Development of social competence in rural schools

1. Development of social competence in rural schools • TOPIC: • What differences are apparent in the development of pupils’ social competence in small and larger schools? • SUPPORT TOPICS: • In which ways will the cultural background become important for the social manners and general sense of decorum? • In which ways will the school milieu become important for the pupils’ social learning? • In which ways will the teacher conduct pupils’ emotionally behaviour? • What kind of connection in the relation between teacher and pupil have to become important for the social developing? • What is the basis for deputing development and what is the obstruction for the appropriate and accepted social behaviour?

2. Aim of theprosject • The project’s aim have been to secure knowledge about how development of social learning occurs in rural schools. The knowledge have been compared with schools in larger regions with more pupils. The larger schools have been expected to have different youth codes, social relations and social belonging. The project also has an aim to achieve knowledge about the youth’s social competence as a foundation for learning. After the project I expect to have knowledge and competence to influence the teacher training programs.

3. Social skill and social competence: Social competence Social skill-developing Analytical accommodation

4. Social learning Social learning • Dion Sommer (2006) • Katzenelson (1994) • Løvlie Schibbye, 2002; Slater og Butterworth, 1997; Reddy, Hay, Murry og Trevarthen, 1997, Stern, 2000, 2004

5. The relational perspective • Social learning as a process • The relation between pupil and teacher • The existential perspective • Stern, 2000; Løvlie Schibbye, 2002; Sommer, 2005a; Fogel, 1993

6. Pro-sociality • People who act pro-social • Develop cognitive abilities • Bandura, 1997; Ogden, 2002; Stephens, 2006

7. Uprising and growth – a part of the social development • Klafki, 1996; Bru og Thuen, 1999; Lindvig, 2005; Ogden, 1998; Bakhtin (1981, 1984); Dysthe, 1996.

8. Intersubjectivity • Fonagy 1998a; Stern,1985, 2000; Winnicott, 1990; Fonagy,1998a, Løvlie Schibbye, 2002

9. Emotional learning • Emotional learning implies developing of acceptable ways to handle the emotionally reactions and behaviour. • Myhre, 1994; Bollnow, 1969; Storå, 2003; Starrin, 2004; Mills, 1971; Elias, 1989, 1991; Hochschild, 1983; Bergh, 2004

10. Authority relationship teacher / pupil • The teacher as the authority • Bandura, 1977; Dale, 1989; Sommer, 2006, Johansen, 2000, 2006

11. Authenticity – an essential part of the psychodynamic content • Teachers’ actions and positive experience based on moral and with the intention to bring in meaningly learning and social development, is a matter of the teachers’ authentically vision. • Laursen,2004;Taylor (1991); Ziehe, 1983

12. Social experience is situated in a socio-cultural companion • An approximation of the socio-cultural learning-perspective, the teacher bases the teaching on what culture the pupil find him (her)-self in, and utilize it as a resource for education. • Dysthe, 2001

13. Pupil Social relations - Social activity, spare time - Social activity, school - Social–culturally milieu - Pro-social attitude - identity, self-knowledge, - participation - Settling • - relation contents; parents / teacher • - relation context; parents / teacher • - relation signification; parents / teacher / school, pupil /pupil – other significant relationship connected to social learning Socialcompetence in rural school • - Social area; school and spare time • - Collaboration context • - Interaction context • - Participation (who, where, when?) • - Social solidarity (who, how?) • - Authority (who, when?) • - Socialculture • - Social limits and conditions against social learning • - formal social teacher-competence • - Social-cultural teaching context • - Social dialectical thinking • - Mental-sanitation (value, activity, attitude) • - Social sanction, evaluation, advising • - Psychodynamic consequence-thinking • - Emotional processes • - Parents and teachers authenticity Social teacher-competense Collaboration / interaction Psyco-social culture

14. Large Isolated Central +/- 60 pupils Small Research fieldPopulations and Samples • Schoolsize and rural placement

15. [1]Teachers with responsibility for the pupils [2] The assistants as recourse for the special education [3] Montesorri-school. Besides operate the primary school the school teach immigrants. [4] Traditional form teacher function where the assistant are connected to social project. [6] One girl 7. grade, boy and a girl in 5. grad. [7] School-leader have teaching responsibility.

16. Commune enquêt. A survey used for interpretation Generated theory from empirical data. Generated-understanding Qualitative expanding • Cultural • contents • - where • - what • - who Qualitativeresearch Commune interview (pupil, parents, teachers and school representative Survey Population and sampling researching field • - The project’s relevance • - Scientific phenomenon connected to the thesis Previously-understanding Research design

17. Analytical theory • Perspective-dependence; Larsson, 1993; Alvesson & Sköldberg, 1993 • Groundedtheory; Glaser & Strauss, 1967 • Symbolic Interactionism; Blumer, 1969 • Intersubjective relationship analysis; Kruuse, 1992, 1989; Løgstrup, 1983; Martinsen, 2003

18. The social developing conditions depend on: The interactive meeting between young people and adults Number of people being in context ”At the same age” – density Social-cultural influence Adult authority Adult solidarity Pro-sociality Local community as a developing resource Conclusions

19. Conclusions • Frequency of spontaneous adult reactions • Adult authority • Time and space for emotional learning • Relationship and social learning • Constitution and hindrance against social learning