2018). Verrijking door gezamenlijke studie. De wereld van het jonge kind, 45 (9), 22 - 25
van Oers, B. (2018). De sociaal-culturele praktijk. Zone, 17(2), 11.
van Oers, B. (2018). Leefwereld en belevingswereld. Zone,17 (3), 14.
van Oers, B. (2018). In Memoriam Frea Janssen-Vos. Zone, 1(3) , 7.
van Oers, B. (2018). Zone van naaste ontwikkeling. Zone, 17(4 ), 11
van Rijk, Y. , de Mey, L., de Haan, D., van Oers, B. & Volman, M. (2018). Reading for meaning: effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families. School Effectiveness and School Improvement, https://doi.org/10.1080/09243453.2018.1433691
Tertoolen, A. , Geldens, J., van Oers, B. & Popeijus, H. (2018). Luisteren naar kleuters. Basisschoolmanagement , (april), 32(3), 14 – 16.
van der Veen, C., Dobber, M., & van Oers, B. (2018). Engaging children in dialogic classroom talk: Does it contribute to a dialogical self? In H. Hermans & F. Meijers (eds.), The Dialogical Self Theory in education: A multicultural perspective (pp. 49 – 64). Dordrecht, The Netherlands: Springer. DOI 10.1007/978-3-319-62861-5
de Vetten, A., Schoonenboom, J., Keijzer, R. & van Oers, B. (2018). Pre-service primary school teachers’ knowledge of informal statistical inference. Journal of mathematics teacher education , https://doi.org/10.1007/s10857-018-9403-9
de Vetten, A., Schoonenboom, J., Keijzer, R., & Van Oers, B. (2018). The development of informal statistical inference content knowledge of pre-service primary school teachers during a teacher college intervention. Educational Studies in Mathematics, 99 (2), 217-234. doi: 10.1007/s10649-018-9823-6
de Vetten, A., Schoonenboom, J., Keijzer, R., & Van Oers, B. (2018). The growing samples heuristic. Exploring pre-service teachers' understanding about informal statistical inference when generalizing from samples of increasing size. In G. Burrill & D. Ben-Zvi (Eds.), Topics and trends in current statistics education research: International perspectives . New York, NY: Springer. 10.1007/978-3-030-03472-6
van der Wilt, F. M., van der Veen, C., van Kruistum, C. J. & van Oers, B. (2018). Vaardig in taal, aardig sociaal? De relatie tussen pragmatische taalvaardigheid en sociale acceptatie in de kleuterklas. Orthopedagogiek: onderzoek en praktijk, 57 (9-10), 214-225.
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2018). Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence. Contemporary Educational Psychology , 54, 247 – 254. doi: 10.1016/jcedpsych.2018.06.007
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2018). Popular, rejected, neglected, controversial or average: Do young children of different sociometric groups differ in their level of oral communicative competence? Social Development . doi: 10.1111/sode.12316
2017
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22 , 194 – 214. https://doi.org/10.1016/j.edurev.2017.09.002
van Oers, B. (2017). Longstanding and innovative programs in early childhood education. In M. Fleer, & B. van Oers (eds.), International Handbook on Early Childhood Education. Vol. 2, pp. 22 - 48. Dordrecht Springer.
van Oers, B. & Veraksa, N. (2017). SELECTED ABSTRACTS from Russian educational journals, International Journal of Early Years Education, 25 (4), 455-458 (September). ERA abstracts. http://dx.doi.org/10.1080/09669760.2017.1388601.
Fleer, M. & van Oers, B. (eds)(2017). International Handbook on Early Childhood Education. Two Volumes. Dordrecht: Springer.
Fleer, M. , & van Oers, B. (2017). International trends in research: Redressing the North-South balance in what matters for early childhood research. In M. Fleer, & B. van Oers (eds.), I nternational Handbook on Early Childhood Education. Vol. 1, pp. 11 - 47. Dordrecht Springer.
