2700021
Social Pedagogy
- charity on
Merseyside, SCS
Kinder
- drawn on a model
developed in
Germany
- valuing young people as human
beings and seeing the worth in all
human beings;
- trying to separate out their current
behaviour, which might be
challenging or disruptive
- starting from a
basis of trust
- drawn on a model
developed in
Germany
- Social pedagogues
- learning, care and upbringing
are inseparable, inter-connected
parts of life
- works closely with individuals and
groups to enable them to develop
their potential as social beings
- use their personality in their
interaction with young people
in order to build relationships
- have interdisciplinary theoretical
background, psychology, sociology, social
work, education, health and other
disciplines,
- Stig Lund- nordic countries
- social context is a deciding
factor for the development of
the personality
- deep seated divisions
between care and
education
- large differentials
between status and
salary.
- large differentials
between status and
salary.
- vocational work in the care
sector -
professionalised graduate level
education sector
- common competencies
for working with children
- thinking critically,
- making contextualised
judgements
- being able to work with
both individuals and
groups,
- being able to work
across boundaries
- being able to listen and
communicate and work
democratically.
- thinking critically,
- social context is a deciding
factor for the development of
the personality
- learning, care and upbringing
are inseparable, inter-connected
parts of life
- is a system of theory,
practice and training that
supports the overall
development of the whole
child
- concept of children as competent
and active people in their own
right and looks at all aspects of
their life skills
- Associative spaces
- where children and
adults spend time
together
- where children and
adults spend time
together
- key characteristics and
underlying principles
- holistic approach to
working with children
- emphasis on
relationship building
with children
- emphasis on children and young
people’s development and, in
particular, on their emotional
health and well-being
- importance of reflection and the ability
to bring both theoretical understanding
and self-knowledge to the process of
working with young people
- working with young
people’s associative life
- development of skills in working with
groups as well as with individuals
- emphasis on children’s rights,
participation and empowerment
- team working
- families,
communities and
other
professionals
- families,
communities and
other
professionals
- holistic approach to
working with children
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