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CHAPTER 9: CONCLUSION – 101Table 9.1 Key pedagogical approaches and practices in case-study countries (continued)Key PedagogicalApproachesMain featuresWhat evidence arepedagogical approachesand practices based on?Which policies director affect pedagogicalapproaches?Situation-orientatedEmphasis on learning in social situations,mainly play-based.GermanyConstructivist/Interactive ApproachViews learning as an active exchangebetween the child and environment thatprogresses in 'stages', with adults andpeers providing important stimulus inlearning. Learning is organised do that itconstantly builds on what has alreadybeen taught.Theoretical ideas from Friere,Robinson,Zimmer.Pedagogical approaches fromHumbolt, Fröbel, Montessori,Piaget.CurriculumStaff qualificationsSustained sharedthinkingTwo individuals work together in anintellectual way to perform activities suchas solving a problem or clarifying aconcept - both parties must contribute tothe thinking and develop and extend it.Statistical evaluations andqualitiative research oneffective practices, particularlylanguage stimulation.Parent BoardNew ZealandChild-centredTe WhārikiAdults provide a stimulating yet openendedenvironment for children to playwithin.Adopts a specific socio-culturalperspective that acknowledges thedifferent culutral and social contexts inNew Zealand. A social and interactiveway of learning is highly important.Te Ao Māori (the Maoriculture)Pedagogical approaches andtheories from Vygotsky,Bronfenbrenner, Rogoff.Priorities for Children'sLearning in Early ChildhoodServices: Good PracticeCurriculumStaff qualificationsMonitoring and QualityAssurance: Nationalinspections andinternal self-reviewSources: Anders, Y. (2015), Literature Review on Pedagogy, OECD, Paris; OECD (2014), Survey on pedagogy, internalworking document, OECD, Paris.The approaches used in the different countries have evolved over time in response to emerging theories,cultural heritage and research. England is the only country where the recommended pedagogical approachesand practices have been set out in response to country-specific research, such as the Researching EffectivePedagogy in Early Years (REPEY) project (Siraj-Blatchford, 2002). In other countries, such as France,approaches and practices have been inspired by a combination of theorists and international research.It is difficult to distinguish the fundamental differences between the pedagogical ideologiesand theories subscribed to because they often have overlapping features or are based on oneanother and so have a few minor differences. Japan, for example, drew inspiration from theDevelopment Appropriate Practice (DAP) approach, but this approach also incorporates childcentredand “scaffolding” approaches. Several countries also cited either Piaget and/or Vygotskyas pedagogical theoretical sources; the theories of these child psychologists are closely related.Limited information is available on which pedagogical approaches and practices ECECproviders actually use. A more granular analysis of the pedagogical ideologies and theories theECEC providers subscribe to and the pedagogical practices they subsequently implement wouldrequire further data and research, preferably at the international level.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015