INTERNACIONALNI UNIVERZITET U NOVOM PAZARU

DEPARTMAN ZA PEDAGOŠKO-PSIHOLOŠKE NAUKE

POZNATI ENGLESKI PEDAGOZI

PREDMET: ENGLESKI JEZIK I KNJIŽEVNOST

Mentor : Student :
Zuhra Mustafić, prof. Dajla Adrović

Novi Pazar, decembar 2020.

Pedagogy, definition
 Pedagogy – a holistic, personal approach to work with children and young people,
across services
 Pedagogy is a term both broadly used and understood.
 Pedagogy in essence relates to the how or practice of educating and caregiving.
 Pedagogy relates to the “how”, or practice of educating.
 It refers to, “that set of instructional techniques and strategies which enable
learning to take place and provide opportunities for the acquisition of knowledge,
skills, attitudes and dispositions within a particular social and material context. It
refers to the interactive process between teacher and learner and to the learning
environment” (Siraj-Blatchford et al. 2002).
England’s pedagogy,
key findings
England’s pedagogy has several strengths.
England’s pedagogical approach, as outlined in the curriculum, puts emphasis on age-appropriateness and play in
pedagogy, and encourages staff to employ different approaches and practices flexibly.
England promotes continuous child development for the whole ECEC age range due to implementation ofone
over-arching curriculum framework.
England has favourable staff-child ratios in place that can positively impact pedagogy.
The regulated number of children per practitioner (or staff-child ratio) can influence how much time practitioners
can spend per child. With a higher number of children per staff, conditions for individualized attention and
interaction with children are less favourable. England and Finland have the most favourable staff-child ratios in
place for children below the age of three.
Research suggests that specific pedagogical approaches do not have better.
outcomes than more general pedagogical ones. In general, research has revealed a mixed picture in terms of the
impact on children’s outcomes of approaches with a specific pedagogical programme, such as Montessori or
Steiner.
That said, it is necessary to point out that research evidence and studies considering the exact same approaches
in the exact same context are very limited.
Certain pedagogical practices can better stimulate children’s development.
Research suggests that the quality of interactions between adults and children plays a highly important
role in stimulating early learning.
England’s and other countries’ pedagogical practices differ due to large flexibility in implementation.
In 2008, England developed a best practice guidance booklet based on research (the Practice Guidance for
the Early Years Foundation Stage (2008)). England’s child-centred
approach with a mix of pedagogical practices is reflected in the pedagogy guidance document.
TCRU research
TCRU research identified the following key principles of
pedagogic practice:
o A focus on the child as a whole person, and support for the
child’s overall
o development.
o • The practitioner seeing herself/himself as a person, in
relationship with the child or
o young person.
o • While they are together, children and staff are seen as
inhabiting the same life space,not as existing in separate,
hierarchical domains.
o • As professionals, pedagogues are encouraged to
Pedagogues should be both practical and constantly reflect on their practice and to apply both
creative; their training prepares them to share in theoretical understandings and self-knowledge to their
many aspects of children’s daily lives, such as work and to the sometimes challenging demands with
preparing meals and snacks, or making music which they are confronted.
and building kites.
 Famous England’s pedagogues
and educationalists
 John Locke
(born August 29, 1632, Wrington, Somerset, England—died October 28, 1704, High
Laver, Essex), English philosopher whose works lie at the foundation of modern
philosophical empiricism and political liberalism.
He was an inspirer of both the European Enlightenment and the Constitution of the United
States. His philosophical thinking was close to that of the founders of modern science,
especially Robert Boyle, Sir Isaac Newton, and other members of the Royal Society.
What are John Locke’s most famous works?
John Locke’s most famous works are An Essay Concerning Human Understanding (1689),
in which he developed his theory of ideas and his account of the origins of human
knowledge in experience, and Two Treatises of Government (first edition published in 1690
but substantially composed before 1683), in which he defended a theory of political
authority based on natural individual rights and freedoms and the consent of the governed.
What contributions did John Locke make to epistemology?
In epistemology (the philosophical theory of knowledge), John Locke argued against the
existence of innate ideas (ideas present in the mind naturally or at birth) by showing how all
except “trifling” human ideas may be derived from sensation or reflection (observation of
the operations of the mind) and how knowledge may be defined in terms of the perception
of agreement or connections between ideas.

