Martine Broekhuizen completed her Ph.D. in February 2015 at the department of developmental psychology of Utrecht University. In her dissertation she investigated individual and contextual differences to the effects of early child care quality on children’s socio-emotional development. To this end, she was involved in the Dutch pre-COOL project and the U.S. Family Life Project (FLP). During her Ph.D. she was a visiting scholar at the FPG Child Development Institute in Chapel Hill to collaborate with prof. Margaret Burchinal and other FPG-investigators.
As a postdoctoral researcher Martine is currently involved in the EU CARE project. In CARE she coordinated a study in 9 European countries into the values, beliefs and concerns of parents, teachers, and policy representatives regarding ECEC. This study addresses topics as developmental and educational goals, curriculum, quality, and perspectives on child well-being, and attempts to identify cross-cultural commonalities and differences. In addition, Martine is contributing to several other research projects, such as a longitudinal experimental study on the development of children’s prosocial behaviors.
More in general, her research interests include ECEC quality, parenting beliefs and behaviors, child temperament and socio-emotional development, and child adjustment to the transition to elementary school.
As a lecturer and workgroup leader at Utrecht University, Martine is affiliated with the department of developmental psychology and pedagogics. She also supervises several Bachelor and Master thesis students, and is co-supervisor of a Ph.D. candidate.
Within the Goban project she will act as a co-supervisor of Ph.D. candidate Ingrid Midteide Løkken, and contribute to other empirical publications within the project.
Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & Family Life Project Key Investigators (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36, 212-222.
Broekhuizen, M. L., van Aken, M. A. G., Dubas, J. S., Mulder, H., & Leseman, P. P. (2015). Individual differences in effects of child care quality: The role of child affective self-regulation and gender. Infant Behavior and Development, 40, 216-230.
Broekhuizen, M. L., Leseman, P.P. M., Moser, T. & van Trijp, Karin (2015). Stakeholders Study. Values, beliefs and concerns of parents, staff and policy representatives regarding ECEC services in nine European countries. CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care, Utrecht University.
Broekhuizen, M. L. (2015). Wat moeten kinderen volgens hun ouders leren in de kinderopvang? Beleid Bestuur Management & Pedagogiek in de kinderopvang, 5, 30-34.
Broekhuizen, M. L. (2015). Heeft kwaliteit van kinderopvang op alle kinderen hetzelfde effect? Management Kinderopvang, 3, 44-46.
Leseman, P. P. M., Mulder, H., Verhagen, J., Broekhuizen, M. L., van Schaik S. D. M., & Slot, P. L. (in press). Effectiveness of Dutch targeted preschool education policy for disadvantaged children. In Blossfeld, H. P., Kulic, N., Skopek, J., & Triventi, M. (Eds.), Childcare, early education, and social inequality – An international perspective (pp. xxx-xxx). Celtenham, UK: Edward Elgar.
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A. Penderi, E., Rentzou, K., Tawel, A., Slot, P. L., Broekhuizen, M. L., & Leseman, P. P. M. (2016). A review of research on the effects of early childhood education and care (ECEC) upon child development. EU CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care, Utrecht University.