Post on 22-Jul-2020
Social pedagogyIn Estonia
2017
Social pedagogy in the context of
social work in Estonia
We used to think that after the restoration of independence of
the Baltic States in 1991 everybody could be happy. The reality
is that the reestablishment of civil society has brought a lot of
problems, both economic as well as social and political.
In circumstances of rapid social change not all people are
capable of rapid adaption. There is a need for professional
help, which can be rendered by competent social worker and
social pedagogues. If society has a lot of social problems, a
more effective method could be social pedagogy, which
supports a person’s own initiative in changing the situation.
Social pedagogy is about the way of thinking (the socio-
pedagogical orientation) about the socio-pedagogical
questions. However, social pedagogy is not only a thinking
model or ideology.
On the ohter hand, social pedagogical action is education
for the community, in the community and together with the
community without forgetting the individual and his special
personality. So it can be said that the ‘community’ is a very
central concept when characterizing social pedagogy.
Social pedagogy is quite a new concept in Estonia – both in
society as well as at the university level.
At present, there are two public universities in Estonia
offering higher education in Social Work – Tallinn
(Pedagogical) University and the University of Tartu
Background information on Estonia
The strengthening of the social sphere was considered
important already in the first Republic of Estonia (1918-1940),
in which the training of social workers had a considerable
role, progress was made in the development of mothers’
and child welfare.
With the support and under the leadership of the Estonian
Women’s Association, Tallinn Institute of Social Work and
Domestic Economy started its work in 1935, with which the
training of social attendants, kindergarten teachers and
dieticans began. It was a novel, three-year educational
institution of social-pedagogical orientation for girls who had
graduated from college.
*
With the establishment of a communist state, the foundation of welfare work were destroyed, social problems were not taken seriously and professional training was finally abolished in 1950.
After the restoration of independence of the Baltic States in 1991, the multiplicity of social problems made it difficult for members of society to cope adequately on their own; therefore, it became evident that professional helpers were needed.
(Country Notes. Estonia. Social pedagogy in the context of social work. Mare Leino)
Social pedagogical counseling …
…is supporting the child’s development and education in case of social issues of the child or the child’s family and coordination of the relevant pedagogical prevention and solution methods.
As a result of social pedagogical counseling are identified the underlying causes of the child’s problems, and opportunities for coping with the problems; the adults are counseled on the issues of prevention and resolution of difficulties in coping causes by personalities and relationships.
The Meaning of Social Pedagogy
Students’ expectations of the school are different, and
not all of them adapt to the culture of the school that
stresses mostly middle class values. The middle class
values of Estonia mean having or striving for a good
work place and coping with one’s own life – also the
teachers gives importance to this.
„Bad pupils“ are threatened with not getting into
secondary school , which in Estonia means the status of
an outcast. A concrete example of this is that evening
schools in Estonia are situated only in bigger cities.
Problems in studies predict further difficulties in the labourmarket and as the social security system in Estonia is poor, teachers as well as parents take deviations from the norm as a tragedy. From the point of school the „proper citizen“ in Estonia seems to mean a Soviet-type obidient factoryworker. Giving out information mostly in one direction –from teacher to student – excludes dialogue and individualreflection.
Contemporary society, however, needs independent and creative people for faster development. Too often troubledbehaviour is considered as a permanent characteristic of the person, even as an illness that has to be diagnosed. Thiscan be seen particularly in post-Soviet countries, wherepeople have been taught for 50 last years that the norm isaverage behavior, appearance etc.
Emotions, feelings and sociality are part of both„ordinary“ and social pedagogy – they influenceacademical results and support the everyday life at school.
The social pedagogy does not have methods of its ownthat could be distinguished from pedagogical methods in general.
Like a good teacher, the social pedagogue gives animpulse for development.
For young people the social pedagogue means„possibilities to increase the social competence: how toavoid bad influence from social and psychologicalenviroment. Or how to support the creativeness and activity of youngsters“.
* Sometimes happens that some pupils start to behave
badly on purpose- just to get personal attention from the
teacher. Obviously political decisions in Estonian
education field (big classes, the lack of an assistent
teachers etc.) can cause a new problem (badly
behaving children), which requires an extra social role of
the teacher, who has to socialize all students – both with
„right“ or „wrong“ temperament.
The ideal social pedagogue is more like friend than staff
of school. The ideal humanistic education should be
able to accept temperament-differences of students.
* The respect and understanding are parts of social
pedagogy.
Social pedagogy is linked to the action theory that
requires understanding of both aims (values) and realty
(conditions).
The social pedagogue should meet every child as a
subject, rather as an object, which can be seen as an
indicator of humanistic success.
Teachers, students and parents need to be better
educated in context of temperament: „wrong“
behaviour is not automatically the signal of abnormality
– sometimes people just are different.
Work of social pedagogue in Tamsalu Gymnnasium
Sotsiaalpedagoogi statistika in Porkuni School 2015/2016 õ/a-l:
Probleemi / tegevuse subjekt Pöördumised, kelle poolt
(pedagoog, vanem, sotsiaal)
Mitmel
lapsel
Lahendus
Puudumistega tegeleminePedagoogid 7 OK
Rõivaste vähesuse probleemKasvatajad 8 OK
Lapsega EMO-s või arsti juuresPedagoogid, kasvatajad,
vanemad
4 OK
Terviseprobleemidest vanemate ja sotsiaalide teavitamine, koju saatminePedagoogid, kasvatajad 5 OK
Sotsiaalide teavitamine lapsega seotud probleemidest kodusLapsed, pedagoogid,
kasvatajad
10 OK
Abivahendite muretsemine, ratastoolide remontPedagoogid, kasvatajad 7 Muretsetud prillid,
seisulaud, wc abivahend,
ratastoolide remont,
ratastoolide vahetus.
Politseiga koostöö lastega seotud probleemide lahendamiselPedagoogid, kasvatajad 2 OK
Probleemid seksuaalkäitumisega koolis, ebasobiva suhtluse tõkestaminePedagoogid, kasvatajad 8 OK
Probleemid ravimite puudumisegaPedagoogid, kasvatajad 4 OK
Käitumisprobleemide korrigeeriminePedagoogid, kasvatajad,
abid
10 OK
Suhtlemine lastekodudegaPedagoogid, kasvatajad 5 OK
(Tulevikust) suhtlemine sotsiaaltöötajategaÕppe-kasvatusala juhataja 1 OK
Suhtlemine peredega
(sh suvelaagri info)
Pedagoogid, kasvatajad 36 OK
What does social pedagogue of Porkuni School:
Helps parents purchasing equipment
Informes municipalities social workers and
speaks with pupils, who need encouragement and
empowerment because of family members and bad
conditions at „home“… Film ReMovedhttps://www.youtube.com/watch?v=lOeQUwdAjE0
In teamwork:
* deals with pupils absence from school
* deals with pupils who are „running“ away from school
Goes to emergency room of the hospital with pupils, if
necessary…
Teamwork with police if necessary
Antibullying project
Erasmus+ KA1 project:
Erasmus+ KA2
Summercamps