early-childhood-education-and-care-pedagogy-review-england.pdf?utm_content=bufferb49b1&utm_medium=social&utm_source=twitter

EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEWENGLANDPedagogy in early childhood education and care (ECEC) is a topic that receives increasedpolicy attention. A majority of children in OECD countries attend some form of provision,whether nurseries, preschools or other early education and care settings. Neurologicalresearch has indicated that significant brain and behaviour development occurs duringthese first years of life, and participation in ECEC has been found to have significantbenefits for children’s early development, thus influencing their opportunities andoutcomes in later life. Experiences of young children in ECEC settings are defined bypedagogy, such as a country’s pedagogical approaches and theories, the nature ofthe pedagogical interactions between ECEC staff and children, as well as interactionsbetween peers, and with their environment. However, there is little knowledge on howpedagogy is defined in different countries, what pedagogical approaches and practicesare recommended or practised, and what differences in pedagogy occur betweencountries.This report addresses an evidence gap in how England’s approach to the promotion ofhigh-quality pedagogy in early years’ settings compares to the variety of approachesin a selection of OECD countries. This review describes variations in, and evidence for,pedagogical approaches in formal ECEC settings; how pedagogy is monitored;and which policies affect pedagogical practice in England, Denmark, France, Germanyand New Zealand.For further information please visit our website:www.oecd.org/edu/earlychildhoodor contact us at:ecec@oecd.org