| dc.description.abstract | In the Netherlands unequal opportunities are a recognized societal issue. To tackle this,
Levgroep implemented the verlengde schooldag (VSD) in Helmond, extending the
schooltime. The VSD aims to increase equal opportunities by among other things enhancing
self-confidence. This study examines how the program utilizes strategies like enhancing
domain knowledge, emotional well-being, and positive reflection. Semi-structured interviews
were conducted with parents of VSD participants (N=8), and pedagogical professionals
(N=4). Findings indicate that children in the VSD acquire improved social skills, although
their development of subject-specific knowledge is limited. Their curiosity in diverse subjects,
motivating participants to further explore and pursue learning increased, ultimately resulting
in increased domain knowledge. The VSD does increase emotional wellbeing, as children
experience a different learning environment or wow-factor. The program primarily focuses on
praising accomplishments while largely ignoring failures. To foster a growth mindset, it
would be beneficial to praise efforts and the learning process itself. The VSD is slightly
sequenced, very active but not very focused and explicit, not fully meeting Durlak’s (2010)
conditions for effective extended schooltime. The study also looked to what extend the
conditions of Appelhof (2009) are met, finding a large degree of compliance. | |
