Learning to Prevent the Maltreatment of Babies and Children

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

Learning in higher education

Statutory safeguarding

guidance

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)

Transfer to professional

practice

Learning in higher education

Transfer to children’s

private lives

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