sociological foundations of curriculum

PSYCHOLOGICAL BASES OF CURRICULUM &

CURRICULUM DEVELOPMENT

REYNALYN TAYAWA-PADSOYANPhD EM 1

Topic objective

To describe the foundations of the curriculum as presented by changes in the individual with age and maturity, by individual differences in the learner, by facts and principles of learning and other factors that make a learner holistic.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Goal in curriculum planning with psychology

To take into account the needs of the individual so as to provide the experiences appropriate to the maturing individual to secure achievement.


I. Nature vs. Nurture and the Curriculum


• Education use the term “development” as an end product under the combined influence of nature and nurture.

Nature is that which is inherited / genetic• nativists

Nurture which refers to all environmental influences after conception, i.e. experience.• empiricists

II. Growth, Development & Maturation and the Curriculum


• Growth An appraisal of the process of change and is

often used to include the concept of size change.

• Development Changes in complexity

• Maturation Unfolding of traits Internally determined aspect of development The maturation process describes the potential

capacities of the individual but experience determines the expression in development.

• Age change correlates with change or increase in maturity Basis for methods of teaching, school programs

for interpersonal relationships, social, emotional and other aspects of a child.

• Chronological age Basic concept of learner classification It is a basis when schools are built, classes are

organized, teachers are being employed and planning of curricula.



Basic equation:

Maturation x Nurture = Development

Maturation x Experience = Achievement

III. Developmental Tasks and the Curriculum


• Children grow and mature at very different rates.

• An individual follow a pattern called developmental tasks

• Curriculum should be based according to their developmental tasks.

ERIKSON'S DEVELOPMENT STAGES

Stage (age) Psychosocial crisis Psychosocial modalities

I(0-1) infant

trust vs mistrust

Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment

(2-3) toddler

autonomy vs shame and doubt

Works to master physical environment while maintaining self-esteem

(3-6) preschooler

initiative vs guilt

Begins to initiate, not imitate, activities; develops conscience and sexual identity

(7-12 or so) school-age child

industry vs inferiority

Tries to develop a sense of self-worth by refining skills

(12-18 or so) adolescence

ego-identity vs role-confusionTries integrating many roles into a self-image under role model and peer pressure

(the 20’s) young adult

intimacy vs isolation

Learns to make personal commitment to another as spouse, parent or partner

(late 20’s to 50’s) middle adult

generativity vs stagnation/self-absorptionSeeks satisfaction through productivity in career, family, and civic interests

(50’s and beyond) old adult

integrity vs despairReported by: REYNALYN T. PADSOYAN, PhD EM 1

Age 2 Age 3 Age 4 Age 5

Language skills

Speaks about 50 words Speaks 250 to 500 or more words Answers simple questions Understands rhyming

Links two words together Speaks in three-and four-word sentences Speaks in complete sentences Uses compound and complex sentences

Uses some adjectives (big, happy) Uses pronouns (I, you, we, they) and some plurals

Uses prepositions (under, beside, in front) Uses future tense

Speaks clearly enough for parents to understand some of the words

States first name Speaks clearly enough for strangers to understand

States full name and address

Social skills

Becomes aware of his or her identity as a separate individual

Imitates parents and playmates Cooperates with playmates Wants to be like friends

May become defiant Takes turns Tries to solve problems Follows rules

Becomes interested in playing with other children

Expresses affection openly May have a best friend Understands gender

Separation anxiety begins to fade Easily separates from parents Becomes more independent Wants to do things alone

Cognitive skills

Begins to play make-believe Asks "why" questions Becomes involved in more complex imaginary play

Uses imagination to create stories

Begins to sort objects by shape and color Correctly names some colors Prints some capital letters Correctly counts 10 or more objects

Scribbles Copies a circleDraws a person with two to four body parts

Copies a triangle and other geometric patterns

Finds hidden objectsUnderstands the concepts of same and different

Understands the concepts of morning, afternoon and night

Understands the concepts of time and sequential order

Physical skills

Walks alone and stands on tiptoe Walks up and down stairs, alternating feetStands on one foot for at least five seconds

Stands on one foot for at least 10 seconds

Climbs on furniture and begins to run Kicks, climbs, runs and pedals a tricycleThrows ball overhand, kicks ball forward and catches bounced ball most of the time

