To do
“Do”
refers to the set of skills of the guardian, which are gradually becoming more
complex. Lower level skills include the skills to list, recall, identify and
describe knowledge. Skills that are specific to one discipline enable the
guardian to put their knowledge in action in relation to specific areas, such
as writing a report, performing specific tasks or interpreting a rule.
Interdisciplinary skills enable a guardian to produce knowledge, engage in
critical thinking, develop a position, solve problems and communicate
effectively with a range of different actors.
The
guardian should be guided by the aspiration to continuously develop and enhance
the quality of the own “doing”. The guardian’s action should be subject to
supervision and monitoring with the aim to continuously improve the quality and
efficacy of the guardian’s action.
Guardians
of unaccompanied children should be able to combine knowledge and skills from a
range of disciplines and apply them in the way they act and behave:
“To KNOW
something, we believe one needs to do something active with the knowledge. It
is impossible to DO something unless there is some content involved (KNOW). BE
reflects what an individual does with the KNOW and the DO.”[1]
Reference:
EU training and learning platform for guardians of unaccompanied children
Literature:
Drake, S.M., Burns, R.C.
(2004), Meeting standards through
integrated curriculum, Association for Supervision and Curriculum
Development.
[1] Drake, S.M., Burns, R.C. (2004), Meeting standards through integrated curriculum, Association for Supervision
and Curriculum Development.