Frans Hiddink is a researcher in the Language Use and Teaching research group at NHL University of Applied Sciences. He works with teachers to investigate the underlying factors that promote discussions between young children in their classes. The results of this research inspire teachers and researchers to work together to improve practice in their kindergartens.
‘I studied Orthopedagogics and the Psychology of Development and Learning at the University of Groningen. During the latter degree programme, I worked in the college of education for primary school teachers at CHN (now Stenden University of Applied Sciences) in Leeuwarden. I then worked for a few years at various Stenden campuses. In 2009, I became a lecturer in Learning Psychology and Educational Studies in the college of education for primary school teachers at NHL Stenden University of Applied Sciences.’
‘In my studies, I became really interested in the way children develop through engaging in educational interactions. When the opportunity arose in 2011 to join the knowledge network of the Language Use and Teaching research group as a researcher, I didn’t hesitate for a moment. It is wonderful to combine teaching at the college of education for primary school teachers with working as a researcher with teachers in the field.’
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Discussions in the classroom
‘At the moment, I am working with teachers in various waves of research to investigate the underlying factors that promote discussion between 4- and 5-year-old children in their classes. Building on existing classroom practices, together we found adaptations to optimize the discussions. The pressing question raised by the participating teachers was what their role would be when these children actually work together. This, then, is the second focus in my research. I hope to use both these research themes to complete my PhD at the University of Groningen.’
‘Although learning is sometimes seen as an individual and internal activity, we know that communication with others is, above all, a prerequisite for learning. However, engaging in educational interactions is not as clear and obvious as it seems. It is therefore very inspiring for teachers and researchers to work together—and learn from each other’s expertise—to investigate how these conversations can be improved in classroom practice. As an instructor at the college of education for primary school teachers, it is also great to be able to directly share the new insights we gain from this practical research with future teachers!’