Social Pedagogy

5.Pedagogues are also practical ,so their training prepares them to share in many aspects of the children's daily lives and activities

4. As professionals,pedagogues are encouraged to constantly reflect on their practice and to apply both theoretical and self-knowledge to sometimes challenging demands with which they are confronted

6.Children's lives in groups are seen as an important resource workers should foster and make use of the group

3. Children and staff are seen as inhabiting the same liofe-space, not as existing in separate hierarchical domains

7. Pedagogy brings an understanding of children's rights that is not limited to procedural matters of legislated requirements

2. The practitioner sees himself and herself as a person,in relationship with the child or young person

8.There is an emphasis on team work and on valuing the contribution of others in 'bringing up children other professionals , members of the community and especially parents

1.There is a focus on the child as a whole person.

And support for the child's overall development

9.The certainty of relationship and allied to this , the importance of listening and communicating

1. Pedagogic role

The Derbyshire Model

split into three dimensions constantly in play during practice

Professional: understanding of policy research practice law evidence and theory to make sense of child's actions and reactions and using this to reflect on own practice

Personal : what you are offering to the child in your developing relationship.

Private: sets out the personal boundaries - what you share with your family and close friends which may have influenced the way you work but not to be shared with child -able to recognise when their reactions to a child may have something to do with what is private and be able to discuss this in professional supervision to gain an understanding of self.

Key Concepts and Principles

1. Pedagogic role

2. The Common Third

3.Reflective Practice

Outcomes and Impacts

• Unique - led by grass roots workers , such as foster carers and residential staff and is not deploying social pedagogues
• Endorsed by senior management as being the underpinning conceptual framework for the department
• On going training - staff from different professional groups
• Knowledge repositiry on Dnet
• Activators- openly demonstrate their commitment to social pedagogy to become champions
• Development days ,discussion in team meetings, Action learning
• Discussion in team meetings
• Intergration of social pedagogical values at meetings -non heirarchical ...
• Mentoring between staff with different levels of knowledge of social pedagogy

• A change of system - family orientated rather than risk orientate
• A change of culture -children's services that are underpinned by an ethical framework that enables the integration of care education and community, equality , active learning,children's rights positive experiences, and a healthy approach to risk.
• A skilled insightful and powered workforce-

all those working in children's services are united by

common conceptual framework, and our empowered

to bring themselves and creativity into practice.

2. The Common Third

• using an activity to strengthen the bond and to develop new skills

• could be any activity

• it is the commonly shared situation that becomes a symbol of shared relationship

• Better Outcomes for children
• Different, better, lower cost services leading to improved performance for Children's Trust Partners

3. Reflective Practice

• Theory informing practice
• continuous learning and development
• lifelong
• reflection on self and practice
• mindfulness

Definitions

Theories

Pedagogy: derived from Greek paidagogeo meaning a child's guide and socius from the latin referring to someone who is an ally

History

Social Pedagogy: An academic discipline concerned with the theory and practice of holistic education and care

Social Pedagogy draws from a wide range of disciplines and texts

• Theories of Learning

Shallow learning

• Memorizing rather than understanding fact rather than argument

Deep learning

• Exploration in greater detail
• Desire to understand basic principles
• Ability to put forward your own arguments........ make connections and generalize

Holistic Learning

• Pestalozzi 1747 to 1827 talked about
• Head Hearts and Hands in harmonious unity

Rousseau

• learning needing to start where child was at

Vygotsky

• Zone of proximal develoment ;acquisition of new knowledge is dependent on previous learning ........where child is at

Maslows Heirarchy of Need

• every child matters
• Well being more than just happiness It lies in the actualisation of human potential

'Education in its widest sense' Thomas Coram Institute

• Ancient Greece- young boys had a tutor that was responsible for their behaviour and social welfare

• In other european countries a Social Pedagogue is recognised as a degree level profession

• In Denmark Sweden and Germany, it is particularly used in residential children's homes

• Social Pedagogy has it's roots in progressive education /philosophy in the middle of the nineteenth century

• In the twentieth century, it was linked to progressive schools such as AS Neil and Steiner
• Currently Head Heart and Hands programme - promoted by Foster care Network

Social Pedagogy is principles not procedures , risk competence and experiential learning not risk assessment and aversion

Social Pedagogy