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Key Concepts in Social Pedagogy — or How to See Everyday Life in Children's Residential Homes From a Social Pedagogical Perspective

Published online by Cambridge University Press:  15 December 2015

Sylvia Holthoff  and
Lotte Junker Harbo
Sylvia Holthoff*
Affiliation:
ThemPra Social Pedagogy C.I.C., United Kingdom. [email protected]
Lotte Junker Harbo
Affiliation:
School of Continuing Education, VIA University College, Denmark.
*
*address for correspondence: Sylvia Holthoff, Director, ThemPra Social Pedagogy C.I.C., Ueckerstr. 12, 17373 Ueckermünde, Germany.
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Abstract

“Now I can actually play soccer with the young people without fearing that my colleagues think I am escaping the paper work.”

These were the words from a participant in a social pedagogy training course in England a few years ago. This understanding emerged through in-depth discussions and activities around key social pedagogical concepts, such as the ‘common third’, the ‘3Ps’, the ‘zone of proximal development’ and the ‘learning zone model’. In this article we will explore how a joint activity, for example, playing soccer, can be seen as a pedagogical activity and with what intentions it is undertaken to make it pedagogically purposeful.

Type
Articles
Information
Children Australia , Volume 36 , Issue 4 , 01 December 2011 , pp. 214 - 218
Copyright
Copyright © Cambridge University Press 2011

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