This document summarizes research on pedagogical approaches and practices for early childhood education (ECE). It discusses key approaches used in different countries like England, Japan, France, and Germany. Research evidence shows some approaches like Developmentally Appropriate Practice and Montessori have positive impacts on child development. Play-based learning, sustained shared thinking, and scaffolding are also effective when implemented well. The document concludes that governments should renew ECE pedagogical methods through better training, resources, and cross-cultural research to ensure quality learning outcomes.

1. Effects of pedagogical approaches &
Practices for Sustainable Development
in ECE: A Research Review
DR. PUSHPITA RAJAWAT
ASSISTANT PROFESSOR
DEPARTMENT OF TEACHER EDUCATION
CENTRAL UNIVERSITY OF KASHMIR, SRINAGAR(J&K)

2. • Earliest years of a child’s life
are critical
• Early experiences are largely
determined by supportive
family and community care
practices, proper nutrition
and health care, learning
opportunities, which in turn
are dependent on enabling
policies and investments for
young children and families
Introduction

3. Contd….
• ECE positively impacts attendance, retention, and
learning of children in elementary and higher
education
• In India, according to Census 2011 data there are
164.48 million children of 0-6 years of age
• 86th Constitutional Amendment which
introduced Article 21A on the right to free and
compulsory education for 6-14 years old children
and Article 45 to urge states to provide ECCE for
all children until they complete the age of six
years.

4. Contd…
• Research on teaching, learning and outcomes shows
that quality pedagogy is identified as a key lever for
improving children’s outcome
• Pedagogy concerns how adults in early years settings
engage with children to achieve developmental
objectives, and what directs their methods
• pedagogy refers nurturing and consistent relationships,
child- and age-appropriate behaviour, a positive class-
or playroom environment, and domain-specific
stimulation in areas such as verbal and pre-reading

5. Methodology
• This literature review builds on and references reports
from previous and ongoing initiatives, original research
and academic studies, meta-analyses, literature and
policy reviews, and technical reports at the
international, regional, and country levels.
• The authors searched scholarly and online databases
(e.g., Google Scholar,ERIC, JStor, Proquest, Research
gate, Academia) for studies published between 2000
and 2017 that focus on the ECE workforce and related
policies, trends, and issues

6. Pedagogy & curriculum gives:
ECE
Caring
Value
&Goals of
the
country
Instructing
Educating

7. PEDAGOGICAL APPROACHES &
PRACTICES

8. PEDAGOGICAL APPROACHES IN
DIFFERENT COUNTRIES
COUNTRY KEY PEDAGOGICAL
APPROACHES
FEATURES EVIDENCES
ENGLAND Child-centred Adults provide a
stimulating yet
open-ended
environment for
children to play
Research Effective
Pedagogy in the
Early Years (REPEY -
2002
Early Years
Foundation Stage
Review
(2011)
Teacher-Centred Teacher initiated,
programmed
learning approach
Play-based Guided play
opportunities are
offered to children

9. Contd….
country Key Pedagogical
Approach
Main Features Evidences
Sustained shared
thinking
Two individuals
work together in an
intellectual way
Scaffolding Process in which
the child is seen as
a learner, rather
than passive
entity,and the adult
acts respectfully,
allowing the child
to enter 'flow' a
period of high
concentrated play.

10. Contd….
Country Key Pedagogical
Approaches
Main features Evidences
Japan Guiding Child Care
Theory
Children learn best when
they feel 'free' and are
supported by the teacher in
a sympathetic way
Inspiration drawn
from Montessori,
Reggio Emilia, and
Developmentally
Appropriate
Practice.
Theory of three
activities in
preschool (play-
based)
Activities comprise of free
play and guidance
aimed at developing daily life
skills.
Directly teach linguistic,
mathematical or artistic
concepts and skills.

11. Contd…
Country Pedagogical App. Main Features Evidences
France Didactic
Pedagogy/ Direct
Instruction
Classic method of learning with
mainly teacher initiated
activities including repetition.
theories and ideas
of Piaget,
Vgotsky and
Bruner.
Constructivist/Inte
ractive
Approach
Views learning as an active
exchange between the child
and environment that
progresses in 'stages', with
adults and peers providing
important stimulus in learning.

12. CONTD…
Denmark Child-centred Adults provide a stimulating yet
open-ended
environment for children to
play within the school
Socio-pedagogic Emphasis on dialogue between
adults and children,
as well as creative activities
with discussions and
reflections.
Germany Te Whāriki Adopts a specific socio-cultural
perspective in New Zealand.
Te Ao Māori (the
Maori culture)
Pedagogical app.&
theories
from Vygotsky,
Bronfenbrenner,
Rogoff.

13. Research evidence on the effects of
pedagogical approaches/programmes
Pedagogical
approach/practic
e
Description about researches Effects
Developmentally
Appropriate
Practice(DAP)
• Walsh et al., 2010
• Van Horn et al. (2005).
• Schmidt et al., 2007
• No consistent effects
towards cognitive or
academic outcomes.
Positive impact on
children's ability to initiate
and maintain
interpersonal relations.
• Long-term positive
effects on motivation and
interest in learning and
knowledge
acquisition.

14. Contd…
Montessori approach Dohrmann et al. (2007
Lillard and Else-Quest
(2006)
Indication that students who
attend Montessori schools, and
where the Montessori
programme is strictly adhered
to, demonstrate greater school
gains in, for example, reading,
mathematics and social
problem solving.
KiDZ Rossbach et al. 2010;
Sechtig et al. 2012
Positive effects found on
process quality of
the participating preschool
centres

15. Contd…
Play-based learning Plowman and
Stephen (2005)
Tazouti et al. (2011)
McDonald, Connor
et al. (2009)
Some play activities, such as puzzles and
games, are more engaging than others,
for example playing in sand and dressing
up.
• Play partners and sensitive adults are
important to help children reflect on play
situations and understand what they
have learnt.
• The role of practitioners in play
situations is important. In high-quality
situations, adults listen to and extend
children’s thoughts and knowledge

16. Contd….
Sustained shared
thinking
Siraj-
Blatchford
et al., 2012
Children have been noted to make greater
progress generally in settings where more
sustained shared thinking took place.
Scaffolding Bell, 2011,
Mligo, 2008
Children in scaffolding-focused learning
environments demonstrated in one study
greater overall positive effects on their
development than children in teacher’s directed
and children-centred environments
Child-directed Willson-
Quayle and
Winsler
(2000)
Child-directed practices are likely to improve
children’s socio-emotional and soft skills, such as
their motivation to learn, creativity,
independence, self-confidence, general
knowledge and initiative.

17. Contd…
Teacher(staff)-directed Marcon (2002) French children taught in
chiefly teacher-led
environments performed
better on spatial
organisation and rhythm
tests than German
children from child-centred
environments

18. Conclusion & Recommendations
• government policy makers and curriculum
developers need to do renew pedagogical
methods, approaches and practices to ensure
quality learning in ECE
• needs to be a greater government
commitment and spending on training more
teachers in initial teacher education

19. Contd…
• provision of professional development, and
improving teaching and learning materials and
facilities
• Future research in world-wide in the field of ECE
and suitable pedagogical practices
• need for cross-cultural research on pedagogical
beliefs and practices in diverse contexts
• trained and supported women from the local
community to employ child-centred approaches

20. THANK YOU