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01 TCUR111 Course Unit 4

This document provides an overview of the foundations of curriculum development, including philosophical, historical, psychological, and social foundations. It discusses key thinkers and theories in each area. For example, it outlines philosophical approaches like perennialism, essentialism, progressivism, and reconstructionism. Historically, it examines the contributions of thinkers like Franklin Bobbitt and Ralph Tyler. Psychologically, it discusses theories of learning from Pavlov, Thorndike, Piaget, and Maslow. Socially, it addresses the influence of society and thinkers like John Dewey and Alvin Toffler. At the end of the unit, students are expected to define curriculum development and discuss curriculum proponents.

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Sunako Claes
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119 views

01 TCUR111 Course Unit 4

This document provides an overview of the foundations of curriculum development, including philosophical, historical, psychological, and social foundations. It discusses key thinkers and theories in each area. For example, it outlines philosophical approaches like perennialism, essentialism, progressivism, and reconstructionism. Historically, it examines the contributions of thinkers like Franklin Bobbitt and Ralph Tyler. Psychologically, it discusses theories of learning from Pavlov, Thorndike, Piaget, and Maslow. Socially, it addresses the influence of society and thinkers like John Dewey and Alvin Toffler. At the end of the unit, students are expected to define curriculum development and discuss curriculum proponents.

Uploaded by

Sunako Claes
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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BACHELOR OF EARLY CHILDHOOD EDUCATION:

THE TEACHER AND THE SCHOOL


CURRICULUM
COURSE MODULE COURSE UNIT WEEK
1 4 5

Foundations of Curriculum Development

✓ Read course and unit objectives


✓ Read study guide prior to class attendance
✓ Read required learning resources; refer to unit
terminologies for jargons
✓ Proactively participate in classroom discussions
✓ Participate in weekly discussion board (Canvas)
✓ Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive:
1. Define curriculum development

Affective:
1. Discuss the proponents of curriculum development who served as foundations
Psychomotor:
1. Participate actively during class discussions
2. Confidently express personal opinion and thoughts in front of the class

Bilbao Purita, et.al., (2015). Curriculum Development for Teachers; Lorimar Pubishing

Foundations of Curriculum Development

1. Philosophical Foundations

A. Perennialism
Aim: to educate rational person, cultivate intellect
Role: teachers assist students to think with reason (critical thinking, HOTS)
Focus: Classical subjects, literary analysis
Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts\

B. Essentialism
Aim: to promote intellectual growth to become competent
Role: Teachers are sole authorities in the subject area
Focus: Essential skills of the 3Rs; essential subjects
Trends: Back to basics, excellence in education, cultural literacy

C. Progressivism
Aim: Promote democratic social living
Role: teacher leads for growth and development of lifelong learners
Focus: Interdisciplinary subjects, Learner-centered, Outcomes-based
Trends: Equal opportunities for all, contextualized curriculum, humanistic education

D. Reconstructionism
Aim: to improve and reconstruct society. Education for change
Role: teacher acts as agent of change and reforms
Focus: Present and future educational landscape
Trends: School and curricular reform, global education, collaboration and convergence,
standards and competencies.
2. Historical Foundations

A. Franklin Bobbit
• He started the curriculum development movement.
• Curriculum is a science that emphasizes students’ needs.
• Curriculum prepares learners for adult life.
• Objectives and activities should group together when tasks are clarified.

B. Werret Charters (1875-1952)


• Like Bobbit, he posited that curriculum is a science and emphasizes students’ needs.
• Objectives and activities should match. Subject matter or content relates to objectives.

C. William Kilpatrick (1875-1952)


• Curricula are purposeful activities which are child-centered.
• The purpose of curriculum is child development and growth.
• He introduced this project method where teacher and student plan the activities.
• Curriculum develops social relationships and small group instruction

D. Harold Rugg (1886-1960)


• Curriculum should develop the whole child.
• With the statement of objectives and learning activities, curriculum should produce
outcomes.
• Emphasized social studies and suggested that the teacher plans the curriculum in
advance.

