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Ncercc 07 11 07 Clairecameron Reviewed

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Ncercc 07 11 07 Clairecameron Reviewed

  1. 1. What is social pedagogy? Claire Cameron Thomas Coram Research Unit Institute of Education University of London
  2. 2. Research studies <ul><li>What is pedagogy? </li></ul><ul><li>Denmark, Flanders, France, Germany, the Netherlands </li></ul><ul><li>Pedagogy and residential care </li></ul><ul><li>England, Denmark and Germany </li></ul><ul><li>Pedagogy and foster care </li></ul><ul><li>Denmark, France, Germany and Sweden </li></ul><ul><li>Care work in Europe </li></ul><ul><li>Denmark, Hungary, Spain, Sweden, UK </li></ul><ul><li>Introducing the Pedagogue into England’s Children’s Services </li></ul><ul><li>Implementing the Social Pedagogic Approach </li></ul>
  3. 3. What is social pedagogy? <ul><li>“ The theory of all the personal, social and moral education in a given society, including the description of what has happened in practice ” </li></ul><ul><ul><ul><ul><ul><li>Karl Mager,1844 </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>“ Social pedagogy is everything that is education but not school or family” </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>B äumer, 1929 </li></ul></ul></ul></ul></ul>
  4. 4. Social pedagogy <ul><li>Where care and education meet … </li></ul><ul><li>Upbringing … </li></ul><ul><li>Child rearing … </li></ul><ul><li>Nurturance … </li></ul><ul><li>Socialisation … </li></ul><ul><li>Supporting development … </li></ul><ul><li>Education-in-the-broadest-sense of the word </li></ul>
  5. 5. Pedagogy as a system <ul><li>Training and Education </li></ul><ul><li>Theory </li></ul><ul><li>Policy and Practice </li></ul>
  6. 6. <ul><li> Pedagogues </li></ul><ul><li>Education Health </li></ul>Social services Youth
  7. 7. Policy support (England) <ul><li>Pedagogues are generalists. Their uniquely broad training with its theoretical, personal and practical content ideally fits them for outcome-focused work with children, including those with significant developmental need (DfES 2005) </li></ul><ul><li>A new framework of skills and qualifications incorporating the principles of social pedagogy… Would offer a competency based approach available to all foster carers and staff and managers in residential homes (DfES 2006) </li></ul><ul><li>Commitment to explore effectiveness of social pedagogy in residential care (DfES 2007) </li></ul>
  8. 8. Investing in the workforce to achieve a new children ’ s agenda: <ul><li>Shared knowledge and understanding of issues </li></ul><ul><li>More staff, qualified to a higher level </li></ul><ul><li>Better staff retention </li></ul><ul><li>Integrated and comprehensive forms of provision </li></ul><ul><li>Children ’ s Trusts, Children ’ s Centres, Extended schools </li></ul><ul><li>Increased emphasis on </li></ul><ul><ul><ul><ul><li>listening to children young people and families </li></ul></ul></ul></ul><ul><ul><ul><ul><li>working together across agencies and disciplines </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Concern about looked after children </li></ul></ul></ul></ul>
  9. 9. Principles of the pedagogic approach <ul><li>The whole child </li></ul><ul><li>A relational approach </li></ul><ul><li>Children and staff inhabit the same life space </li></ul><ul><li>Practical and creative skills – blowing noses and making kites </li></ul><ul><li>Reflective practitioners ... constantly curious … debate and develop ideas and practices </li></ul><ul><li>Children’s rights underpin practice </li></ul><ul><li>Fostering group life </li></ul><ul><li>Teamwork and co-operation with families and neighbourhood </li></ul><ul><li>Pedagogues support democracy and citizenship in children’s everyday lives </li></ul>
  10. 10. Comparative evidence shows <ul><li>Social pedagogues in residential care nearly all hold a degree, usually in pedagogy </li></ul><ul><li>SP highly likely to say they value relationships with children and colleagues </li></ul><ul><li>Much less difficulty recruiting and retaining staff </li></ul><ul><li>Fewer children under 16 are out of school </li></ul><ul><li>Fewer young people over 16 are out of employment or education </li></ul><ul><li>Fewer residents have a criminal record or are pregnant as teenagers </li></ul>
  11. 11. Interpreting outcome data <ul><li>Differences in… </li></ul><ul><ul><li>Country populations and welfare models </li></ul></ul><ul><ul><li>Care populations </li></ul></ul><ul><ul><li>Qualifications and approach to work in </li></ul></ul><ul><ul><li>residential care </li></ul></ul><ul><li>BUT… </li></ul><ul><li>‘ Country of origin’ and care entry characteristics did not account for statistically significant variation in outcome indicators; staff characteristics did so. </li></ul>
  12. 12. References <ul><li>Petrie, P. Boddy, J. Cameron, C. Wigfall, V. and Simon, A. (2006) Working with Children in Care: European Perspectives OUP </li></ul><ul><li>Boddy, J. Cameron, C. Mooney, A. Moss, P. Petrie, P. & Statham, J. (2005) Introducing Pedagogy into the Children’s Workforce www.ioe.ac.uk/tcru </li></ul><ul><li>Cameron, C. (2007) New Ways of Educating: pedagogy and children’s services, Thomas Coram Research Unit, Institute of Education </li></ul><ul><li>Cohen, B. Moss, P. Petrie, P. and Wallace, J. (2004) A New Deal for Children? Policy Press </li></ul><ul><li>Cameron, C. and Moss, P. (2007) Care Work In Europe: current understandings and future directions Routledge </li></ul>

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