Pedagogical outlooks underpinning early-years education and workforce training in England and Hungary

Abstract

England and Hungary, one thousand miles apart, share characteristics of western democracy and have respectively been part of the European Union since 1973 (then the European Economic Community) and 2004. England's history and traditions, however, reflect influences of empire and the USA, as well its role as the largest constituent country of the United Kingdom. Hungary's on the other hand mirror characteristics of central and eastern Europe, three decades of socialist government after the second world war, and more recent democratic, decentralized and market-oriented development. According to census data, England's population is around 53 million, steadily increasing due mainly to net migration. Hungary's is around 10 million, decreasing due principally to low birth rate. About 80 per cent of the population declares itself to be white British in England and Hungarian in Hungary. In both countries a large proportion lives in the capital cities, London and Budapest. Drawing mainly on English-language sources, this chapter invites readers to compare early years provision and workforce training in these two countries. Differing understandings of the notion of pedagogy are discussed and pedagogical outlooks are identified and examined. There is more extended consideration of two particular sets of perspectives, the first relating to care, education and upbringing, the second to curriculum. Readers are asked to consider all these elements in relation to their own professional experiences and to reflect on implications for practice and professional development.