Already as a student in Pedagogical Sciences I was interested in child and adolescent psychiatry. I have experience in the diagnosis and treatment of children with various problems such as ADHD, autism and attachment issues. Now, in my work as quality manager at Smallsteps childcare, I welcome the challenge of supporting educational scientists in guiding children. Every child is unique and requires a different approach.

A good care network is very important for children with unusual behaviour. Together with the educational staff of the parents I see what is possible so that the child can develop optimally within the group. I do what I can to foster cooperation with institutions, schools, and the Integral Child Centre. In the future I want to work on the research into play development that grew partly out of a collaboration between Vrije Universiteit Amsterdam and KidsFoundation. What are the support, materials and designs that children learn best with?

Fifteen years ago I founded KITS, a childcare facility in Groningen and one of the labels of KidsFoundation. Our work is based on the vision of Reggio Emilia, whose premise is that children can express themselves in hundreds of ways, for example through dance, music, drawing or movement. In the last fifteen years I have learned a lot more about Reggio Emilia, translating my expertise into a strong pedagogical policy for KITS. I have also specialised in baby care.

Scientific research in childcare is important because it provides insight into the development and needs of children. In this way we can provide care that is as focused as possible, while stimulating and supporting children. My background lies right where management and movement meet, as I am professionally trained in sports management. This is why, together with my experience with Reggio Emilia, baby care, and the foundation and management of KITS, I can offer a versatile contribution to KidsFoundation.

Structuring, stimulating, and offering the right kind of emotional support. The interaction skills of educational staff are important for children’s development. How can we demonstrate which form of support works the best? By conducting research from different disciplines, such as pedagogy, educational theory and psychology. A shared vision shows the aspects in which professionals can keep growing. Science is a perfect means to professionalise childcare.

A relaxed, calm and challenging daycare environment is crucial to the development of children, as is a pleasant ambiance in the group. The littlest ones benefit from real attention. Being touched, lifted, carried and fed in the right way makes a huge difference. I coach and assist pedagogic employees in this respect. My background as a midwife and baby massage teacher is useful in this area. The question I like to keep asking myself and others is: why? We should remain curious, just like children.

Since I finished my studies in remedial education I have been active in childcare and in the educational field. Lovingly guiding children is central to all my work. My starting premise is that children have good reason to do what they do. It is our task to find out where their behaviour is coming from. It is therefore important to see with children’s eyes. I train educational staff to do this, so that they get better at responding to every individual child.

Communication is not the only important aspect for a good interaction between child and educational professional: you can also make use of space, materials and activities. For over twenty years I have been impacted by the pedagogical philosophy of Reggio Emilia. Children can express themselves in many ways. If we find one way to really make contact with them, this will contribute to their happiness. For me that is the most important benefit from science: to understand children better, so that they are happier in the group.