E. Hollis Caswell (1901-1989)


• Curriculum is organized around social functions of themes.
• Curriculum, instruction and learning are interrelated.
• Curriculum is a set of experiences.
• Subject matter has built around social functions and earners’ interests.

F. Ralph Tyler (1902-1994)


• Curriculum is a science and an extension of school philosophy. It is based on students;
needs and interests.
• Subject matter is organized in terms of knowledge, skills and values.
• The process emphasizes problem solving.

G. Hilda Taba (1902- 1967)


• Contributed to the theoretical and pedagogical foundations of concepts development
and critical thinking in social studies curriculum.
• She helped lay the foundation for diverse student population.
H. Peter Oliva (1992-2012)
• He described how curriculum change which is a cooperative endeavour.
• Teachers and curriculum specialist constitute the professional core of planners.
• Significant improvement is achieved through group activity.

3. Psychological Foundations

A. Association and Behaviorism

a. Ivan Pavlov
• Father of classical conditioning, the S-R Theory.
• The key to learning in early years of life is to train them what you want them to
become.

b. Edward Thorndike
• He proposed the three laws of learning:
✓ Law of readiness
✓ Law of exercise
✓ Law of effect

c. Robert Gagne
• He proposed the Hierarchical Learning Theory.
• Learning follows a hierarchy.
• Behavior is based on prerequisite condition

B. Cognitive and Information Processing

1. Jean Piaget
• He proposed the 4 Stages of Cognitive Development.

2. Lev Vygotsky
• He proposed the Sociocultural Theory of Development.

3. Howard Gardner
• He proposed the Multiple Intelligences.

4. Daniel Goleman
• He proposed the “Emotional Quotient” (EQ). Emotions contain the power to
affect action.
C. Humanistic Psychology

1. Gestalt
• Gestalt theory which explains learning in terms of “wholeness” of the problem
• Learners analyze the problem, discriminate between essential and non-essential,
and perceive relationships.
• Learner will perceive something in relation to the whole. What they perceive is
related to their previous experiences.

2. Abraham Maslow
• He advanced the self-actualization theory and classic theory of human needs.
• Produce a healthy and happy learner who can accomplish, grow and actualize his
or her human self.

3. Carl Rogers
• Nondirective and Therapeutic Learning – counselling procedures and methods for
facilitating learning; children’s perceptions, which are highly individualistic,
influence their learning and behaviour in class.
• Curriculum is concerned with the process, not the product; personal needs, not
subject matter, psychological meaning, not cognitive scores.

4. Social Foundations

A. Society and Schools


• Society as a source of change
• Schools as agents of change

B. John Dewey
• Considered two fundamental elements– schools and civil society– to be major
topics needing attention and reconstruction to encourage experimental
intelligence.

C. Alvin Toffler
• Wrote the book, “Future Shock”
• Believed that knowledge should prepare students for the future,
• Suggested that in the future, parents might have the resources to teach prescribed
curriculum (home schooling)
Law of Effect – this stated that any behavior that is followed by pleasant consequences is likely to
be repeated.

Law of Exercise – behaviors immediately followed by favorable consequences are more likely to
occur again.

Law of Readiness – a law which states that learning is dependent upon the learner’s readiness to
act, which facilitates the strengthening of the bond between stimulus and response.

Study Questions

• Choose a proponent and discuss his theory and its importance in education today.

Andres, Tomas Quintin D. (2012) Curriculum Development in


the Philippine Setting Mandaluyong City: National Book
Store

Bauzon, Priscillano T. (2009) Foundations of Curriculum


nd
Development and Management, 2 Ed. Mandaluyong City:
National Book Store

Bilbao Purita, et.al., (2015). Curriculum Development for Teachers;


Lorimar Pubishing

Ediger, Marlow. (2010) Effective School Curriculum. New


Delhi: Discovery Publishing House

Hehir, Thomas. (2012) Effective Inclusive Schools: Designing Successful Schoolwide Programs.
CA: Jossey Bass

Moore, Alex. (2012) Teaching and Learning: Pedagogy, Curriculum and Culture. Routledge

Palma, Jesus C. (2009) Curiculum Development System: A Handbook for School Practitionersin
Basic Education 2nd Ed. Mandaluyong City: National Book Store

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