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51 Country Overviews

Netherlands  

Author(s)

  • Bert Wastijn, Erasmus Brussels University of Applied Sciences & Arts
  • Mart Achten, Erasmus Brussels University of Applied Sciences & Arts

Abstract

In the Netherlands, social and emotional learning (SEL) is organised as a part of healthy lifestyle promotion education and active citizenship education (Diekstra, 2008). Social and emotional learning programmes are mainly referred to as “social skills training” or “life skills training programmes” (Cefai et al, 2018). There is no national curriculum in the Netherlands for childcare and primary education. For children from 0 to 4 years of age, a national pedagogical framework has been defined, which serves as the base for childcare centres to develop their own curriculum. Following a holistic approach, childcare has the task to ensure the physical, social, emotional and personal well-being of the child. Education and care are considered to be inseparable elements of pedagogical practice (OECD, 2016). Central goals are defined for primary education, which means that the core curriculum tends to be uniform. However, schools have the autonomy to choose their own teaching methods and learning materials to attain these goals. The most recent version of the curricular recommendations entails different learning areas related to 21st century skills like social and cultural skills, cooperation, self-regulation and communication. (SLO, 2020)Different SEL interventions have been developed and implemented in the Netherlands. PAD -Programma Alternatieve Denkstrategieën was one of the first SEL programmes to be implemented in the Netherlands in the 1980s, (Van Overveld, 2017). Another programme in the field of SEL is Toppertraining (Kanjertraining). The goal of the programme is to stimulate authentic and respectful social behaviour and well-being of children. The Peaceful School programme has been developed for primary schools to promote social competence and become democratic citizens. In 2014, an online SEL programme for schools Kwink (https://www.kwinkopschool.nl/) was launched. It is the first programme to integrate the five SEL competencies of CASEL (Van Overveld, 2017).In order to improve the quality of education, the policy is stimulating evidence-based practice in schools (OECD, 2011). Schools can consult databases for the evaluation of the effectiveness of educational or youth intervention programmes, such as the Netherlands Youth Institute (NYI) and the National Institute for Public Health and the Environment.

References

  • Cefai, C., Bartolo P. A., Cavioni. V., & Downes, P. (2018). Strengthening Social and Emotional Education as a core curricular area across the EU: A review of the international evidence. Publications Office of the European Union. Retrieved from https://nesetweb.eu/wp-content/uploads/AR3_Full-Report.pdf
  • Diekstra, R.F.W. (2008). Social and Emotional Education, or Skills for Life, in the Netherlands: a Review of History, Policies and Practices. In: Clouder, C, Dahlin, B., Diekstra, R.F.W., Berrocal, P.B., Heys, B., Lantieri, L, Paschen, H, (eds.) Social and emotional education: an international analysis. Santander: Marcelino Botin Publishers, 119-149.
  • Fukkink, R. (2017). Pedagogisch curriculum voor het jonge kind in de kinderopvang.
  • Looman, B. L. J., De Jager, M., Tuk, B., Onrust, S. A., Lammers, J., Spijkerman, M., & Buijs, G., (2014). Sociaal emotionele ontwikkeling in het primair onderwijs. Een doorlopende integrale aanpak? Utrecht: Trimbos Instituut & Pharos
  • SLO (2020). https://www.slo.nl/thema/meer/21e-eeuwsevaardigheden/
  • Slot, P.L. (2016). Curriculum voor het Jonge Kind. Utrecht: Bureau Kwaliteit Kinderopvang
  • Van Overveld, K. (2017). SEL. Sociaal-emotioneel leren als basis. Pica/Pelckmans Pro.
  • Vliek, L. (2010). Stimulating Positive Social Interaction: What Can we Learn from TIGER (Kanjertraining). In J. Yoon, W. Pfohl, W. & B. Doll (Reds), Handbook of Youth Prevention Science (pp. 288–308). Taylor & Francis.
  • Vliek, L. (2015). Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate. [Dissertation]

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CO-157-Netherlands.pdf