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Dialogic classroom talk in early childhood education
van der Veen, M.
2017
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van der Veen, M. (2017). Dialogic classroom talk in early childhood education. http://www.publicatie-online.nl/publicaties/c-v-d-veen
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ABOUT THE AUTHOR
191
About the author
Chiel van der Veen (1986) received a bachelor’s degree in primary teacher education at the University of Applied Science in Ede, the Netherlands. In 2010, he received his master’s degree (cum laude) in Research and Theory in Education at the Vrije Universiteit Amsterdam.
From 2008-2012 Chiel worked as a primary school teacher in different schools in Amsterdam. Afterwards, he worked as a researcher and teacher trainer at De Activiteit, the national center for Developmental Education.
In 2012, Chiel started his PhD research on dialogic classroom talk in early childhood education at the Vrije Universiteit Amsterdam. He presented his research at several national (ORD, OGO Conferentie) and international conferences (EARLI, ISCAR, ST&D). In 2015, Chiel was a visiting scholar at Clark University, Worcester, MA, USA with professor Sarah Michaels. During his PhD, he also worked as a lecturer in the bachelor program in Educational and Family Studies and the master program in Research and Theory in Education. He was nominated for best lecturer in his faculty (2015, runner-up; 2016, winner) and was one of the finalists for the DocenTalentprijs for best junior lecturer of the Vrije Universiteit Amsterdam (2016, runner-up).
In 2016, Chiel received a grant (€ 100k) from the Dutch Organization for Educational Research (NRO/NWO) to conduct a study on mind mapping in early childhood education. In that same year, he started supervising Femke van der Wilt’s PhD project on the relation between oral communicative competence and social acceptance in early childhood education. In addition to his work at the Vrije Universiteit Amsterdam, he is co-founder and chairman of the Vygotskij Foundation and editorial board member of ‘de Wereld van het Jonge Kind’.
ABOUT THE AUTHOR
192
Chiel’s research interests include classroom dialogue, dynamic assessment, language development, teacher professional development, peer acceptance, and socio-cultural (and cultural-historical) theory.
