ncercc 07 11 07 clairecameron reviewed
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What is social pedagogy? Claire Cameron
Thomas Coram Research Unit Institute of
Education University of London
Research studiesWhat is pedagogy?
Denmark, Flanders, France, Germany, the Netherlands
Pedagogy and residential care
England, Denmark and Germany
Pedagogy and foster care
Denmark, France, Germany and Sweden
Care work in Europe
Denmark, Hungary, Spain, Sweden, UK
Introducing the Pedagogue into England’s Children’s Services
Implementing the Social Pedagogic Approach
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What is social pedagogy?
“The theory of all the personal, social and moral education in a given society, including the description of what has happened in practice”
Karl Mager,1844
“Social pedagogy is everything that is education but not school or family”
Bäumer, 1929
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Social pedagogyWhere care and education meet …
Upbringing…
Child rearing…
Nurturance…
Socialisation…
Supporting development…
Education-in-the-broadest-sense of the word
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Pedagogy as a system
Training and Education
Theory
Policy and Practice
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Pedagogues
Education Health
Social services Youth
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Policy support (England) 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)
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)
Commitment to explore effectiveness of social pedagogy in residential care (DfES 2007)
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Investing in the workforce to achieve a new children’s agenda:• Shared knowledge and understanding of issues• More staff, qualified to a higher level• Better staff retention• Integrated and comprehensive forms of provision• Children’s Trusts, Children’s Centres, Extended schools• Increased emphasis on
listening to children young people and families working together across agencies and disciplines• Concern about looked after children
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Principles of the pedagogic approach • The whole child • A relational approach• Children and staff inhabit the same life space• Practical and creative skills – blowing noses and making
kites• Reflective practitioners ... constantly curious … debate and
develop ideas and practices• Children’s rights underpin practice• Fostering group life• Teamwork and co-operation with families and neighbourhood
• Pedagogues support democracy and citizenship in children’s everyday lives
Comparative evidence shows• Social pedagogues in residential care nearly all hold a
degree, usually in pedagogy
• SP highly likely to say they value relationships with children and colleagues
• Much less difficulty recruiting and retaining staff
• Fewer children under 16 are out of school
• Fewer young people over 16 are out of employment or education
• Fewer residents have a criminal record or are pregnant as teenagers
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Interpreting outcome data outcome dataDifferences in…• Country populations and welfare models• Care populations• Qualifications and approach to work in
residential care
BUT…‘Country of origin’ and care entry characteristics did not account for statistically significant variation in outcome indicators; staff characteristics did so.
ReferencesPetrie, P. Boddy, J. Cameron, C. Wigfall, V. and Simon, A. (2006) Working with Children in Care: European Perspectives OUP
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
Cameron, C. (2007) New Ways of Educating: pedagogy and children’s services, Thomas Coram Research Unit, Institute of Education
Cohen, B. Moss, P. Petrie, P. and Wallace, J. (2004) A New Deal for Children? Policy Press
Cameron, C. and Moss, P. (2007) Care Work In Europe: current understandings and future directions Routledge