About the foundation for Dosqi

Citations from Misc article by Albert Janssens (see full article hereMisc article)

"Materials are good and necessary. Too many materials aren’t. Children learn by interacting with stimuli which are built into a learning situation. Too many stimuli make for superficial perception, short work spans and a limited need for concentration and persistence. Stimulating development is often understood as offering a lot of stimuli. This is not true. Stimulating development is offering a portion of learning stimuli and taking the effort to let them grow into an effective learning moment."


"Most of the time when mediators start out their attention is fixed on one or two criteria. Focussing and mediation of feelings of competence score high with teachers in early childhood. They really go for those characteristics. At the start of a training it is noticeable that these are the characteristics in which the teacher invests, but the success is rather limited. That is only logical. Creating a mediated learning experience is a qualitative interaction between the teacher and the child which does not run strictly according to certain rules or a set succession of actions."


"In mediation training I give several assignments to make teachers practise on focussing. One of these assignments is: “Today I speak only when I’m sure that the person who should hear me actually listens.” The results often bewilder the participating teachers. They don’t realise how often one speaks without having a real listener or without everybody paying attention. Just because of this the importance of focussing is unmistakable."


"Mediation of expanding is very important for the child’s cognitive development. By expanding the child transcends the here and now at a mental level. He is obliged to leave the concrete level and move on to a more abstract plain. We should not assume children do this by themselves. It is taught by example, modelled."


"Through mediation of expanding the child transcends the urge for immediate satisfaction of his needs. He learns that there is more than what one can perceive directly and will learn to ask questions to get a grasp on the invisible. This way the basic curiosity of the child - which is necessary to continue his own journey of discovery - is stimulated."


"There’s a considerable difference between competence and feelings of competence... Without a feeling of competence chances are the task will be avoided (K. Greenberg)... By making feelings of competence such a clear and absolute condition for learning, it becomes a key theme in the teacher’s approach. She will make sure that children have this feeling and keep it. That’s why she will implement mediation of feelings of competence as often as possible...The power of mediation of feelings of competence lies with developing the need in the child to continuously look for new experiences of success."


"The teacher is a model for planning behaviour. She demonstrates, shows successive actions in connection to each other and to the goal and she situates them in time and space. She shows the children that there are activities in which different actions should be taken step by step (cf. putting together a puzzle) and others in which it is important to take different actions at the same time (cf. cooking)."


"Mediation of regulation of behaviour develops a need in the child to put the brakes on his impulsivity, to plan, to act step by step and - in social situations – to think before acting."


"We can distinguish two important mediation styles: ‘providing with’ and ‘asking for’.
‘Providing with’ means the teacher shows, gives information, explains, tells, … There are certain learning situations in which this style is very necessary, especially when dealing with completely new experiences.
‘Asking for’ on the other hand leaves the thinking work with the child. The teacher directs the child’s thinking by asking questions, but the child has to do the actual thinking work. This mediation style coaches the child toward independent thinking and is a better stimulus for his cognitive development than the previous.
Qualitative mediation means a good balance between both styles. The child needs to be provided with the necessary knowledge to be able to answer questions independently."


"Not every interaction needs to be a mediated learning interaction, because that would be an impossible task for the teacher. On the contrary: the teacher will choose her moments of mediation carefully – in view of her deeper goals – and then invest in them totally.


-Building on the programs of Prof. P. Klein, Prof. S Greenspan and Hanen



need1We are happy to offer the opportunity to attend a workshop introducing Development-Orientered Stimulation through Quality Interaction (DOSQI). Dosqi integrates and develops some ground-breaking ideas from MISC, Floor-Time and the Hanen program that support younger children´s development. The workshop and Dosqi fills a gap that many parents and professionals have experienced in their search for a developmental and mediational approach that addresses optimal ways of supporting younger children´s development and how obstacles and challenges can be met. We look forward to welcome Albert Janssens, developer of the program, as teacher in Denmark where he has already conducted a workshop in Bright Start. His very practical, inspiring, personal and humorous teaching style has proven worth as a source of inspiration and knowledge.






