Social Pedagogy Analysis
This essay will explore the meaning of social pedagogy, and its current role within the children’s workforce in the UK. To do this, it will highlight both current and historical legislation, which both implements and hinders pedagogical ideologies. Furthermore, this essay will explore the implications of introducing a social pedagogical approach into the children’s workforce profession.
The children’s workforce, as defined by The Department of Children, School and Family (DCSF, 2010), is anyone who works to improve children or young people and their families. Consequently, the children’s workforce is not only limited to educators and those who work in an educational setting, but does also include social services and health professionals such …show more content…
Equally, this theory recognised the importance of “learning by doing” and he strongly believed “the process is more important that the product” (Society For Quality Education, nd.). The Child-Centred theory later became the foundations for the early years curriculum in the 20th Century. The current Early Years Foundation Stage (EYFS) “supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children”. (EYFS, 2014). Subsequently, it includes the holistic concepts Dewey and other historic Pioneers developed, including promoting education and care alongside one another, as they are integral. “Care and education are inseparable concepts. When you provide care you also teach children directly and indirectly’” (Cameron and Moss, …show more content…
It is a legal requirement in England that Primary and Secondary education is free to all children. All public educational establishments are to follow the National Curriculum which ‘promotes the spiritual, moral, cultural, mental and physical development of children and prepared them for later life’ ( Joint Committee of Human Rights, 2010). Subsequently, the National Curriculum can be seen to support the pedagogical ideologies highlighted by Pestalozzi’s head heart and hands theory (Pestalozzi, YEAR). A more recent pedagogue promotes dispositional teaching in educational establishments, recognising the need to prepare children for later life, helping them to thrive in the real world (Lucas,2014). He suggests
The children’s workforce, as defined by The Department of Children, School and Family (DCSF, 2010), is anyone who works to improve children or young people and their families. Consequently, the children’s workforce is not only limited to educators and those who work in an educational setting, but does also include social services and health professionals such …show more content…
Equally, this theory recognised the importance of “learning by doing” and he strongly believed “the process is more important that the product” (Society For Quality Education, nd.). The Child-Centred theory later became the foundations for the early years curriculum in the 20th Century. The current Early Years Foundation Stage (EYFS) “supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children”. (EYFS, 2014). Subsequently, it includes the holistic concepts Dewey and other historic Pioneers developed, including promoting education and care alongside one another, as they are integral. “Care and education are inseparable concepts. When you provide care you also teach children directly and indirectly’” (Cameron and Moss, …show more content…
It is a legal requirement in England that Primary and Secondary education is free to all children. All public educational establishments are to follow the National Curriculum which ‘promotes the spiritual, moral, cultural, mental and physical development of children and prepared them for later life’ ( Joint Committee of Human Rights, 2010). Subsequently, the National Curriculum can be seen to support the pedagogical ideologies highlighted by Pestalozzi’s head heart and hands theory (Pestalozzi, YEAR). A more recent pedagogue promotes dispositional teaching in educational establishments, recognising the need to prepare children for later life, helping them to thrive in the real world (Lucas,2014). He suggests