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

CHAPTER 6: RESEARCH FINDINGS: THE EFFECTS OF DIFFERENT PEDAGOGICAL APPROACHES AND PRACTICES – 61mainly concerns specific projects or programmes aiming to promote language development, forexample the stimulation of language or speech-based interaction. None of the research covers alltypes of pedagogical approaches in the country, and therefore does not provide input forpedagogical guidance at a national level, although the results are used for ECEC staff working inthe specific setting or programme that is the subject of the research.New Zealand has also not conducted any national research on the most effective practices, butit has explored pedagogical approaches and practices more generally, and identified goodpractice. These example practices were subsequently published and made available to otherteachers on the ERO (Education Review Office) website, as pedagogical guidance to ECEC staff,as is the case in England. France has conducted research in recent years on both statistical andnon-statistical/ qualitative research. This research concerns the development of literacy andphonological skills as well as cognitive development. How these studies’ findings are used toassist in the implementation of pedagogy is not certain. It is not clear if, and how, the results areused for pedagogical guidance for ECEC staff in stimulating these developmental areas.The overall conclusions of the available research point in the same direction, suggesting thatno one pedagogical approach or practice will suit all staff and children, and that pedagogy needscultural and social context to be able to meet children’s needs. This is line with the pedagogicalapproaches and curriculum frameworks that countries have adopted. However, further knowledgeof which practices or approaches are effective within each country’s socio-cultural context canhelp implement better pedagogy that benefits children’s development.NOTES1Key stage 2 applies to primary school children between the ages of 7 and 11.2The pedagogy of Freinet schools follows a child-centred approach. Children are encouraged to learnby making products, learning from their errors, working with other children and following their owninterests. Waldorf’s pedagogical approach emphasises the role of the imagination in learning,developing both analytical and creative thinking. It also emphasises learning through practicalactivities and materials.3 Code-focused practices refer to practices that help children decode emergent literacy skills, andincludes practices such as naming and writing letters, rhyme words and relating letters to the soundthey make.4Meaning-focused practices are practices designed to help children understand words and passages(i.e. give meaning to them), comprehend what is read to them and enhance expressive language skills.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015