Fleer, M, Chen, F., & van Oers, B. (2017). New directions in early childhood education practice: international developments and practice gaps. In M. Fleer, & B. van Oers (eds.), International Handbook on Early Childhood Education. Vol. 2 , pp. 7 - 21. Dordrecht Springer.
Tertoolen, A., Geldens, J., van Oers, B., & Popeijus, H. (2017). Young Children about School: Whose Voices Do We Hear? International Journal of Educational Psychology, 6 (3), 250-277. doi:10.17583/ijep.2017.2665
van Rijk, Y., Volman, M. de Haan, D., & van Oers, B. (2017). Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective. Learning Environment Research, 20 , 77–98. http://dx.doi.org/ 10.1007/s10984-016-9218-5
van Rijk, Y., de Mey, L. de Haan, D., van Oers, B., & Volman, M. (2016). Reading for meaning: the effects of Developmental Education on motivation and achievement in reading informative texts in primary school, Research Papers in Education, 32 ( 3), 333–352 DOI: 10.1080/02671522.2016.1225789.
Van der Veen, C. & van Oers, B. (2017). Advances in research on classroom dialogue: learning outcomes and assessments. Learning and Instruction, 48 (april), 1 – 4. http://dx.doi.org/10.1016/j.learninstruc.2017.04.002
van der Veen, C., van der Wilt, F., van Kruistum, C., van Oers, B., & Michaels, S. (2017). MODEL2TALK: An Intervention to Promote Productive Classroom Talk. The Reading Teacher, 70( 6), 689 – 700. doi:10.1002/trtr.1573
Van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children's oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction, 48 (April), 14 – 22. http://dx..doi.org/10.1066/j.learninstruc.2016.06.001
van der Veen, C., Dobber, M., & van Oers, B. (2017). Engaging children in dialogic classroom talk: Does it contribute to a dialogical self? In H. Hermans & F. Meijers (eds.), The Dialogical Self Theory in education: A multicultural perspective . Dordrecht, the Netherlands: Springer
Worthington, M. & van Oers, B. (2017). Children’s social literacies: Meaning making and the emergence of graphical signs and texts in pretence. Journal of Early Childhood Literacy , 17(2), 147 - 175. http://dx.doi.org/10.1177/1468798415618534
2016
Tertoolen, A., van Oers, B., Geldens, J., & Popeijus, H. (2016). Exploring the content of young children's multi-dimensional voice related to school contexts. Research and Reviews: Journal of educational studies, 2(1), 6 - 17.
van der Veen, C., Dobber, M., & van Oers, B. (2016). Implementing dynamic assessment of vocabulary development as a trialogical learning process: a practice of teacher support in primary education school. Language assessment Quarterly. An international journal. 1-12. https://www.researchgate.net/publication/303961701
Wierdsma, M., Boersma, K., van Oers, B., & Knippels, M-C. (2016). Developing the ability to recontextualise cellular respiration: An explorative study in recontextualising biological concepts. International Journal of Science Education, http://dx.doi.org/10.1080/09500693.2016.1246779
Worthington, M. & van Oers, B. (2016). Pretend play and the cultural foundations of mathematics. European Early Childhood Education Research Journal, 24 (1), 51, 51 - 66. http://dx.doi.org/10.1080/1350293X.2015,1120520
Rezende da Cuhna Junior, F., van Kruistum, C., & van Oers, B. (2016). Teachers and Facebook: Using online groups to improve students' communication and engagement in education. Communication Teacher, 30(4), 228–241. http://dx.doi.org/10.1080/17404622.2016.1219039.
Rezende da Cunha Jr., F., van Kruistum, C., & van Oers, B. (2016). Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites. Cultural-historical psychology, 12 (3), 290 – 310.
van Oers, B. (2016). De rijkdom van verschillen. Een theoretisch kader voor inclusief onderwijs. Zone, 15 (1), 4 - 6.
