Social pedagogical work is primarily directed towards providing care for vulnarable children and youth and their families. Students will be able to gain knowledge about the full range of child welfare work, and they will acquire a comprehensive understanding of the relation between resesarch, theory and practical work. There is a major focus on the awareness and development of the values and attitudes of the individual student.
It is assumed that students have knowledge from previous subjects in the programme.To a large extent modules build on each other.
Students receive an introduction to major methods in social pedagogical work such as preventive work and relevant methodical work for child welfare institutions. Students will gain knowledge and skills on how to plan and implement activities for children and youth. Drama lessons explore the expressive and behavioural aspects of child play, showing how this knowledge can be utilized in the communication and interaction with children. The course also presents an introduction to ethical theory and preffesionsal ethic. The teaching of the course is the foundation for the observational practice period, where groups of students are placed in kindergardens for two weeks, learning about the everyday life of children through observation and participation
Lectures, groups, role play, oral and written presentations, individual work.
Two weeks observational group practice in kindergartens.
All teaching is compulsory, including the observational group practice.
Portifolio.
One written individual paper. Students are entitled to one hour group instruction, and one written feedback during the writing process. Students who fail the exam will be asked to submit a rewritten version of the first paper if they decide to make a second attempt. Students who wish to improve their grade write a new paper.
Social pedagogical work
Halvorsen, Terje (2001): Miljøarbeid: teori og praksis. Bergen, Fagbokforlaget. Kap. 5, 6, 7 og 8. (103 s.).
Helland, Håvard m.fl. (2000): Forebyggende ungdomsarbeid. Bergen, Fagbokforlaget. Kap. 1 og 2 (47 s.)
Scheldrup, Liv m.fl (2005): Nye metoder i et moderne barnevern. Bergen, Fagbokforlaget. Kap 1, 8, 9 og 11 (107 s.)
Verpe, Anne Marie og Hilde Engja (2004): Barn på venting. Institusjonsarbeid med barn under offentlig omsorg. Kristiansand, Høyskoleforlaget. (130 s.).
Drama
Følgende kompendium ("Drama for barnevernstudiet 17/2002) er pensum for undervisning i drama både 1. og 2. studieår:
1: Aspeli, Widar og Klausine Røtnes: Den magiske barnehagen. Pedagogisk Forum 1998: Giert Wierring: Fabulerende Figurer og levende mopp. S 110?116
2: Arne Engelstad: De undertryktes teater. J.W Cappelens Forlag: 1989: s: 33?47
3: Johanneson, Gunnel og Fideli Persson:Esselte Studium: lund 1978: 78?87
4: Meek, Anne: Lek, drama og teater i skolen. Tell Forlag 2000: 12?16
5: Mykle, Bjørg: Dukkenes Magi. Pax Forlag: 1993: s 27?31 og 87?92
6: Olofsson, Birgitta Knudsdotter: I lekens verden: Pedagogisk forum 1993: 43?75
7: Osten, Suzanne: On the childrens theatre and the taboo. Hefte fra Unga Klara teater 1997
8: Paulsen, Brit: Det skjønne. Ad Notam Gyldendal 1994: s 31?33
9: Sæbø, Aud Berggraf:: Drama et kunstfag. Tano Aschehoug 1998: 88?97
10: Folkman, Marie-Louise og Eva Svedin: Barn som ikke leker-fra ensomhet til sosial lek. Pedagogisk Forum 2004
Ethics
Aadland, Einar (1998): Etikk for helse- og sosialarbeidarar. Oslo, Samlaget. Del 1 og del 2. (180 s.).
Observational practice
Bjørndal, Cato R.P. (2002): Det vurderende øyet. Oslo, Gyldendal Akademisk. Kap. 2 og kap. 4. (37 s).
Løkken, Gunvor og Frode Søbstad (1999): Observasjon og intervju i barnehagen. Oslo, Tano. Kap. 3 og 5 (47 s.).
Med atterhald om endring.
24.04.2006