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Header image Ethics of Education: philosophy, history and law

Ethics of Education: philosophy, history and law

Staff members

S. (Sanne) Parlevliet
Expertise: cultural transmission, (the history of) children’s literature, children’s literature and national identification
Courses: In the interest of the Child 1 and 2
Current research: I am interested in the history of children’s literature, literature in culture, cultural transmission and representation. My current research focuses on identity and identification in historical fiction for children and the reciprocity between the history of children’s literature and the history of education. I am also starting up research on the influence of reading fiction on attitudes and behaviour towards minority groups.

L. (Linda) Greveling
Expertise: Educational innovation in the 20th century (i.e. Middenschoolproject), imaging of education in media sources, debate (political, educational and academic) on educational innovation
Courses: In the interest of the Child 1 and 2
Current research: I am interested in educational innovation. My research focuses on the history of the experimental Dutch comprehensive schools (Middenscholen) and the imaging of these schools in media and politics.

P.C.M. (Nelleke) Bakker
Expertise: History of child-rearing and education, especially in the 20th century.
Courses: Professionalization-1
Current research: My research interests concern mainly processes of medicalization, pedagogization, and psychologization of child-rearing and education in the 20th century. It focuses particularly on the influence of the child sciences (child psychiatry, child psychology and special education science) on child-rearing and education. Current research concerns the conceptualization of childhood behavioral problems in these child sciences (1950-1990), the history of adoption, of fostering, and of children’s care. Other special interests concern the history of early childhood education and of girls’ (co)education.
Recent publications cover all these fields.

C.J. (Josje) van der Linden
Expertise: a few key words
Courses: Professional skills
Current research: My PhD thesis was on 'ensuring meaningful lifelong learning opportunities for groups at risk'. My research includes the specific educational needs of groups at risk, such as women and youth in (post-)conflict areas, and the ways in which these needs can be met.

P.A. (Piet) van der Ploeg
Expertise: Citizenship Education (philosophy, history), Progressive Education (philosophy, history), Philosophy of Education (incl. ethics, and history).
Courses: Introduction Ethics, Citizenship Education 1 and 2
Current research: Currently working on different projects:
*Teaching critical thinking (curriculum and didactics). Important aspect of 21st century skills, citizenship education and Bildung. One of the foci is the relationship between critical thinking and arts education (in co-operation with some musea in Rotterdam and Amsterdam).
*The early 20th century history of (thinking about and practicing) citizenship education in the US, Japan and China. Very interesting background of recent policies and practices; helping us to reflect on contemporary theories, research and discussions. *Ethics of parental involvement in education. Parental involvement is a “hot” issue in educational policy and school practice. Moral questions (f.i. regarding equality, privacy, parental autonomy, professional autonomy) are not always considered.
*The early 20th century history of reform and progressive education (Montessori, Dalton Plan, Project plan etc. in the US, Japan and China). The international history of educational innovations is not only interesting for its own sake, but also instructive for new attempts to reform education.
*The history of the reception and interpretation of important philosophers of education (f.i. Dewey, Ballauff, and Ts’ai Yüan-p’ei). Thinking about education has always been a part of mainstream philosophy (since Plato). The same goes for 20th century philosophy, in all traditions. Much to learn ...
See: https://xs4all.academia.edu/PietvanderPloeg

P.D. (Pieter) van Rees
Expertise: Citizenship Education, History of education and policy, Science and technology studies, Political and continental philosophy, Historical epistemology
Courses: Citizenship 1 and 2
Current research: I am currently working on a PhD thesis on the development of scientific knowledge on citizenship education in the Netherlands and the United States. I analyze historical changes in scientific publications, educational policy and schoolbooks, looking at the 20th and 21st century. Citizenship education involves contested concepts like citizenship and democracy. This makes citizenship education morally, educationally and politically complex, but also interesting. What kind of citizenship should we teach? Who should decide on this: parliament, schools, parents, children? Should we have a national curriculum or should we leave room for different forms of citizenship education? And what role should the educational sciences have in these debates? I trace how ‘citizenship’ was understood in different research traditions and how the knowledge developed in science related to broader societal and political conceptions of citizenship and education. By looking at the interaction between educational science, educational policy and educational practice in the past, my research provides a historical perspective on current debates on citizenship education.

L.J.F. (Laurence) Guérin
E xpertise: Citizenship Education, youth and participation in primary school, secondary school and vocational education
Courses: I coordinate Citizenship 1 and 2 as well as our traineeship program and I am also coordinating the master thesis.
Current research: The interest of my research is citizenship education. I am particularly interested in developing a citizenship education that is politically and educationally justified.
With politically justified, I mean the following: citizenship education is ideology-driven, and democracy and citizenship are controversial concepts. There are different conceptions of how democracy should work and what citizenship means. This calls for a justification of the concepts used in citizenship education. With educationally justified, I mean that citizenship education should foster student's autonomy, autonomy being defined as: "self-government in accordance with one's own truths and values" (Van der Ploeg, 1995, p.136). This implies fostering and exercising students' critical thinking skills and enabling them to make their own judgments. In my work as a researcher for the ROC van Twente (vocational education) and TechYourFuture (project "working together towards scientific citizenship"), both aspects are taken into account.


  • Testimonial van Opleidingsvideo

    Master track Ethics of Education: philosophy, history and law

    The Ethics of Education Master's track trains you to analyse and discuss moral, legal, practical and policy-related issues in the education domain.

    Would you like some examples? Watch the video!

    Sluiten
    – Opleidingsvideo
  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
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