Introduction and background

miscDosqi is an abbreviation for "Development-Oriented Stimulation through Quality Interaction". It is a compilation of different worldwide recognized and evidence-based programs: M.I.S.C. (P. Klein), Floor-time (S. Greenspan), Hanen (The Hanen centre) and contemporary ideas on play and its importance on the development of young children.

Starting from ideas and beliefs from these programs, Dosqi deals with questions like these:

  • What are the characteristics of a development-oriented interaction?
  • What are the stages of development we need to know so that we can stimulate the development of the child in the best possible way?
  • What is the importance of play for the development, what are the developmental stages we have to know and how can we stimulate it in interaction with the child?
  • What is the importance of language fort he development, what are the developmental stages we have to know and how can we stimulate it in interaction with the child?
  • How can we organize the environment of the child so that he gets the stimuli needed for his development?

dosqi2This leads to the different units in the Dosqi-approach:

  • In the M.I.S.C. program Prof. P. Klein processes Feuerstein’s basic ideas of mediation to the youngest children (or children acting in the first developmental steps). Well-being as well as development are important in her concept.
  • Prof. S. Greenspan developed the milestones in the emotional development of children. Emotion drives development. In his Floor-Time concept he teaches us how to play with children so that they can develop as good as possible.
  • dosqi1The Hanen program, developed for children with language-development difficulties, teaches us how to go in (verbal and non-verbal) interaction with our child.
  • Contemporary ideas on play give us the content of what to do with children and how to organize the environment.

Course content

All these units are discussed in 3-days workshop:

Day 1:

  • The basic beliefs of D.O.S.Q.I
  • The M.I.S.C.-concept (P. Klein)

Day 2:

  • The milestones in the emotional development (S. Greenspan)
  • The importance of language and how to stimulate it (Hanen)

Day 3:

  • The importance of play
  • The developmental stages of play
  • How to stimulate play: Floor-Time (S. Greenspan)
  • How to organize the environment

The content of the workshop is meant in the first place to stimulate the development of the youngest children (baby’s toddlers, pre-schoolers) but also older children who are struggling with the earlier development stages.

basic messagesTarget group

D.O.S.Q.I. is developed for parents and all professionals (teachers, caregivers, educators, therapists, pedagogues) working with younger children and children with developmental problems or professionals coaching these people.

The programs from which D.O.S.Q.I. is a compilation are mostly developed for children with developmental problems:

In the D.O.S.Q.I.-concept the programs of Misc, Floor-Time and Hanen are ‘translated’ in ways that makes them relevant for every child. D.O.S.Q.I. is the basic concept for many kindergartens and preschools in Belgium as well as for the organisations working with family interactions and in special education.

treeThe history and background of the Dosqi program

The base of the 3 programs on which D.O.S.Q.I. is built, are developed in the eighties and are still part of worldwide research. The ‘home’ of the programs is:
For M.I.S.C.: the Baker Centre, Bar Ilan University, Tel Aviv, Israel
For Floortime: The Interdisciplinary Council on Development and Learning, Inc, Bethesda, USA
For Hanen: The Hanen Centre, Toronto, Canada

The D.O.S.Q.I.-concept itself is developed by Albert Janssens. He is an early childhood educator and trainer and felt the need to develop for his work a ‘complete’ program. He started as a M.I.S.C.-trainer (Israel, 2001) and was trained in the years after by the Hanen Centre and by Greenspan. In Belgium (Flanders and Brussels), more than 40 kindergartens and all their coaches, many preschools and the teacher training colleges use D.O.S.Q.I. as basic-concept for their work with children. D.O.S.Q.I. has been teaching for 14 years by Janssens at the Vilniaus Kolegia in Lithuania, where different kindergartens all over the country use it.


Course dates are from 10th-12th of November 2021. Course hours are from 9AM-4PM / 9.30AM-4.30 PM.

