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More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices. Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue. This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices. Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue. This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
Important reforms are taking place in children's services in the
UK, with a move towards greater integration. In England, Scotland
and Sweden, early childhood education and care, childcare for older
children, and schools are now the responsibility of education
departments. This book is the first to examine, cross-nationally,
this major shift in policy. work best, which welfare states are
most effective and the future role of schools; examines why and how
the three countries have integrated departmental responsibility for
these major children's services and explores the very different
consequences; through cross-national comparison, it offers new
perspectives on the integration of children's services and the
different ways in which it can be taken forward; addresses changing
understandings of the child and childhood in each country; provides
an invaluable understanding of current and possible future changes,
including choices to be made about policy, provision and the
workforce. implemented, this book is essential reading for
practitioners, managers, politicians, trainers and researchers in
children's services, including schools, early years, school-age
childcare, leisure and recreation, child welfare and health.
For those working with children, effective communication is a
crucial part of building relationships and encouraging children's
emotional and intellectual development. This practical guide
identifies the child and their relationship with the adult as the
basis upon which real communication can be made. Topics covered
include non-verbal communication, attentive listening, empathy, the
part played by questions, working constructively with conflict and
criticism, and communicating in groups. It also draws on the
innovative ideas found in social pedagogic theory and practice,
such as communicating with your head, hands and heart and how to
differentiate between the personal, the professional and the
private in your interactions. The book contains exercises, topics
for personal reflection or group discussion, and suggestions for
observations. This will be an excellent source of advice and ideas
for all those in the children's workforce including early years
professionals, teachers, social workers, counsellors and
practitioners working with children in care, including foster
carers.
Social pedagogy is an innovative discipline that supports
children's upbringing and overall development by focusing on the
child as a whole person. It has been described as where education
and care meet or as 'education in its broadest sense'. This book
provides a comprehensive overview of the theory, principles and
practice of social pedagogy and the profession of social pedagogue.
With chapters from leading international contributors, it outlines
the roots of social pedagogy and its development in Europe, and its
role in relation to individuals, groups, communities and societies.
Also covered is how it applies in practice to working with children
and young people in a variety of settings, including children in
care and in need of family support, and its potential future
applications. This seminal book on an increasingly important topic
will be essential reading for all academics, researchers and
practitioners working with children.
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