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

More documents

Recommendations

Info

38 – CHAPTER 4: THE STRUCTURE OF EARLY YEARS PROVISIONSNakazato, H. and J. Nishimura (2014), “Japan country note”, in P. Moss (ed.), InternationalReview of Leave Policies and Research 2014, www.leavenetwork.org/fileadmin/Leavenetwork/Country_notes/2014/Japan.pdf, accessed 10 November, 2014.Naumann, I. et al. (2013), Early Childhood Education and Care Provision: International Reviewof Policy, Delivery and Funding, Center for Research on Families and Relationships,University of Edinburgh, Scotland.New Zealand Ministry of Education (1996), Te Whāriki. Early Childhood Curriculum,www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/whariki.pdf,accessed 27 August 2014.OECD (2014a), “Combined country responses to the online survey on monitoring quality in earlylearning and development”, OECD, Paris.OECD (2014b), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris,http://dx.doi.org/10.1787/eag-2014-en.OECD (2006), Starting Strong II, OECD Publishing, Paris.PLA Copenhagen (2013), PLA on Early Childhood Education and Care in Copenhagen, 20-22 November 2013, Summary Report, http://ec.europa.eu/education/library/reports/copenhagen2013_en.pdf, accessed 10 November 2014.Socialministeriet (2000), Early Childhood Education and Care Policy in Denmark,Socialministeriet, Copenhagen.Taguma, M., I. Litjens and K. Makowiecki (2012), Quality Matters in Early Childhood Educationand Care: Japan 2012, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264176621-en.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015
CHAPTER 5: PEDAGOGICAL APPROACHES AND PRACTICES IN FORMAL ECEC SETTINGS – 39Chapter 5Pedagogical approaches and practices in formal ECEC settingsNone of the case-study countries practice a single pedagogical approach or practice, becausepedagogical approaches and practices are not explicitly defined by the national government.Decisions on the pedagogical approach (and practices) used is decided at setting or staff level.As a result, pedagogical approaches between countries and within countries vary widely. Fewcountries monitor at national or state level which pedagogical approaches are used andimplemented, and little research on pedagogical approaches within settings and on theireffectiveness is conducted. England alone has conducted distinctive research work on pedagogyon which practice and approaches are based (REPY study). As a result, little information isavailable at national or state level on what approaches are used within settings (at practice level)and it is difficult to compare countries (OECD, 2014). Instead, pedagogical approaches areguided by a national or state-level curriculum in all OECD countries, which is either acurriculum specifically for ECEC, as in England, or for the whole education system moregenerally, as in many German Länder. In all OECD countries, the curriculum gives some insightinto what is expected of ECEC staff regarding caring, educating and instructing, as well as thevalues and goals of the country’s ECEC system. In addition, curricula and values for ECEC arebased on certain early childhood development theories and educators such as Piaget. Thecurriculum and its guiding documents for staff, as well as the values behind an ECEC system, canprovide information on a country or state’s pedagogical approach at a more general level.It is difficult to identify distinct differences between pedagogical approaches in the differentcountries, given the freedom ECEC settings are given to implement the curriculum, and the lackof monitoring. Furthermore, it is not clear which philosophical approaches and theoriescommonly underpin the pedagogical approaches chosen, because the approaches have developedover time in response to a number of factors, including emerging theories, cultural heritage andresearch. All case-study countries explicitly promote child-centred, play-based practices andapproaches although France stands out with a more didactic approach, and New Zealand is theonly country to emphasise cultural and linguistic heritage in its pedagogical approaches. Ingeneral, the case-study countries emphasise the importance of meeting children’s individualneeds, and the belief that children learn and develop in different ways. The pedagogical approachis only guided by the countries, and practitioners are free to adapt the curriculum to the needs ofdifferent children.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015
Page 1: EARLY CHILDHOOD EDUCATIONAND CARE P
Page 4 and 5: This work is published under the re
Page 6 and 7: 2 - TABLE OF CONTENTSTablesTable 4.
Page 8 and 9: 4 - EXECUTIVE SUMMARYdevelopment ar
Page 10 and 11: 6 - EXECUTIVE SUMMARY• Secondly,
Page 12 and 13: 8 - EXECUTIVE SUMMARYNOTES1 The sur
Page 14 and 15: 10 - CHAPTER 1: INTRODUCTIONResearc
Page 16 and 17: 12 - CHAPTER 1: INTRODUCTIONtheorie
Page 18 and 19: 14 - CHAPTER 2: PEDAGOGY MATTERSThe
Page 20 and 21: 16 - CHAPTER 2: PEDAGOGY MATTERSlit
Page 22 and 23: 18 - CHAPTER 2: PEDAGOGY MATTERSDri
Page 25 and 26: CHAPTER 3: WHAT IS PEDAGOGY - 21Cha
Page 27 and 28: CHAPTER 3: WHAT IS PEDAGOGY - 23end
Page 29 and 30: CHAPTER 3: WHAT IS PEDAGOGY - 25Whi
Page 31 and 32: CHAPTER 4: THE STRUCTURE OF EARLY Y
Page 35: CHAPTER 4: THE STRUCTURE OF EARLY Y
Page 41: CHAPTER 4: THE STRUCTURE OF EARLY Y
Page 45 and 46: CHAPTER 5: PEDAGOGICAL APPROACHES A
Page 55 and 56: CHAPTER 6: RESEARCH FINDINGS: THE E
Page 69 and 70: CHAPTER 7: MONITORING QUALITY IN PE
Page 79: CHAPTER 7: MONITORING QUALITY IN PE
Page 82 and 83: 78 - CHAPTER 8: POLICIES INFLUENCIN
Page 92 and 93:
88 - CHAPTER 8: POLICIES INFLUENCIN
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 103 and 104:
CHAPTER 9: CONCLUSION - 99Chapter 9
Page 105 and 106:
CHAPTER 9: CONCLUSION - 101Table 9.
Page 107 and 108:
CHAPTER 9: CONCLUSION - 103indicate
Page 109 and 110:
CHAPTER 9: CONCLUSION - 105Increase
Page 111:
ORGANISATION FOR ECONOMIC CO-OPERAT
show all

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

Create successful ePaper yourself

Delete template?

Save as template?