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16x23 CRC Template - OECD

Stephanie Wall, Ineke Litjens and Miho TagumaENGLAND early childhood education and care pedagogy reviewStephanie wall, ineke litjens and Miho tagumathe statistical data for israel are supplied by and under the responsibility of the relevant israeli authorities. the use of such data by the oecd is without prejudice to the status of the Golan heights, east Jerusalem and israeli settlements in the west Bank under the terms of international credits: you can copy, download or print oecd content for your own use, and you can include excerpts from oecd publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of oecd as source and copyright owner is given.

What is pedagogy? Although pedagogy is often closely related to a curriculum, pedagogy in essence relates to the how or practice of educating. It refers to the “set of instructional techniques and strategies, which

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Transcription of 16x23 CRC Template - OECD

1 Stephanie Wall, Ineke Litjens and Miho TagumaENGLAND early childhood education and care pedagogy reviewStephanie wall, ineke litjens and Miho tagumathe statistical data for israel are supplied by and under the responsibility of the relevant israeli authorities. the use of such data by the oecd is without prejudice to the status of the Golan heights, east Jerusalem and israeli settlements in the west Bank under the terms of international credits: you can copy, download or print oecd content for your own use, and you can include excerpts from oecd publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of oecd as source and copyright owner is given.

2 All requests for public or commercial use and translation rights should be submitted to requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the copyright clearance center (ccc) at or the centre fran ais d exploitation du droit de copie (cFc) at work is published under the responsibility of the Secretary-General of the oecd. the opinions expressed and arguments employed herein do not necessarily reflect the official views of the oecd member document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or OF CONTENTS 1 EARLY CHILDHOOD EDUCATION AND CARE pedagogy REVIEW: ENGLAND OECD 2015 Table of contents Chapter 1 Introduction.

3 9 Policy relevance of review .. 9 Research aims .. 10 Chapter 2 pedagogy matters .. 13 The importance of early childhood development .. 14 Quality in ECEC and pedagogy .. 14 Chapter 3 What is pedagogy ? .. 21 What is pedagogy ? .. 22 pedagogy .. 24 Chapter 4 The structure of early years provisions .. 27 The structure of early years provision .. 28 Chapter 5 Pedagogical approaches and practices in formal ECEC settings .. 39 Pedagogical approaches and practices in formal ECEC settings .. 40 Which pedagogical approaches do countries adhere to? .. 40 Philosophical approaches and theories underpinning pedagogy .. 45 Chapter 6 Research findings: The effects of different pedagogical approaches and practices.

4 51 Research evidence on the effects of pedagogical approaches/programmes .. 52 Research on the effects of pedagogical practices .. 55 Research influencing pedagogical approaches and practices .. 60 Chapter 7 Monitoring quality in pedagogy .. 65 Definitions of, and perspectives on, quality in pedagogy .. 66 Monitoring quality in ECEC settings .. 70 Monitoring process quality/ pedagogical practices .. 74 Chapter 8 Policies influencing pedagogical approach and practice .. 77 ECEC organisation of settings .. 78 Curriculum, frameworks and learning standards .. 80 Staff qualifications, education and training .. 85 Minimum regulatory standards .. 87 Monitoring and quality assurance .. 92 Chapter 9 Conclusion.

5 99 Key findings on pedagogy .. 99 Key findings for England .. 104 2 TABLE OF CONTENTS EARLY CHILDHOOD EDUCATION AND CARE pedagogy REVIEW: ENGLAND OECD 2015 Tables Table Overview of ECEC governance, curriculum, participation rates, and parental leave .. 31 Table Types of ECEC settings, by country .. 33 Table Legal entitlements to free ECEC, by country .. 35 Table Pedagogical approaches and evidence .. 46 Table Overview of pedagogical approaches and practices and their effects .. 54 Table Effects of early education (academic) and comprehensive (child-centred) approaches .. 60 Table Quality monitoring in country ECEC settings .. 71 Table Areas/aspects monitored as part of process quality.

6 74 Table Key pedagogical approaches and practices in case-study countries .. 100 Figures Figure Focus of monitoring in ECEC .. 72 Figure Purposes of monitoring quality .. 73 Figure Curriculum frameworks in place for ECEC .. 81 Figure Regulated staff-child ratios from 3 years old to compulsory schooling age, by country .. 90 Figure Regulated staff-child ratios for infants to-3-year-olds, by country .. 91 EXECUTIVE SUMMARY 3 EARLY CHILDHOOD EDUCATION AND CARE pedagogy REVIEW: ENGLAND OECD 2015 Executive summary The review This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice.

7 Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand. What is pedagogy ? Although pedagogy is often closely related to a curriculum, pedagogy in essence relates to the how or practice of educating. It refers to the set of instructional techniques and strategies, which enable learning to take place and provide opportunities for the acquisition of knowledge, skills, attitudes and dispositions within a particular social and material context. It refers to the interactive process between teacher and learner and to the learning environment (Siraj-Blatchford et al., 2002). With early numeracy, for example, a pedagogical practice might be to encourage counting ingredients that children show an interest in while cooking, or asking children to count using an abacus, or jointly counting pages after a story they have enjoyed.

8 Why is pedagogy important? pedagogy in ECEC is a topic that has received increased policy attention. A majority of children in OECD countries now attend some form of provision, whether nurseries, preschools or other early education and care. Neurological research has indicated that significant brain and behaviour development occurs during these first years of life, and participation in ECEC has been found to have significant benefits for children s early development, thus influencing their opportunities and outcomes in later life. For example, the Programme for International Student Assessment (PISA) analysis from 2014 shows that 15-year-old students who attended preschool for at least one year perform better on PISA tests than students who have not attended ECEC.

9 In the United Kingdom, students who participated for at least one year in preschool education scored over 40 points higher on the 2012 PISA mathematics test after socio-economic background was taken into account. Such results indicate that early experiences matter for children s knowledge and skills development. Positive child interactions and experiences include age-appropriate behaviour and domain- or subject-specific stimulation in important early development areas such as pre-reading literacy and early numeracy. These interactions and experiences are shaped by pedagogy . International studies recognise that children s capabilities are shaped by the quality and range of early experiences and interactions in both the home and ECEC environment.

10 Experiences of young children in ECEC settings are defined by process quality. This refers to the nature of the pedagogical interactions between ECEC staff and children, as well as interactions between peers, and with their environment. Positive interactions and experiences include age-appropriate behaviour towards children and domain- or subject-specific stimulation in important early 4 EXECUTIVE SUMMARY EARLY CHILDHOOD EDUCATION AND CARE pedagogy REVIEW: ENGLAND OECD 2015 development areas such as pre-reading literacy and early numeracy. Research has shown these interactions and experiences are one of the most significant factors explaining the effects of care and early education on children s learning and development.


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