Affective teacher–child relationships have frequently been investigated in school settings, but less attention has been devoted to these relationships in after-school care. This study explored caregiver- (N = 90) and child-informed reports (N = 90) of the affective caregiver–child relationship (N = 180 dyads) in Dutch after-school care, exploring gender differences at caregiver and child level and the relationship with a gender match between children and caregivers. The caregivers and children reported relatively high levels of closeness and relatively low level of conflict and dependency/autonomy support, irrespective of gender. Multilevel regression analyses revealed that a gender match between child and caregiver was associated with teacher-reported closeness: levels were highest in female-girl dyads and lowest in male-boy dyads. Further, boys indicated the highest levels of autonomy in male-boy dyads, whereas girls indicated the lowest levels in female-girl dyads. Masculinity of staff was associated with more child-reported autonomy support, whereas femininity predicted caregiver-reported closeness in the relationship.
Purpose: In Amsterdam – the Netherlands – we know that children living in low income households have a lower health status and report lower physical activity levels than their peers in middle- or high-income households. Seven primary schools located in neighborhoods with a low social-economic status are currently developing their own active school using the ‘Creating Active Schools Framework’. This study was conducted to assess the current physical activity and sedentary behavior patterns during and after school of the pupils in these seven primary schools.Methods: In this cross-sectional study, we collect data in seven schools located within an Amsterdam neighborhood with a low social economic status score. Within each school, 4 classes are eligible for participation. Children wear an accelerometer from Monday morning until Friday afternoon to assess physical activity levels. Parents of participating children are asked to complete a questionnaire on baseline characteristics, wellbeing and out of school physical activity behaviors. The mean sedentary time (ST), low physical activity (LPA) time and Moderate to Vigorous physical activity (MVPA) time will be calculated. The association between the outcomes of the accelerometer data and gender and health related outcomes reported by parents will be assessed.Results: The data will be collected between March and May 2023. We will present the average LPA and MVPA during and after school time. The duration of the ST bouts during and after schooltime. And associations between ST, LPA and MVPA and gender and health related outcomes.Conclusions: The results of this study will be used to support local school teams in the development and implementation of local action plans towards a school day that involves less sitting and more physical activity.
In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments.We end the chapter with a reflection on the current situation.
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