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CHAPTER 5: PEDAGOGICAL APPROACHES AND PRACTICES IN FORMAL ECEC SETTINGS – 47Table 5.1 Pedagogical approaches and evidence (continued)Key PedagogicalApproachesMain featuresWhat evidence are pedagogicalapproaches and practices based on?Japan Guiding Child Care Theory Children learn best when they feel 'free' and aresupported by the teacher in a sympathetic way.FranceTheory of three activities inpreschool (play-based)Didactic Pedagogy/ DirectInstruction1. Activities comprise of free play and guidanceaimed at developing daily life skills.2. Elements are extracted from child's play and reconstructedto be educational.3. Directly teach linguistic, mathematical or artisticconcepts and skills.Classic method of learning with mainly teacherinitiatedactivities including repetition.Inspiration drawn from Montessori,Reggio Emilia, and DevelopmentallyAppropriate Practice.The theories and ideas of Piaget,Vgotsky and Bruner.Constructivist/InteractiveApproachViews learning as an active exchange between thechild and environment that progresses in 'stages',with adults and peers providing important stimulus inlearning. Learning is organised so that it constantlybuilds on what has already been taught.Recent research studies on for exampleeffective literacy, numeracy andphonology practicesDenmark Child-centred Adults provide a stimulating yet open-endedenvironment for children to play within.Socio-pedagogicEmphasis on dialogue between adults and children,as well as creative activities with discussions andreflections.Germany Situation-orientated Emphasis on learning in social situations, mainlyplay-based.Theoretical ideas from Friere, Robinson,Zimmer.Constructivist/InteractiveApproachSustained shared thinkingViews learning as an active exchange between thechild and environment that progresses in 'stages',with adults and peers providing important stimulus inlearning. Learning is organised do that it constantlybuilds on what has already been taught.Two individuals work together in an intellectual way toperform activities such as solving a problem orclarifying a concept - both parties must contribute tothe thinking and develop and extend it.Pedagogical approaches from Humbolt,Fröbel, Montessori, Piaget.Statistical evaluations and qualitiativeresearch on effective practices,particularly language stimulation.Child-centredAdults provide a stimulating yet open-endedenvironment for children to play within.New Zealand Te Whāriki Adopts a specific socio-cultural perspective thatacknowledges the different culutral and socialcontexts in New Zealand. A social and interactiveway of learning is highly important.Te Ao Māori (the Maori culture)Pedagogical approaches and theoriesfrom Vygotsky, Bronfenbrenner, Rogoff.Priorities for Children's Learning in EarlyChildhood Services: Good PracticeSources: OECD (2014), “Combined country responses to the online survey on monitoring quality in early learning anddevelopment”, OECD, Paris; OECD (2014), Pedagogy Survey, OECD, Paris; Anders, Y. (2015), Literature Review onPedagogy, OECD, Paris.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015