JOHN LOCKE
What contributions did John Locke make to epistemology?
In epistemology (the philosophical theory of knowledge), John Locke argued against the existence of innate ideas
(ideas present in the mind naturally or at birth) by showing how all except “trifling” human ideas may be derived
from sensation or reflection (observation of the operations of the mind) and how knowledge may be defined in
terms of the perception of agreement or connections between ideas.

Herbert Spencer
(born April 27, 1820, Derby, Derbyshire, England—died December 8,
1903, Brighton, Sussex), English sociologist and philosopher, an early
advocate of the theory of evolution.
His magnum opus was The Synthetic Philosophy (1896), a comprehensive
work containing volumes on the principles of biology, psychology,
morality, and sociology.
He is best remembered for his doctrine of social Darwinism, according to
which the principles of evolution,
which asserted that the principles of evolution, including natural selection,
apply to human societies, social classes, and individuals as well as to
biological species developing over geologic time. He is also remembered
for introducing the term survival of the fittest.
Sir Flinders Petrie
Sir Flinders Petrie, in full Sir William Matthew Flinders Petrie, (born June
3, 1853, Charlton, near Greenwich, London, England—died July 28, 1942,
Jerusalem), British archaeologist and Egyptologist.
At the age of 24, Petrie wrote Inductive Metrology; or, The Recovery of
Ancient Measures from the Monuments, a work that represented a new
approach to archaeological study.
Fieldwork done at various locations in Britain, including Stonehenge,
enabled him to determine by mathematical computations the unit of
measurement for the construction of the monument. His Stonehenge: Plans,
Description, and Theories was published in 1880, and in that same year he
began the surveys and excavation of the Great Pyramid at Giza, which
initiated his four decades of exploration in the Middle East.
NOTABLE WORKS

“Inductive Metrology, or the Recovery of Ancient Measures from the

Monuments”
“Methods and Aims in Archaeology”
“Stonehenge: Plans, Description, and Theories”
Anne Sullivan Macy
Anne Sullivan Macy, née Joanna Sullivan, also called Annie Sullivan,
(born April 14, 1866, Feeding Hills, near Springfield, Massachusetts, U.S.—died October 20, 1936, Forest
Hills, New York), American teacher of Helen Keller, widely recognized for her achievement in educating to a
high level a person without sight, hearing, or normal speech.
Joanna Sullivan, known throughout her life as Anne or Annie, was eight when her mother died, and two years
later her father deserted the three children. Sullivan, whom an earlier illness had left nearly blind, entered the
Perkins Institution for the Blind in 1880. Surgery the next year restored some sight, and she graduated from
Perkins at the head of her class in 1886.
In March 1887 Sullivan arrived in Tuscumbia, Alabama, to become governess to six-year-old Helen Keller, who
had been left blind and deaf by an illness contracted at the age of 19 months.
Keller had grown into an undisciplined, willful, and ill-tempered child with no means of contact with the outer
world but touch. With patience and creativity, Sullivan within a month succeeded in teaching Keller, by means
of a manual alphabet, that things had names.
Her progress was rapid thereafter.
Keller and Sullivan gained a national reputation as Keller mastered a full vocabulary and displayed a gifted
intelligence
After Keller’s graduation in 1904, they settled on a farm given by a benefactor in Wrentham, Massachusetts.
Sir Ken Robinson
Sir Kenneth Robinson (4 March 1950 – 21 August 2020)[1] was a British
author, speaker and international advisor on education in the arts to
government, non-profits, education and arts bodies.
 He was director of the Arts in Schools Project (1985–89) and Professor of
Arts Education at the University of Warwick (1989–2001), and Professor
Emeritus after leaving the university. In 2003 he was knighted for services to
the arts.
Robinson has suggested that to engage and succeed, education has to develop
on three fronts.
Firstly,that it should foster diversity by offering a broad curriculum and
encourage individualisation of the learning process.
 Secondly, it should promote curiosity through creative teaching, which
depends on high quality teacher training and development.
Finally, it should focus on awakening creativity through alternative didactic
processes that put less emphasis on standardised testing, thereby giving the
responsibility for defining the course of education to individual schools and
teachers.
Quotes about education
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Malcolm X
“If you think education is expensive, try ignorance.” Andy McIntyre
“The only person who is educated is the one who has learned how to learn …and change.” Carl Rogers
“The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming
tasks into small manageable tasks, and then starting on the first one.” Mark Twain
“Education is a progressive discovery of our own ignorance.” Will Durant
“The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a
test that teaches you a lesson.” Tom Bodett
“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the
learning process as long as he lives.” Clay P. Bedford
Thank you for your attention!