Van der Veen, C., van Kruistum, C., & van Oers, B. (2016). Model2talk. Dialogische gesprekken in de kleuterklas. Beter begeleiden , januari 2016.
2015
van Oers, B. (2015). Forword. In A. Ridgeway, Quiñones, G., & Liang,L. (eds), Early childhood Pedagogical Play. A cultural-Historical interpretation using visual methodology (pp. v – vi). Dordrecht/London: Springer
van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction , http://doi.org/10.1016/j.lcsi.2014.07.003
Dobber, M. & van Oers, B. (2015). The role of the teacher in promoting dialogue and polylogue during inquiry activities in primary education. Mind, Culture and Activity, 22 (4), 326 – 345. DOI:10.1080/10749039.2014.99254
Hogenes, M., van Oers, B., Diekstra, R. & Sklad, M. (2015). The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study. International Journal of Music Education: Research and Practice, 33(3), 1 - 17. DOI: 10.1177/0255761415584296. [issn 0255-7614].
Tertoolen, A., Geldens, J., van Oers, B., & Popeijus, H. (2015). Listening to Young Children’s Voices: The Evaluation of a Coding System. International Journal of Educational Psychology, 4 (2), 113-141. doi: 10.17583/ijep.2015.1500.
van der Wilt, F., Claudia van Kruistum, van der Veen, C., & van Oers, B. (2015).Gender differences in the relationship between oral communicative competence and peer rejection: an explorative study in early childhood education. European Early Childhood Education Research Journal , http://dx.doi.org/10.1080/1350293X.2015.1073507 (online first).
Wierdsma,M. Knippels, M-C., van Oers, B. & Boersma, K. (2015/online). Recontextualising Cellular Respiration in Upper secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy, Journal of BiologicalEducation , DOI: 10.1080/00219266.2015.1058842
Worthington, M. & van Oers, B. (2016). Children's social literacies: Meaning making and the emergence of graphical signs and texts in pretence. Journal of Early Childhood Literacy , (eFirsts: 0(0)1 - 29). http://dx.doi.org/10.1177/1468798415618534
van Oers, B. (2015). Een stap naar de toekomst. Lerend spelen in groep 3. De Wereld van het jonge kind, 42 (8), 6 – 9 .
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (20015). Onderzoekend leren: resultaten van een reviewstudie. Marktplaats, april, 22 – 24.
Tanis, M. Dobber, M, Zwart, R., & van Oers, B. (2015). Onderzoekers in de dop. Didactief, 45(6), 44 – 45.
2014
van Oers, B. (2014).
Cultural-historical perspectives on play. In L. Brooker, S. Edwards, & M. Blaise (eds),
SAGE Handbook of Play and Learning in Early Childhood
(pp. 56 - 66). London: Sage.
van Oers, B. (2014). The roots of mathematising in young children’s play. In U. Kortenkamp, B. Brandt., C. Benz, G. Krummheuer, S. Ladel, & R. Vogel (Eds.),
Early mathematics learning
(pp.111 - 124). Berlin: Springer. 10.1007/978-1-4614-4678-1-8
.
v
an Oers, B. (2014). Editorial.
European Early Childhood Education Research Journal, 22
(2), 151–153,
http://dx.doi.org/10.1080/1350293X.2014.883717
.
van Oers, B. (2014). Tablets, vensters op de toekomst?
Zone, 13
(3), 4
.
van Oers, B. & Visée, A. (2014). Muziekpedagogische professionalisering van basisschoolleerkrachten.
Cultuur + Educatie. Tijdschrift over onderzoek naar leren, lesgeven en overdracht in kunst en cultuur, 14(39), 24 – 39
.
Hogenes, M., van Oers,B., & Diekstra, R. (2014). The child as composer.
The US China Education Review,4
(3), 149 – 162
.
