{"id":94,"date":"2013-09-10T10:06:15","date_gmt":"2013-09-10T10:06:15","guid":{"rendered":"http:\/\/galteeclinic.ie\/?page_id=94"},"modified":"2013-11-06T16:44:28","modified_gmt":"2013-11-06T16:44:28","slug":"principles-of-social-pedagogy","status":"publish","type":"page","link":"http:\/\/galteeclinic.ie\/?page_id=94","title":{"rendered":"Principles of Social Pedagogy"},"content":{"rendered":"<p>Social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality, to mention but a few. It is underpinned by a fundamental concept of children, young people and adults as equal human beings with rich and extraordinary potential and considers them competent, resourceful and active agents.<\/p>\n<p><em>Overall, social pedagogy aims to achieve:<\/em><\/p>\n<ul>\n<li>Holistic education \u2013 education of head (cognitive knowledge), heart (emotional and spiritual learning), and hands (practical and physical skills)\u200f;<\/li>\n<li>Holistic well-being \u2013 strengthening health-sustaining factors and providing support for people to enjoy a long-lasting feeling of happiness;<\/li>\n<li>To enable children, young people as well as adults to empower themselves and be self-responsible persons who take responsibility for their society;<\/li>\n<li>To promote human welfare and prevent or ease social problems<\/li>\n<\/ul>\n<p>&nbsp;<br \/>\n<em>The nine principles underpinning Social Pedagogy are*:<\/em><\/p>\n<ul>\n<li>A focus on the child as a whole person, and support for the child\u2019s overall development;<\/li>\n<li>The practitioner seeing herself\/himself as a person, in relationship with the child or young person;<\/li>\n<li>Children and staff are seen as inhabiting the same life space, not as existing in separate hierarchical domains;<\/li>\n<li>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 confronted;<\/li>\n<li>Pedagogues are also practical, so their training prepares them to share in many aspects of children\u2019s daily lives and activities;<\/li>\n<li>Children\u2019s associative life is seen as an important resource: workers should foster and make use of the group;<\/li>\n<li>Pedagogy builds on an understanding of children\u2019s rights that is not limited to procedural matters or legislated requirements;<\/li>\n<li>There is an emphasis on team work and on valuing the contribution of others in &#8216;bringing up&#8217; children: other professionals, members of the local community and, especially, parents;<\/li>\n<li>The centrality of relationship and, allied to this, the importance of listening and communicating.<\/li>\n<\/ul>\n<p>*From Petrie, P., Boddy, J., Cameron, C., Wigfall, V. &amp; Simon, A. (2006).\u00a0<em>Working\u00a0 with Children in Care \u2013 European Perspectives.<\/em>\u00a0Maidenhead: Open University Press.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality, to mention but a few. 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