inclusief onderwijs en passende zorg in de context
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pedagogische wetenschappen
École, étude et sujet
Universiteit Utrecht (UU)
Pedagogische Wetenschappen
Inclusief onderwijs en passende zorg in de context van toenemende diversiteit (201900050)
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Samenvatting tentamen
inclusief onderwijs en passende zorg in de context van
toenemende diversiteit (201900050)
leerjaar: 2023-2024
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- Alle artikelen bij hoorcollege 1 t/m 7
- Hoorcollege 1 t/m 7 (vanaf pag. 53)
(let op: HC 3 is geen tentamenstof)
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Samenvatting artikelen
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Hoorcollege 1
Artikel 1
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality:
How children learn and develop in context. Applied Developmental Science, 23(4), 307-337.
https://www.tandfonline.com/action/showCitFormats?doi=10.1080/10888691.2017.13986 49
framework
Developmental systems theories (DST) is an epigenetic view of development and is used in this paper.
DST offers a means to organize and explain how complex relations involving our biological and
physiological systems, social environments, and appraisals, interpretations, and internalizations of our
experiences shape pathways across life and provide opportunities to optimize development.
Key findings
Human development and epigenetics: The contextual and relational developmental systems framework
says genes act as followers, not prime movers, in developmental processes. Genes require signals to
determine which processes are carried out, with social and physical contexts influencing if, when,
how, and which genes are expressed.
Genetic reductionist views of evolutionary change see genes as the primary mover in human
development. Processes are static and fixed-stepped because it is solely determined by genes.
Epigenetic adaptation is the biological process through which the ecology of relationships,
experiences, perceptions, and physical and chemical toxins influence lifelong learning, behavior,
neural integration, and health.
Epigenetic signatures affect when and how genes are switched on and off, and whether the change is
temporary or permanent. This begins in the prenatal environment and continues throughout life.
Brain structure and function: the development of the brain is experience dependent. Experience
activates neural pathways, generating energy flow through electrical impulses that strengthens
connectivity among existing brain structures and creates new ones.
The brain does self-organization which means that it’s own internal processes organize its functioning.
It shapes the info that comes in and the processing thereof.
Brain functioning: neurogenesis (the formation of new brain cells), axonal growth, synaptogenesis (the
formation and strengthening of synaptic connections), myelination (which increases “processing
speed”), and the modification of receptor density and sensitivity of “receiving” neurons. These
functions are balances against pruning (mostly healthy process) and cell dead.
When experiences are unpredictable, atypical, and/or unusually harmful, the brain cannot easily fit
them into existing templates and pays attention to them. This is important with respect to traumatic
experiences and stress.
whereas the early period is particularly important for self-regulatory processes, middle childhood and
adolescence provide new and unique opportunities for ongoing growth and reorganization toward
more complex, integrated processes, and skills
Developing brain and dynamic skill: Dynamic skill development refers to the human brain’s capacity
to act in an organized way in a specific context. skill construction is an active process between
multiple agents, where the resulting skills and behaviors ultimately are joint products of the child and
the resources and relationships that comprise his or her context. This follows the view of the web
metaphor suggesting that skill development is not static nor a fixed-step ladder.
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Neo Piagetian frameworks are consistent with the web metaphor. There are still stages but it also
explains the variability in pathways of complex skill acquisition.
The science of relationships and attachments: positive developmental relationships + positive
experiences in and outside of the home = builds strong brain architecture and is necessary for
developing the affective, cognitive, social, emotional, and behavioral competencies foundational to
development and learning.
Three developmental patterns characterize variation in infants’ attachment: secure, insecure avoidant,
and insecure anxious/ambivalent. Secure attachment with caregivers supports development through
opportunities to (a) explore surroundings; (b) build language skills, through language-rich and
responsive interactions; and (c) build social competence, through successful social interactions.
disorganized attachment endangers the development of foundational competencies, including
executive functions, emotion recognition, and social information processing.
The science of self-regulation: a foundational set of competencies that aid in managing cognition,
emotion, attention, and action, and support goal-directed behavior. Consists of automated
physiological functions and complex cognitive functions. Executive functions, very important for
being school-ready.
Vulnerability of self-regulation skills to experiences of prolonged, unbuffered stress, as well as the
importance and efficacy of intervening to intentionally develop self-regulation skills in children with
impulsivity and attention issues.
Science of individuality: dynamic systems theory. No single ‘ideal’ developmental pathway, but
multiple healthy pathways. Differential susceptibility = some children are more susceptible to
environment than others (can be beneficial or not). The Specificity Principle views development as
multidimensional, modular, and reflective of the interactive context of a child’s life, producing
distinctive pathways across time and at specific points in time.
Revisiting the constructive developmental web: this framework positions the student as an active agent
in his/her own learning. Skills do not emerge in isolation or a complete form, but rather codevelop
hierarchically through multiple domain specific practices in context.