Hogenes, M. , van Oers, B., & Diekstra, R. (2014). The impact of music on child functioning.
The European Journal of Social & Behavioural Sciences.
http://dx.doi.org/10.15405/ejsbs.135
.
van Schaik, M., Terwel, J., & van Oers, B. (2014). Representations in simulated workplaces.
International Journal of Technology and Design Education, 23
(4)
,
391 – 417. Published on line 17 January 2014.
http://doi.org/10.1007/s10798-014-9261-4
.
Pompert, B. & van Oers, B. (2014). Voor goede hulp ben je nooit te klein.
Zone,13
(2), 6 – 9
.
Tanis, M., Dobber, M., Zwart, R., & van Oers, B. (2014).
Beter leren door onderzoek. Hoe begeleid je onderzoekend leren van leerlingen.
NRO-review studie. Amsterdam: VU.
http://www.learn.vu.nl/nl/Images/Brochure-beter-leren-door-onderzoek_tcm132-420313.pdf
van Oers, B. (2014). Kwaliteit opvoeder is bepalende factor. In: Op stap naar 2024. Hoe creëren we een optimaal opvoed- voor kinderen van 0 tot 12 jaar?
Childcare internationa
l; CCI publikatie Nr 3, 124 – 133.Amsterdam: SWP
2013
van Oers, B. (2013). Challenges in the innovation of mathematics education for young children.
Educational Studies in Mathematics, 84
(2), 267 - 272.
http://dx.doi.org/10.1007/s10649-013-9509-z
van Oers, B. (2013). Is it play? Towards a reconceptualization of role-play from an activity theory perspective.
European Early Childhood Education Research Journal, 21
(2), 185 - 198.
http://dx.doi.org/10.1080/1350293X.2013.789199
van Oers, B. (2013). Communicating about number: Fostering young children's mathematical orientation in the world. In L. English & J. Mulligan (Eds.),
Reconceptualising early mathematics learning(p. 183 - 203).
Series Advances in Mathematics Education. New York: Springer.
http://dx.doi.org/10.1007/978-94-007-6440-8_10
van Oers, B. (2013). Educational Innovation between freedom and fixation: The cultural-political construction of innovations in early childhood education in the Netherlands.
International Journal of Early Years Education, 21
(2-3), 178 - 191.
http://dx.doi.org/10.1080/09669760.2013.832949
Hännikäinnen, M., Singer, E., & van Oers, B. (2013). Promoting play for a better future. Editorial to special issue for
European Early Childhood Education Research Journal, 21
(2), 165 - 171.
van Oers, B. (2013). An Activity Theory view on the development of playing. In I. Schousboe & D. Winther-Lindqvist (eds.), Children's play and development. Cultural-Historical prspectives. (pp. 231 - 250). Dordrecht: Springer.
http://dx.doi.org/10.1007/978-94-007-6579-5_14
van Oers, B. (2013). Scaffolding in Mathematics Education. In
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van Oers, B. & Dobber, M. (2013). Communication and regulation in a problem-oriented primary school curriculum. In D. Whitebread, N. Mercer, C. Howe & C. Tolmie (Eds.),
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van Oers, B. (2013). Leren met bouwmateriaal. Bouwactiviteiten als context voor cognitief leren.
De Wereld van het Jonge Kind, 41
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van Houten, W., van Oers, B., & Dobber, M. (2013). Narratieve competentie en rekenvaardigheden.
Orthopedagogiek: Onderzoek en praktijk, 52
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van der Veen, C., Dobber, M. & van Oers, B. (2103). Ontwikkelingsgericht Onderwijs... Werkt dat? De belangrijkste onderzoeksresultaten bezien.
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Visée, A. & van Oers, B. (2013).
Daar zit muziek in... Eindrapportage
. Internal publication (Dutch). Amsterdam: Muziekschool Amsterdam. Available from: VU-DARE:
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2012
van Oers, B. (2012). Meaningful cultural learning by imitative participation: the case of abstract thinking in primary school.
