Social pedagogyIn Estonia

2017

Social pedagogy in the context of

social work in Estonia

We used to think that after the restoration of independence of

the Baltic States in 1991 everybody could be happy. The reality

is that the reestablishment of civil society has brought a lot of

problems, both economic as well as social and political.

In circumstances of rapid social change not all people are

capable of rapid adaption. There is a need for professional

help, which can be rendered by competent social worker and

social pedagogues. If society has a lot of social problems, a

more effective method could be social pedagogy, which

supports a person’s own initiative in changing the situation.

Social pedagogy is about the way of thinking (the socio-

pedagogical orientation) about the socio-pedagogical

questions. However, social pedagogy is not only a thinking

model or ideology.

On the ohter hand, social pedagogical action is education

for the community, in the community and together with the

community without forgetting the individual and his special

personality. So it can be said that the ‘community’ is a very

central concept when characterizing social pedagogy.

Social pedagogy is quite a new concept in Estonia – both in

society as well as at the university level.

At present, there are two public universities in Estonia

offering higher education in Social Work – Tallinn

(Pedagogical) University and the University of Tartu

Background information on Estonia

The strengthening of the social sphere was considered

important already in the first Republic of Estonia (1918-1940),

in which the training of social workers had a considerable

role, progress was made in the development of mothers’

and child welfare.

With the support and under the leadership of the Estonian

Women’s Association, Tallinn Institute of Social Work and

Domestic Economy started its work in 1935, with which the

training of social attendants, kindergarten teachers and

dieticans began. It was a novel, three-year educational

institution of social-pedagogical orientation for girls who had

graduated from college.

*

With the establishment of a communist state, the foundation of welfare work were destroyed, social problems were not taken seriously and professional training was finally abolished in 1950.

After the restoration of independence of the Baltic States in 1991, the multiplicity of social problems made it difficult for members of society to cope adequately on their own; therefore, it became evident that professional helpers were needed.

(Country Notes. Estonia. Social pedagogy in the context of social work. Mare Leino)

Social pedagogical counseling …

…is supporting the child’s development and education in case of social issues of the child or the child’s family and coordination of the relevant pedagogical prevention and solution methods.

As a result of social pedagogical counseling are identified the underlying causes of the child’s problems, and opportunities for coping with the problems; the adults are counseled on the issues of prevention and resolution of difficulties in coping causes by personalities and relationships.

The Meaning of Social Pedagogy

Students’ expectations of the school are different, and

not all of them adapt to the culture of the school that

stresses mostly middle class values. The middle class

values of Estonia mean having or striving for a good

work place and coping with one’s own life – also the

teachers gives importance to this.

„Bad pupils“ are threatened with not getting into

secondary school , which in Estonia means the status of

an outcast. A concrete example of this is that evening

schools in Estonia are situated only in bigger cities.

Problems in studies predict further difficulties in the labourmarket and as the social security system in Estonia is poor, teachers as well as parents take deviations from the norm as a tragedy. From the point of school the „proper citizen“ in Estonia seems to mean a Soviet-type obidient factoryworker. Giving out information mostly in one direction –from teacher to student – excludes dialogue and individualreflection.

Contemporary society, however, needs independent and creative people for faster development. Too often troubledbehaviour is considered as a permanent characteristic of the person, even as an illness that has to be diagnosed. Thiscan be seen particularly in post-Soviet countries, wherepeople have been taught for 50 last years that the norm isaverage behavior, appearance etc.

Emotions, feelings and sociality are part of both„ordinary“ and social pedagogy – they influenceacademical results and support the everyday life at school.

The social pedagogy does not have methods of its ownthat could be distinguished from pedagogical methods in general.

Like a good teacher, the social pedagogue gives animpulse for development.

For young people the social pedagogue means„possibilities to increase the social competence: how toavoid bad influence from social and psychologicalenviroment. Or how to support the creativeness and activity of youngsters“.

* Sometimes happens that some pupils start to behave

badly on purpose- just to get personal attention from the

teacher. Obviously political decisions in Estonian

education field (big classes, the lack of an assistent

teachers etc.) can cause a new problem (badly

behaving children), which requires an extra social role of

the teacher, who has to socialize all students – both with

„right“ or „wrong“ temperament.

The ideal social pedagogue is more like friend than staff

of school. The ideal humanistic education should be

able to accept temperament-differences of students.

* The respect and understanding are parts of social

pedagogy.

Social pedagogy is linked to the action theory that

requires understanding of both aims (values) and realty

(conditions).

The social pedagogue should meet every child as a

subject, rather as an object, which can be seen as an

indicator of humanistic success.

Teachers, students and parents need to be better

educated in context of temperament: „wrong“

behaviour is not automatically the signal of abnormality

– sometimes people just are different.

Work of social pedagogue in Tamsalu Gymnnasium

Sotsiaalpedagoogi statistika in Porkuni School 2015/2016 õ/a-l:

Probleemi / tegevuse subjekt Pöördumised, kelle poolt

(pedagoog, vanem, sotsiaal)

Mitmel

lapsel

Lahendus

Puudumistega tegeleminePedagoogid 7 OK

Rõivaste vähesuse probleemKasvatajad 8 OK

Lapsega EMO-s või arsti juuresPedagoogid, kasvatajad,

vanemad

4 OK

Terviseprobleemidest vanemate ja sotsiaalide teavitamine, koju saatminePedagoogid, kasvatajad 5 OK

Sotsiaalide teavitamine lapsega seotud probleemidest kodusLapsed, pedagoogid,

kasvatajad

10 OK

Abivahendite muretsemine, ratastoolide remontPedagoogid, kasvatajad 7 Muretsetud prillid,

seisulaud, wc abivahend,

ratastoolide remont,

ratastoolide vahetus.

Politseiga koostöö lastega seotud probleemide lahendamiselPedagoogid, kasvatajad 2 OK

Probleemid seksuaalkäitumisega koolis, ebasobiva suhtluse tõkestaminePedagoogid, kasvatajad 8 OK

Probleemid ravimite puudumisegaPedagoogid, kasvatajad 4 OK

Käitumisprobleemide korrigeeriminePedagoogid, kasvatajad,

abid

10 OK

Suhtlemine lastekodudegaPedagoogid, kasvatajad 5 OK

(Tulevikust) suhtlemine sotsiaaltöötajategaÕppe-kasvatusala juhataja 1 OK

Suhtlemine peredega

(sh suvelaagri info)

Pedagoogid, kasvatajad 36 OK

What does social pedagogue of Porkuni School:

Helps parents purchasing equipment

Informes municipalities social workers and

speaks with pupils, who need encouragement and

empowerment because of family members and bad

conditions at „home“… Film ReMovedhttps://www.youtube.com/watch?v=lOeQUwdAjE0

In teamwork:

* deals with pupils absence from school

* deals with pupils who are „running“ away from school

Goes to emergency room of the hospital with pupils, if

necessary…

Teamwork with police if necessary

Antibullying project

Erasmus+ KA1 project:

Erasmus+ KA2

Summercamps