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Social Pedagogical Practice In The UK

1654 Words7 Pages

Social pedagogy is a new model of practice in the UK; however, the UK practice currently do use aspects of what is in the social pedagogy approach. For example, assessment framework puts the child at the centre and understands that social matters can affect them, which is part of the social pedagogical practice. This assignment, will define social pedagogy, and social pedagogues, and show the origins and several benefits and barriers of this practice, it will focus on shared investment, funding for residential homes, and education. In addition, explore similarities with the current practice in the UK, and how the UK may benefit by adopting this approach. Social pedagogy is a practice of theory and training, designed to develop the whole child, …show more content…

This was later shared in 1993 by Loris Malaguzzi, the first head of childhood provisions in Reggio Romano in Italy, who believed all beings are connected. Pioneers of the social pedagogical perspective such as Juan Luis Vives, and Johann Heinrich Petalozzi looked at poverty and social distress with the educational view to help social problems. However, even though social pedagogy is not widely known in the UK we had our own social pedagogical thinker in Robert Owen. Key words that social pedagogues use in practice are association, community and society which are paramount to the approach (Petrie, P 2011, pp131/142). According to Paget et al, (2007), the social pedagogical principles are relationship building with children and young people, whilst developing their practical skills. Furthermore, It is a holistic approach where you focus on the overall development of the child, and has been referred to as head, hands and heart, with a focus on reflection and self-knowledge. Elchsteller and Holthoff (2011), (cited in Cameron, C 2016) suggests social pedagogy as having four cornerstones: promoting well-being, empowerment through exercising rights, authentic relationships and holistic learning. By focusing on reflection and self-knowledge this helps the practitioner and the child to develop the skills needed to have a relationship (The Open University, 2016a

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There are an enormous number of theories about how people learn, assimilate and understand new information. Two of the main theories that underpin Scottish Education and the Broad General Education are Cognitive and Social Constructivism. Both theories emphasise the importance of group or co-operative learning and a progression beyond that of the archetypal classroom whereby the teacher stands at the front of the class and lectures the students. Whereas Cognitive Constructivism allows for learning to take place between the learner and the environment, Social Constructivism also argues that learning is framed through culture, social interaction and the Zone of Proximal Development whereby learning occurs through interaction with a more knowledgeable

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Social and emotional learning and development for students is promoted through the Kids Helpline in “four main social and emotional competencies which include self-awareness, self-management, social awareness, relationship skills and responsible decision making” (Kids Helpline, 2016). The Kids Helpline addressed to schools ways where they can achieve social and emotional development for their students. Firstly providing students with direct information forms the kids helpline in regards to the four main social and emotional competencies. Secondly they support teachers who co-facilitated the sessions to integrate the information learned into their curriculum with a key focus on social and emotional learning. Lastly they provide session booklets, topics, and informative resources which can be given to parents who can then use the knowledge at

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The Things They Carried by Tim O’Brien. Thesis Statement: The Things They Carried is a historical novel written by Tim O’Brien recounting the Alpha Company’s experiences in the Vietnam War. O’Brien allows insight into the physical, emotional and guilt related baggage carried on by the soldiers after the war. O’Brien alludes to the likelihood that his choice to continuously write about his experience in Vietnam is a coping mechanism. O’Brien ties each chapter, which in reality is a short story, into the next primarily through the use of characters.

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When living as a group it is easy to begin to institutionalise children by taking them all on one activity because it may be easier, or eating the same dinner at the same time each night. However the children are individuals and are not the same as one another, they should not be institutionalised. Each child have different personalities, preferences, wishes and beliefs they should be able to make their own decisions within reason when safe to do so, so that they don’t become institutionalised. Bullying also means that children begin to avoid groups as they fear being bullied and there has been evidence to suggest that children who live in residential homes are bullied. The residential community theory suggests that people thought that

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Explain how social pedagogy aims to support positive outcomes for children and young people Social pedagogy refers to the upbringing of a child or young person in a more holistic fashion, viewing them as a whole person. Social pedagogy aims to support positive outcomes for children and young people because it is concerned with the child or young person developing holistically in a number of areas. It puts emphasis on teamwork; other practitioners and members of the wider community can help to raise and teach the child or young person too. For example, teachers teach children and young people facts that they wouldn 't necessarily learn at home and the environment is different so they also learn about social skills and how to be a part of a big

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The aim of this case study is to use a knowledge of human growth and development to critically assess some of the theories a social worker might employ to understand a child and family. These theories will be applied to two members of the family, Sarah (single parent, 21years old) and Hannah (child 5 years old). Within this essay these theories will be critiqued in terms of how a social worker would assess and justify a form of intervention and if there are any limitations to these theories. In addition as to why it is so important for a social worker to have psycho-social stance when Anti-discriminatory and anti-oppressive stance will underlie the critique and has been determined as “a form of radical social work practice which is informed

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Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?

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Social Reconstructionists, according to Schiro (2008) “assume that education, has the power to educate people, to analyze and understand social problems, envision a world in which those problems do not exist, and act so as to bring that vision into existence” (Schiro, 2008, pg 134). In other words, the aim of the Social Reconstruction Ideology is to have the Social Reconstructionist educator research real world issues, present them to the students, and have the students work together to create a solution to these problems. Besides the aim of Social Reconstruction, there are other elements of the ideology that requires further examination. While constructing curriculum, it is important to address the nature of knowledge, learning, teaching, the child, and

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INTRODUCTION This is a key framework of sociological theory. It depend on symbols and their meaning. The words we use to describe our behaviour and the behaviour of others is very important. To elaborate further and get into detail about this theory, firstly the theory and key terms have to be defined, secondly the major proponents and tenets, thirdly the history of the theory, fourthly the purpose of the theory, fifthly the significance of the theory for social work practice, followed by the epistemology, consistency with social work values and ethics, implication of the theory, position of the theory on the population served by the social worker, strength and weakness, relevance of Intersectionality, critical perspective on contemporary issues

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Moreover, I will try to expand on the roles that many social actors, such as teachers, schools and other professionals, play towards the implementation of social justice within education systems, whilst working along other agencies, in order to ensure that all pupils enrolled in schools all around the world are provided with the best opportunities and chances necessary

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Chapter 4 The most commonly accepted contemporary framework for viewing parental involvement was inspired by the ecological model of Bronfenbrenner (1979, 1986) and designed from a social and organisational perspective (Epstein, 1992). It identifies three major contexts within which children develop and learn: the family, the school, and the community (see Figure). The Overlapping Spheres of Influence model recognises that there are some practices that family, school and community conduct separately and that there are others that they conduct jointly in order to influence the growth and learning of the child. According to Epstein, successful partnerships must be forged between these three spheres in order best to meet the needs of the child.

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