Human Development,
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van Oers, B. (2012) (Ed.).
Developmental Education for young children. Concept, Practice, and Implementation
.
International Perspectives on Early Childhood Education and Development 7.
Dordrecht: Springer.
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van Oers, B. (2012). Introduction.
In B. van Oers (ed.),
Developmental Education for young children. Concept, Practice, and Implementation
(pp. 1 – 9). Dordrecht: Springer
van Oers, B. (2012). Developmental Education: Foundations of a play-based curriculum. In B. van Oers (ed.),
Developmental Education for young children. Concept, Practice, and Implementation
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van Oers, B. (2012).
Conclusion: Actual and future consequences of implementing and researching Developmental Education.
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van Oers, B. & M. Poland (2012). Promoting abstract thinking in young children’s play. In B. van Oers (ed.),
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van Oers, B.(2012).
Developmental Education: Reflections on a CHAT-Research Program in the Netherlands.
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van Oers, B. & Duijkers, D. (2012). Teaching in a play-based curriculum: Theory, practice and evidence of Developmental Education for young children.
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van Oers, B. (2012). Culture in play. In J. Valsiner (ed.),
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Tertoolen, A., van Oers, B., Geldens, J., & Popeijus, H. (2012). Building a method for researching attribution of meaning by children aged 5 - 6 in school.
European Early Childhood Education Research Journal, 20
(1), 115 - 131.
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van Oers, B. (2012). How to promote young children's mathematical thinking?
Mediterrenean Journal for Research in Mathematics Education
, 11(1-2), 1 - 15.
van Oers, B. (2012).Russian Early Childhood Education Abstracts (3).
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, 20 (1), 105 - 107.
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van Oers, B. (2012). Spelen en blijven spelen. Een Vygotskiaanse visie op spelen en leren in de basisschool.
Mensenkinderen
, 27(130), 6 – 8.
van Oers, B. & van Vliet, M. (2012). Mooi zo!. Leerlingen in de kunstenaarsrol. Zone, 11(2), 11 – 13.
van Oers, B. & Mibo-groep (2012). Historische vragen en zoektochten. Zone, 11(3), 4 - 6.
2011
van Schaik, M., van Oers, B., & Terwel, J. (2011). Towards a knowledge-rich learning environment in preparatory secondary education.
British Educational Research Journal,37
, 1 – 21
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van Oers, B. (2011). Where is the child? Controversy in the Neo-Vygotskian approach to child development,
Mind, Culture, and Activity, 18,
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Veraksa, N. & van Oers, B. (2011).
Early childhood Education from a Russian perspective. Editorial to the special issue.
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(1), 5 – 18.
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Veraksa, N. & van Oers, B. (Eds) (2011).
Early Childhood Education Research from a Russian perspective.
Special Issue of International Journal of Early Years Education, 19(1), 5 - 107.
London
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Veraksa, N. & van Oers, B. (Eds.) (2011). Early childhood education research from a Russian perspective.
International Journal of Early Years Education
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van Oers, B. (2011). Russian early childhood education Abstracts. International Journal of Early Years Education , 19(1), 103 - 107. DOI: 10.1080/09669760.2011.574485
van Oers, B. (2011). Russian early childhood education Abstracts. International Journal of Early Years Education , 19(1),185 - 188. DOI: 10.1080/09669760.2011.610651
van Oers, B. (2011). Obučenie doškol''nikov v Niderlandach. Innovacionnaja praktika s pozicii L.S. Vygotskogo [Early childhood education in the Netherlands. Innovating practice from a Vygotskian point of view. Sovremënnoe Doškol'noe Vospitanie. Teoprija i Praktika, 5(4), 88 - 94.