The integration of affective, cognitive, social, and emotional processes in habits, skills, and mindsets
to support learning: Cognition typically involves the processing or appraisal of information, whereas
emotion involves the biasing or constraint of behavior and activities based on such appraisals.
children’s social and affective bonds provide the “fuel” or energy flow for the development and use of
the brain’s self-organizing system and the resulting integration and cross-wiring of neural processes.
Prior knowledge and experience: Prior knowledge, experience, and skill affect how students receive
and process novel information. Can be used for increased engagement of students. Neural integration
and the mastery of new information are more likely to occur when scaffolding is informed by students’
prior knowledge.
Motivation: competency related beliefs and self-efficacy (supports growth mindset) are important
factors for motivation. The Belief-Control-Expectancy (B-C-E) Framework: (a) distinguish
motivational issues from learning strategy problems and (b) identify their specific causal factor(s).
Metacognition: self-regulation and executive function skills enable students to regulate their
bidirectional relations with their contexts by processing, manipulating, and refining information.
Conditions for learning (CFL): the relational dimensions of learning, physical and emotional safety,
and a sense of belonging and purpose. Can be directly (working memory) and indirectly (stress). Can
be beneficial or have a negative impact. Teacher-student relationship is very important.
Cultural responsiveness and competence: helps build CFL. Cultural dissonance makes it harder for
students to perceive themselves as learners (or successful learners) and to visualize the connection to
the future benefits. promotes effective information processing by using cultural knowledge as a
scaffold to connect existing knowledge to new concepts and content.
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Instructional and curricular design: Instructional design should seek to provide the right amount of
challenge, rigor, support, feedback, and formative assessment to drive and accelerate the
developmental range and performance of individual students. Zone of proximal development ->
mastery learning framework. Integrated instructional design successfully combines affective,
cognitive, social, and emotional processes with curricular content, and promotes academic growth.
Students find it easier to acquire new content knowledge in reference to prior knowledge. and benefit
from opportunities to explore content at their own pace, based on their unique interests and
developmental skill level.
Implications: there is a profound role of developmental variability, including unique pathways, pacing,
and range, and a need to situate and integrate fundamental neural processes in contexts that promote
developmental progression.
Science of stress: The hypothalamic-pituitary-adrenal (HPA) axis produces cortisol and the
sympathetic adrenomedullary (SAM) system produces adrenaline to prepare the body for a threat. This
system heightens vigilance and alertness while reducing nonessential functions such as complex
thinking. Good when in danger but harmful over long periods of time.
There are three types of stress responses: A positive stress response is characterized by mild and/or
brief elevations in stress hormones, heart rate, and blood pressure, and is part of healthy child
development. A tolerable stress response activates the body’s alert systems to a greater degree due to
more severe or long-lasting threats, but in the presence of supportive, buffering relationships, it can be
brought to baseline quickly, preventing long-term physiological effects. Toxic stress responses occur
when stress exposure is frequent, prolonged, and unbuffered by adequate adult support. The resulting
chronic elevation of stress hormones can disrupt the maturation of children’s developing brain
architecture and physiological systems, with major implications for later life health, learning, and
wellbeing.
Children exposed to high concentrations of adversity often have developmental webs that are biased
toward the negative. Adverse childhood experiences ( ACEs) involve stressful or traumatic events
experienced before age 18, that fall into three broad domains: abuse, neglect, and household
dysfunction. There are ecological factors that influence how children respond and experience ACE’s.
Impact of adversity on health: There is a strong, graded link between exposure to childhood adversity
and risk of negative health. These associations are mediated by the dysregulated stress response and its
corresponding impact on immune system efficiency and brain architecture. 6+ ACE’s = life
expectancy 20 years shorter.
Impact of adversity on learning: Chronic stress is associated with impairments in key brain centers,
including the limbic system, through processes that are mediated and modulated by the HPA axis. The
functioning of such brain regions is affected long before children start school. No cognitive
stimulation in the home and the absence of high-quality early childhood education can worsen this.
Accumulates learning tasks. Peer and teacher relationships are important but sometimes difficulties
because of behavioral issues as consequences of the ACE’s. risk of mental health diseases.
Science of resilience: A developmental systems perspective on resilience involves eight principles: (a)
human adaptation and development in continuous, multilevel coactions with the environment; (b)
multiple interacting systems; (c) a capacity for adaptation conceptualized at multiple levels; (d) a
capacity for adaptation in challenging circumstances involving multiple interacting systems; (e)
manifestations of resilience reflecting both current and historical contexts; (f) self-organizing
properties, including some that are not easily predictable; (g) dynamism (constant change and
adaptation); and (h) a recognition that resilience is not a fixed trait that an individual categorically
possesses or lacks.
Artikel 2
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