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LEARNING TO PREVENT THE MALTREATMENT OF BABIES AND CHILDREN
A contribution of pedagogic design innovation in an undergraduate Early Years Professional Practice programme
Stuart Gallagher
BASPCAN Congress, 13 April 2015
Congress theme: Innovations in prevention and early help
Early Years Professional Practice
Qualifications
Early intervention
Learning in HE
Early Years benchmarks
Blended learning
Pedagogy 2.0
Use of imagery
Statutory safeguarding requirements
Framework for learning and improvement
Learning from SCRs
Prevention of child maltreatment
LEARNING
Know-how
Know-who
Know-when
Know-where
(Knowing how-not
Knowing who-not
Knowing when-not
Knowing where-not)
Child’s needs
not met
Child’s needs met
Child’s needs informally assessed
Child’s needs formally
assessed
DIMENSIONS TO CONSIDER
• Personal reflection and evidence (first person)
• Computer-supported collaborative learning (colleagues/community of safeguarding practice)
• Narrative of child’s holistic life experience, within but especially beyond professional settings (the child, child’s family, extended family, legitimately interested others)
Child’s needs
not met
Child’s needs met
Child’s needs informally assessed
Child’s needs formally
assessed
Stuart GallagherCentre for Early ChildhoodInstitute of EducationUniversity of Worcester
E [email protected] 01905 855052
BASPCAN Congress, 13 April 2015