ncercc 07 11 07 clairecameron reviewed

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