ABSTRACT
England and Hungary, 1000 miles apart, share characteristics of Western democracy and have, respectively, been part of the European Union since 1973 and 2004. This chapter discusses differing understandings of the notion of 'pedagogy'. It examines a range of pedagogical outlooks underpinning early-years education and workforce training in England and Hungary. 'Child-centred' ideals have long been proposed as fundamental to Anglo-American education and a vital element to be assimilated in educator training. Hungary draws on less individualistic, more collective pedagogical traditions than England. 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. England has one curricular framework, relevant for work with young children from birth to five.