A light breakfast will be available every day half an hour before the course starts and lunch will be provided. Detailed schedule will be sent to participants prior to course start.

map of denmarkCourse venue

The course will be held in the central part of Odense in a short walking distance from the central station. Address: Mødecenter (Meeting center) Odense, Buchwaldsgade 48, 5000 Odense C, Denmark. Link to the position of the course venue can be found here

Course formatda webside3

The course is a non-residential course (accommodation not included). It is conducted as a combination of group discussions, a lot of video-materials, individual exercises, lecture time and a lot of reflection that will lead the participants through the basics of the D.O.S.Q.I.-concepts.


The course will run as a face-to-face course in Denmark but it is possible to follow the course online. As an online participant you will get video and audio access to the course in real time, covering the teacher auditory and visually with headset and tracking camera. Group discussion will be with other online course participants using breakout rooms. The course is organized with the primary focus on the physically present participants, and the opportunity for online participation is offered due to the extraordinary pandemic situation, and to make participation available for people who due to practical circumstances, travel etc., are unable to participate physically. Despite of good technical quality, it must be expected that outcome will not be the same as by physical attendance. But feedback from prior online particpants using this format has been very positive.


Course language

The course is an international course and teaching will be in English.


Course price for international participants attending the course in Copenhagen is 6950 DKK (Danish currency). The price for online participation is 4500 DKK (Danish currency). For Danish participants, there will be added 25 % local VAT. Course price includes:

  • Teaching
  • Breakfast, lunch, tea and coffee during the day
  • All materials and prints necessary for the workshop

The course price does not include accommodation.

Registration and further information

You can sign up for the course online through this link: https://neuroguide.nemtilmeld.dk/34/ (psychical attendance) and for online participation through this link: https://neuroguide.nemtilmeld.dk/40/. Or you can write an email to course organizer: Neuroguide.dk, psychologist Jens Wilbrandt, email: This email address is being protected from spambots. You need JavaScript enabled to view it. You will then get an invoice with bank transfer information. Or you can call phone +45 22 32 44 01 if you want to ask or discuss anything. Please note, that you are only sure of course admission when you receive a confirmation of payment. In case of cancellation of the course, due to few participants, teacher illness etc. the full course fee will be repaid.

Last deadline for enrolment is 29th of October 2021. After this date, please contact us and ask if it is still possible to sign up for the course.

Course organizer and teacher

 AlbertTeacher throughout the course: Albert Janssens

  • Teacher in regular and special education in Belgium, lector in the teachers training: bachelor special education and at the Vilniaus Kolegia in Lithuania
  • Trainer of the D.O.S.Q.I.-concept in many kindergartens and preschools in Belgium and Lithuania
  • Founder of CeSMOO (formation centre, 1992)
  • Developed the D.O.S.Q.I.-concept
  • M.I.S.C. – trainer and responsible for M.I.S.C. in Belgium
  • Trainer in different cognitive programs: Feuerstein, Haywood, Greenberg
  • Trainer in the communication and relation concept of Cuvelier
  • Has followed workshops on different levels on S. Greenspans program
  • Has followed workshops on the Hanen-therapy and is soon graduating as Hanen instructor

Published 4 books on the D.O.S.Q.I.-theme:

  • ‘Kleine kinderen helpen groot worden (Gezin en handicap, 2008)
  • ‘Groeien doe je samen’ (with E. van Doorn, Lannoo, 2012)
  • ‘Ontwikkelen doe je samen’ (werkboek, Garant, 2019)
  • ‘Ontwikkelen doe je samen’ (weekkalender, Garant 2020)


Course organizer and provider: Jens Wilbrandt

The course is provided and organized by Neuroguide.dk, psychologist Jens Wilbrandt. Jens Wilbrandt has many years of experience in the special education field and is qualified in both LPAD, DAYC, IE and CAP. He is an exponent of a development-oriented educational psychological approach and has many years of experience as a facilitator, lecturer, and course teacher in the neuropsychological, and educational psychological field. In addition to carrying out a wide range of continued professional development tasks, he works with dynamic assessment, cognitive training and counselling in relation to children and adolescents with extensive learning and development issues, both in relation to school, home and home care.

See more at: www.neuroguide.dk