Unit 23 Social pedagogy is an approach to caring for children which combines education and care, emphasising that bringing up children is the shared responsibility of parents and society. A key principle is that the child is in charge of his/her own life, and the social pedagogue works alongside them. Methods 1. Individual case work - with the aim to improve/develop individual life circumstances, 2. Social group work - with the aim of developing social competences, 3. Community intervention work - with the aim to develop social demographic structures. Principles • Holistic education – education of head (cognitive knowledge), heart (emotional and spiritual learning), and hands (practical and physical skills); • Holistic well-being – strengthening …show more content…
9 principles underpinning social pedagogy: • "A focus on the child as a whole person, and support for the child’s overall development; • The practitioner seeing herself/himself as a person, in relationship with the child or young person; • Children and staff are seen as inhabiting the same life space, not as existing in separate hierarchical domains; • As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are …show more content…
Group times Social development Explain how to use the different aspects of pedagogy in developing relationships. Settling in process- building a relationship with parents and the child, asking questions about the Childs routines at home such as (sleep, food, etc) Visits Explain how to use the principles of social pedagogy in engaging with children and young people. Interests Visits Settling in process Benefit of working with a children in a group Working with children in a group can show the practitioner what each child knows and learns from different activities, each child is different with their development, although children can help each other learn new and different things from working within a group. Benefit of working with a child as an individual working with a child as an individual can show the practitioner if that child needs help in a certain area of development and also if that child is in the correct age band of the eyfs, if they child is below in any then the practitioner can help put some needs& activities in place for this child to help their development. Help with The holistic
Recognize that children are best understood and supported in the context of family, culture, community, and society
Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children 's wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child.
A copy of the Ages & Stages is given to the parent with their child’s result ASQ. If there is an area or areas that need to be strengthened, we created an Individual Learning Plan to help the child reach his potential. When a weakness is observed in an area, we work with the child on those specific goals. We will observe and document the child’s progress. Parents are asked to provide a 1” binder and clear sheet protectors in order to build a portfolio of the child’s progressive work and parents are welcome to review their child’s portfolio at any time. Usually, when the children are fourteen months, they are sent to the next classroom. If they are not ready in some area or areas, there might be some delays in advancing them to the next classroom. In the meantime, we work with the child to overcome the weakness is having. We work with the child in each age intervals by reinforcing an activity related to the weakness he is having in a particular area of development that will put him/her where he/she supposed to be for his/her
For babies and young children, the key person approach ensures that each child feels special and individual, and a sense of safety and a caring nature whilst they are in a different environment as appose to their homes. For the child, they will experience a close relationship with somebody other than their parents. (Elfer, 2012). The parent will experience benefits of the key person approach. Parents have the chance to build up a personal and positive relationship with one member of staff rather than all of the practitioners in the setting. They also get the chance to share positive and maybe negative experiences that might happen between the child and themselves, the practitioners get chance to share experiences also. (Elfer, 2012). The Key Person approach is very hard work, the practitioner has to be committed to the child, and their families for it to be a positive experience. The relationship between the practitioner and the child needs to be understood and supported by every settings individual policies and management, as the Key Person approach is very demanding of a practitioner. (Elfer, 2012). If a child does not have a very secure or positive attachment with their parents or carers, then one with their key person in the setting can sometimes compensate for the one they do not have at home. (O’Connor, 2013). Another benefit of a key worker is that they can support a child through the different transitions they go through, this may be moving house, moving up in the nursery, or simply being dropped off at nursery by their parents. (O’Connor, 2006) Children go through many transitions in their life, they go through many different transitions in just one day, and the key person can help to support the child if they have a secure and positive relationship with them. In order to support a child through a transition they
...both approach emphasis on Family and Community. The wider world of family and community is an integral part of the early childhood curriculum Te Whᾱriki (1996). It also states that inclusion and support of parents and the connections with the community is important to the children’s learning process. Moreover Te Whᾱriki states that “Parents and caregivers have a wealth of valuable information and understandings regarding their children” (30).
“The failure to provide a developmentally appropriate, supportive environment, including the availability of a primary attachment figure, so that the child can develop a stable and full range of emotional and social competencies commensurate with her or his personal potentials and in the context of the society in which the child dwells. (Mikaeili 976)”
To have a child-focused work practices, it means to ensure their immediate safety, to help them develop to their highest potential, to uphold and safeguard their human rights (Open College, 5.1.3)
...h these stages. They use this theory by applying what a child can or can't see, learn, hear and experience and it all depends on whether that child is at the stage where they can take in the knowledge that is being shown to them in a correct and positive manner.
Alissa Fleck (2016) found, “children who develop social skills more slowly or struggle with socialization altogether, wind up exhibiting more negative and even disconcerting behaviors”. With the focus on trying to promote the development of the social-emotional aspect of the child, actual curriculum based learning fails to get across to the young student. The student does not become ready for the next grade because of their low maturity level and failure to obtain the skills needed to be
...ositive and building the child’s self-esteem, so they do not give up on themselves. (The Nemours Foundation 1995-2014)
Most of the child’s energy is channelled towards the child’s development and gaining knowledge and skills.
Social and emotional learning is defined by Zins, Bloodworth, Weissberg and Walberg (2004, p. 4) as ‘the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviours.’ Schools need to reflect and help in the social and emotional development of children to meet the expectations within their community. By integrating thinking, feeling and behaving it is possible to achieve these important life tasks.
creates a multitude of ways to determine how to raise a child. A child’s mentor must assess what is best for the child as well as listen to the child’s opinions in order to come to a foundation stable enough to learn how to be aware and avoid risks thus allowing more opportunity to flourish.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
As I plan to eventually work with young mothers who have children who are in the foster care system or who are fighting to get their children back, I want to have a clear understand of what it will take to establish a healthy pregnancy. It will be important to implement the prenatal development to these future mothers. Making sure that these mothers have an understanding of what is important in the first stages of prenatal care of their children. For example, going to Doctor’s appointments, taking vitamins, eating healthy, and staying active. This will help provide a safe and healthy pregnancy for any children they may have. I also believe that gaining knowledge over the stages of development will be beneficial to know for the mothers who are fighting to have their children back. Some of these mothers I could be working with might not know what to expect of their one-year-old child. For example, how their brain is developing, what they should be doing cognitively or socially. As a future family life educator, it will be important that I have a clear understanding of these concerns of the child and the development process for the mothers who have the urge to get care of their children