Poland, M. & van Oers, B. (2011). Resultaten echti n beeld.Toetsen woordenschatontwikkeling. De wereld van het joinge kind , 38I95), 20 - 23.
van Oers, B. (2011). Tijd voor een nieuwe stap. De wereldvan het jonge kind, 38(7), 19 - 21.
van Oers, B. (2011). Spel vanuit Vygotskiaans perspectief. In D van der Aalsvoort (ed.), Van spelen tot serious gaming: spel en spelen in een pedagogische beroepspraktij k (pp. 37 - 48).Leuven: ACCO
van Oers, B. (2011). Doelgericht en betekenisvol leren. Over de waarde van spel in de strijd tegen de verschoolsing. In R. Klarus & W. Wardekker (eds.), Wat is goed onderwijs? Bijdragen vanuit de pedagogiek (pp 44 - 59). Nijmegen: Lemma.
van Oers, B. (2011). Opnieuw op de foto. Ontwikkelingsgericht Ondrwijs anno 2011. Zone , 10(1), 9 - 11.
van Houten, W. & van Oers, B. (2011). Narratieve competentie en rekenvaardigheden in de onderbouw. Zone , 10(3), 19 - 20.
van Oers, B. (2011). In memoriam Prof. Rogier Eikenoom. Pedagogische Studiën , 88(5), 307 - 308.
2010
van Schaik, M., van Oers, B., & Terwel, J. (2010). Learning in the workplace at school: knowledge acquisition and modelling in preparatory
vocational secondary education. Journal of Vocational Education and Training , 62: 2, 163 — 181.
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van Oers, B. (2010). The emergence of mathematical thinking in the context of play. Educational Studies in Mathematics, 74 (1), 23 - 37.
van Oers, B. (2010). Implementing a play-based curriculum in primary school: an attempt at sustainable innovation. In A. Tuna & J. Hayden (Eds.), Early childhood programs as the doorway to social cohesion. Application of Vygotsky's ideas from an East-West perspective (pp. 145 - 158). Cambridge: Cambridge Scholars Publishing.
van Oers, B. (2010). Children's enculturation through play. In L. Brooker & S. Edwards (Eds.), Engaging play ( pp. 195 - 209). Maidenhead: McGraw Hill.
van Oers, B. (2010). Prof. Jacques Carpay (1933 – 2010) en de Onderwijspedagogiek in Nederland. Historische Documentatiecentrum voor het Nederlands Protestantisme (1800 – heden). Maart 2010. http://elwood.psy.vu.nl/exchweb/bin/redir.asp?URL=http://www.hdc.vu.nl/nl/nieuws-agenda/nieuwsarchief/2009/Carpay.asp
van Oers, B. (2010). You never walk alone. De visie van Jacques Carpay op de taak van de Onderwijspedagogiek, Zone , 9(3), 15 – 17.
van Oers, B. (2010). Onderwijspedagogische lessen over ontwikkelbaarheid. Tijdschrift voor Orthopedagogiek , 49(9), September, 364 – 369.
van Oers, B. (2010). Een pedagogisch aanbod voor driejarigen? Zone, 9(3), 25 – 26.
van Oers, B. (2009). Ontwikkelingsgericht werken in de bovenbouw van de basisschool. Een theoretische verkenning met het oog op de praktijk (herziene en uitgebreide uitgave). Alkmaar: De Activiteit.
van Oers, B., Wardekker, W., Elbers, E. & van der Veer, R (Eds.). (2008). The transformation of learning. Advances in Activity theory. Cambridge: Cambridge University Press.
