1. “ Sociology of Education and Didactics- theory of Education ” Thelma de Jager (Educational Studies )

2. Humanities. Department: Educational Studies Overview Introduction Socialisation theories Socialisation agencies Didactics Constructivistic learning Techniques Conclusion

3. Humanities. Department: Educational Studies Introduction Humankind: set standards derive from values of the family and society. Construct a sensible world with help of others Acquisition of cultural content is important for the acquisition of an individual identity and social competence.

4. Humanities. Department: Educational Studies Introduction As part of their social development all pupils need: Affection, respect, recognition Role model identification Avoid unpleasant feelings

5. Humanities. Department: Educational Studies Socialisation Transmission of conduct rules, attitudes and values from one generation to another (Chetwynd & Hartnett, 1978). Meyer(1990) : a process where the individual becomes a member of a social group. Social development Social skills and human contact ( emotion and empathy)

6. Humanities. Department: Educational Studies Socially oriented theories Erickson’s psychosocial theory: every individual develops throughout his life Bandura’s social learning theory: continual change of the individual’s behaviour. because of interaction with environmental factors. Adler (1930): the personality is the entity that functions to attain certain self imposed objectives.

7. Humanities. Department: Educational Studies Socially oriented theories Fromm (Meyer et al 1988) focus on the relationship between the individual and society. Sullivan (1953:141) focus on interpersonal relationships.

8. Socialisation agencies Daycare, preprimary and formal school : most important socialisation agents (Kostelnik,2004) to establish social relationships and learning to live within the boundaries of societal expectations. 1.The family: blueprint for other relationships (personal and emotional relationship). No longer: daycare,TV and peer are main role models. Humanities. Department: Educational Studies Faculty: Humanities. Department: Educational Studies

9. Socialisation agencies 2.School demands children's respect and form a trust relationship with teachers. 3.The peer group: child learns to respect views of others, accept responsibility, to dominate, to protect, (Very, 1984) 4.The mass media TV: information on human behaviour, real and imaginary world. Computers: social communication skills Humanities. Department: Educational Studies Faculty: Humanities. Department: Educational Studies

10. Humanities. Department: Educational Studies ] Other relationships Objects: relationship with objects to conceptualise space, time and quantity in relation to the real world. The self: self-identity Religious figure: example of parents

11. Humanities. Department: Educational Studies ] Pro-social behaviour: to meet the stan- dards set by society. Cooperation, wil- ling to share. Anti-social behaviour: antagonism towards opposite sex, selfish, egocentric, etc.

12. Didactics of Education Cognitive development (Vygotsky,1978) Constructivist approach(Piaget, 1937): develop from own personal experiences 1.Social constructivism: interaction through environment 2.Cognitive: find new ideas and info from experiences Humanities. Department: Educational Studies Faculty: Humanities. Department: Educational Studies

13. Education should be neutral and not endorse a specific philosophy. Use a variety of philosophies in curriculum to accommo- date all cultural groups. Humanities. Department: Educational Studies Faculty: Humanities. Department: Educational Studies

14. Be adaptable to the nature, traditions, customs, values and norms of groups attending classes. Prepare differentiated activities to include all pupils regardless of their barriers. Humanities. Department: Educational Studies Faculty: Humanities. Department: Educational Studies

15. Humanities. Department: Educational Studies ] Different learning styles Thinking patterns Scaffold and use differen- tiated activities

16. Humanities. Department: Educational Studies Realistic outcomes and realistic learning contexts

17. Humanities. Department: Educational Studies Be enthusiastic about the subject content and create interpersonal skills

18. Humanities. Department: Educational Studies Create positive class attitudes and communication skills

19. Humanities. Department: Educational Studies Use and link topics of interest to real life situations

20. Humanities. Department: Educational Studies Connect memory to visual images Use humour Equip them for leadership

21. Humanities. Department: Educational Studies Use techniques to enable them to view situations from multiple perspective and encourage critical thinking Fish bowl Quotations

22. Humanities. Department: Educational Studies Collaborative group work Jigsaw Quiz Narratives

23. Humanities. Department: Educational Studies Concept map: creativity combined with critical thinking skills

24. Humanities. Department: Educational Studies To conclude Cultural grouping will be based on ethnicity, gender, religion, age and socio-economic status. Any group ( hearing disabilities) can develop unique knowledge of their world that may be considered as cultural knowledge

25. Humanities. Department: Educational Studies To conclude Different cultures have different experiences of the real world- value and acknowledge cultural knowledge Teachers should acknowledge the social role of language Teach actively in a social context All intellectual cognitive skills development are dependent on the emotional and social development of a learner

26. Humanities. Department: Educational Studies To implement theory into practice: Teachers must: Have knowledge of their subjects Know how pupils learn (psychology) Know how to guide pupils(General pedagogical knowledge) Know how to teach in their own discipline(Pedagogical content knowledge)