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Abstract
Changes in childcare practice in England and other parts of the world have raised many issues for educators. Current practice places emphasis on reflective practice and stresses the use of professional judgement ground in evidence‐based practice. The authors argue that this is most likely to be achieved if students understand the importance of balancing rational‐technical and practice‐moral social work activity. This paper explores the use of experiential learning techniques as a method for teaching students how to achieve this balance. The paper describes the experiential learning techniques used on the childcare component of a qualifying social work course and considers the rationale underpinning the developments. Through this example, consideration is given to the learning opportunities that encourage students to use evidence‐based practice effectively. The paper includes the experience of a student and the lessons learnt by both students and educators.
Notes
Correspondence to: Jan Horwath, Department of Sociological Studies, University of Sheffield, Elmfield, Northumberland Road, Sheffield S10 2TU, UK. Tel.: +44‐114‐222‐6442; Fax: +44‐114‐276‐8125; Email: [email protected]
The Framework for the Assessment of Children in Need and their Families is national guidance introduced by the English government to standardise assessment practice. The framework requires a multi‐disciplinary assessment of need focusing on three domains: the developmental needs of the child; the parent's capacity to meet the needs of the child; and the influence of family and environmental factors on both the child's needs and parenting capacity.
