By Charlotte Ringsmose, Grethe Kragh-Müller
This e-book reports the key features of the social pedagogical method of early early life schooling and care. It does so by way of investigating the special parts of the Nordic process and culture. The cultural, academic, and ideological constructions and values in the Nordic culture point out a robust “social pedagogical” instead of “early schooling” emphasis. The Nordic culture applies a social studying strategy that emphasizes play, relationships and outdoors lifestyles, and presumes that studying happens via children’s participation in social interplay and methods. Set in contrast history, the ebook examines the features of the pedagogue and the $64000 beneficial properties that boost in the course of the Nordic method. It compares little ones trained within the Nordic culture with these knowledgeable within the French-English and Anglo-American culture. It explores caliber when it comes to how young ones can get pleasure from youth, and whilst develop into capable of actively perform society and advance the social and cognitive abilities and competences that folks require to do good in society.
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Cambridge: Cambridge University Press. , & Target, (2006). Tidlig indsats og udviklingen af selvregulering. H. , Schore, A. N. and Stern, D. 186-207). København: Hans Reitzels forlag. (Fonagy & Target): Early Intervention and the Development of Selfregulation. In: Fanagy, Schore and Stern; Affectregulation in Development and Psychotherapy. Reitzel’s Publishing Company). Gergen, K. J. (2006). Det mættede selv – identitetsdilemmaer i nutiden (The saturated self). København: Danish Psychology Publishing Company.
Gergen, K. J. (2006). Det mættede selv – identitetsdilemmaer i nutiden (The saturated self). København: Danish Psychology Publishing Company. Hviid, P. (1994). Institutioner som rum for udvikling af selvbestemmelse (Child care as a basis for the development of the ability to influence everyday life) In Kragh-Müller (red. 1994): Samspil og konflikter (Relationships and conflicts). Copenhagen: Børn og Unge Forlag. Holtzkamp, K. (2005). Mennesket som subjekt for videnskabelig metodik (The human being as subject for scientific methodology).
Thus, she used her authority to regulate the child’s behaviour so that both he and the entire group of children had a positive experience. By use of socially supportive 38 S. Broström et al. values, both the individual child’s and the group’s interests are taken into consideration. The same dynamic can be seen in the sand drawing example. In a gentle way, the pedagogue used protective disciplinary values to make a world in which both the younger boy and the two older girls could carry through their ideas.