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104 – CHAPTER 9: CONCLUSIONKey findings for EnglandEngland is increasingly aware of the importance of pedagogy in enhancing children’sdevelopment. Research, also within the country, has pointed to the importance of pedagogicalinteractions and the direction of chosen pedagogical approaches in child outcomes. Such aspectscan strongly influence whether ECEC has a positive effect on early brain and socio-emotionaldevelopment. England chiefly employs a mixed pedagogical approach, merging severalpedagogical perspectives, with a variety of child- and teacher-initiated activities. In addition,England emphasises the importance of age-appropriateness in its pedagogical approach andrecognises the importance of play in early child development. However, certain issues remain,mostly on the questions of meeting children’s individual needs and maintaining adevelopmentally appropriate approach.Strengths of England’s pedagogyPromotion of a continuous child development approach throughout the ECEC periodEngland, like the case-study countries Denmark, Germany and New Zealand, has anintegrated ECEC system under one lead ministry. All three countries seek to integrate educationand care in order to provide a continuous child development experience. England seeks to lay thefoundation for lifelong learning at an early age, and considers ECEC to be a broad preparation forlife. The integrated approach is reflected in the English curriculum framework, the Early YearsFoundation Stage (EYFS). This is also the case in the frameworks in New Zealand and in manyGerman Länder in the scope of the curriculum covering all children from birth to compulsoryschooling, providing continuous child development practices and opportunities. As a result,pedagogies in ECEC are more likely to be continuous than in countries where split systems anddifferent curricula have been developed.Emphasis on age-appropriateness and playAll the countries studied, including England, emphasise the importance of age-appropriatepedagogy and content. English practitioners are expected to adapt the EYFS to the particular agesand needs of children. The framework does not prescribe how this should be carried out, andgives staff great flexibility in this matter. This was not always the case. Previous versions of thecurriculum was found to be too prescriptive, and based on staff needs, the framework has beenrevised to leave more room for interpretation and adaptation. New Zealand’s curriculum alsogives staff great flexibility, but the framework gives staff more guidance in this, outliningexpected outcomes and experiences for different age groups. The Danish curriculum givesproviders even greater leeway to adapt the framework to the needs of different age groups. Thisfits well with the Scandinavian pedagogical tradition of leaving room for adaptation in the setting.In addition, the EYFS notes that children learn through play and that curriculum approaches andpractices at setting level should integrate play into their activities. In Germany and Denmark, playis key in ECEC, but it is not regarded as important in France, where a more academic approach istaken.Employing different approaches and practicesWhile some countries tend to either have a more child-centred or teacher-directed approach,England combines both, emphasising the importance of activities initiated by the staff as well aschildren. The pedagogical approach in England acknowledges the importance of relationshipsbetween staff and children and good interactions. This is reflected in the EYFS and thepedagogical guidance document, which list sustained shared thinking and scaffolding as amongthe recommended best practices for stimulating early child development and learning. Inspectionsalso consider these aspects.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015