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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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