Peters, I. & van Oers, B. (2007). Teachers’ action strategies in goal-oriented interactions with young children at-risk. European Early Childhood Education Research Journal, vol. 15, 1, 121 – 136. http://dx.doi.org/ 10.1080/13502930601161916
van Oers, B. (2006). An activity theory approach to the formation of mathematical cognition: developing topics through predication in a mathematical community. In Maaß, J. & Schlöglmann (Eds.), New mathematics education research and practice. Rotterdam: Sense Publisher.
van Huizen, P., van Oers, B., & Wubbels, Th. (2005). A Vygotskian perspective on teacher education, Journal of curriculum Studies,
v an Oers, B. & van Dijk, I. (2004). Curriculum and the development of model-based thinking. In. J. Terwel & D. Walker (Eds.), Curriculum as a shaping force. Toward a principled approach in curriculum theory and practice (pp.51 – 72). New York: Nova.
v an Oers, B. (2003). Educational forms of initiation in mathematical culture. In: C. Kieran, E. Forman, & A. Sfard (Eds.), Learning Discourse
Discursive Approaches to Research in Mathematics Education (pp.59 - 85). Dordrecht: Kluwer.
Gravemeijer, K., Lehrer, R., van Oers, B., & Verschaffel, L. (Eds). (2002). Symbolizing and modeling in mathematics education. Dordrecht: Kluwer.
het jonge kind, 29, nr 10, 304 – 307.
van Oers, B, & Hännikäinen, M (2001). Some thoughts about togetherness. International Journal of Early Years Education, Vol. 9, nr 2, 101-108.
van Oers, B. (2000). The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms. Perspectives on discourse, tools, and instructional design (pp. 133 – 176). Mahwah: Erlbaum .
van Oers, B. (1999). Education for the improvement of cultural participation. In G. Brougère & S. Rayna (Eds.), Culture, childhood, and preschool education /Culture, enfance et éducation préscolaire. (pp 217-238). Paris: UNESCO, 1999.
van Oers, B. (1998). The fallacy of decontextualisation. Mind, Culture, and Activity, vol. 5, nr 2, 135-142.
van Oers, B. (1997). The narrative nature of young children's iconic representations: some evidence and implications. International Journal of Early Years Education. 1997, vol. 5, nr 3, 237-246.
van Oers, B. (1996). Learning mathematics as a meaningful activity. In: L. Steffe, P. Nesher, P. Cobb, G. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 91-115). Hillsdale, NJ: Lawrence Erlbaum Associates, 1996.
van Oers, B. & Duijkers, D. (2012).
Teaching in a play-based curriculum: Theory, practice and evidence of Developmental Education for young children.
Journal of Curriculum Studies, 44
(1), 1 – 24.
http://xd.doi.org/10.1080/00220272.2011.637182
.
Tertoolen, A., van Oers, B., Geldens, J., & Popeijus, H. (2012).
Building a method for researching attribution of meaning by children aged 5 to 6 in school. European Early Childhood Education Research Journal, 20 (1), 115 – 131.
http://dx.doi.org/10.1080/1350293X.2012.650015
van Oers, B. (2012). How to promote young children’s mathematical thinking? Mediterranean Journal for Research in Mathematics Education, 11(1-2), 1 – 15
van Oers, B. (2012). Russian Early Childhood Education Abstracts (3). International Journal of Early Years Education 19(2), 185 – 188.
http://dx.doi.org/10.1080/09669760.2012.665648
van Oers, B. (2012). Spelen en blijven spelen. Een Vygotskiaanse visie op spelen en leren in de basisschool. Mensenkinderen, 27(130), 6 – 8
van Oers, B. (2012). Fijn zo'n brein! Zone, 11(1), 18.
van Oers, B. & van Vliet, M. (2012). Mooi zo! Leerlingen in de kunstenaarsrol. Zone,11(2), 11 – 13.
2011
van Oers, B. (2011). Where is the child? Controversy in the Neo-Vygotskian approach to child development, Mind, Culture, and Activity, 18, 84 – 88.
http://dx.doi.org/10.1080/10749030903311985
.
Veraksa, N. & van Oers, B. (2011). Early childhood Education from a Russian perspective. Editorial to the special issue. International Journal of Early Years Education, 19(1), 5 – 18.
http://dx.doi.org/10.1080/09669760.2011.570995