Hops, swings and somersaults

Builds a tower of six or more blocks Builds a tower of nine or more blocks Dresses and undresses May learn to ride a bike and swim

Empties objects from a containerManipulates small objects and turns book pages one at a time

Uses scissorsBrushes own teeth and cares for other personal needs


ReferencesChild development chart: Preschool milestones

IV. Intelligence and the Curriculum

• The capacity for understanding; ability to perceive and comprehend meaning IQ Test

(Binet/Catell)

• Multi-intelligences - musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal (Howard Gardner)


SUPERIOR GIFTEDAVERAGEBODERLINE MR

MILDLY MR

SEEVERLY MR


AGRARIAN

SOCIETY

INDUSTRIAL

SOCIETY

INFORMATION

SOCIETY

Labeling:Labeling: LabelingLabeling Labeling: Labeling:

What is the implication of each?

and the SCHOOL


V. Learning and the Curriculum

COGNITIVE MODEL

Schools of Thought

Behaviorism

Skinner, Pavlov

Cognitive Psychology

Piaget

Bandura/ Gagné

Behaviorism

• Theory of learning based upon the idea that all behaviors are acquired through conditioning.

• Conditioning occurs through interaction with the environment.

• Make use of basic behavioral principles to help teach new behaviors and discourage unwanted ones.


Behavioral Theories

• Classical Conditioning (Pavlov) technique used in

behavioral training in which a naturally occurring stimulus is paired with a response

Model• Dogs naturally salivated with food.

(Unconditioned response)• A bell (neutral stimuli) was rung

every time the dogs were fed over a period of time creating the association/connection of the bell with food.

• After time, the dogs salivated at the sound of the bell alone.


• Operant conditioning (Skinner) Instrumental conditioningMethod of learning that occurs through

rewards and punishments for behavior

• Association Theory / Connectionism (Thorndike)A connection or association of an increasing

number of habits. More complicated associations means higher

levels of understanding.The Laws of Learning


Laws of Learning

1. Law of Readiness Often misinterpreted as educational readiness Deals with attitudes and focus. “Why should I do this?” If nervous system is ready, conduction is satisfying and lack

of conduction is annoying.

2. Law of Exercise Strength of connections is proportional to frequency,

duration, and intensity of its occurrence. Justifies drill, repetition and review. Seen today in behavior modification and basic skill

instruction.

3. Law of Effect Responses that cause satisfaction strengthen connections

and discomfort weakens connections. Justifies use of rewards and punishments, especially

Skinner’s operant model.


• Observable Learning and Modeling (Bandura)

aggressive behavior can be learned from watching adults fighting, violent cartoons or even violent video games.

repeated demonstration and modeling is used by coaches in various sports, military endeavors, and is also used in the classroom setting to model and practice desired behaviors


• Hierarchical Learning (Gagné)


1. Signal Learning: Classical Conditioning - Response to a signal

2. Stimulus-Response:Operant Conditioning – Response to given stimulus

3. Motor Chains:Linking two or more stimulus response connections to form a more complex skill

4. Verbal Association:Linking two or more words or ideas

5. Multiple Discriminations: Responding in different ways to different items in a set

6. Concepts:reacting to stimuli in an abstract way

7. Rules:Chaining two or more stimulus situations or concepts

8. Problem SolvingCombining known rules/principles into new situations to solve a problem

Gagné… Five Learning Outcomes (observable and measurable)

1. Intellectual Skills• “knowing how” to organize and use verbal and

mathematical symbols, concepts and rules to solve a problem.

2. Information• “knowing what” – knowledge and facts

3. Cognitive Strategies• “learning strategies” needed to process information

4. Motor skills• Ability to coordinate movements

5. Attitudes.• Feelings and emotions developed from positive and

negative experiences.



Formal operations

begins @ 11-15 abstract thinker

Concrete operations

(ages 7 to 11) begins to think

abstractly, needs physical,

concrete examples

Preoperational stage (ages 2 to 4)

Needs concrete interactions (no abstract)

use of symbols (pictures, words) to communicate

Sensorimotor stage (Birth to 2 years old)

learning by movement and sensory exploration

1. Jean Piaget

- Concept of Tabularasa

Cognitive Theory

• Learning involves:• assimilation (filing info in an existing schema)accommodation (changing schemata to fit new info)

• Schema theory explains: importance of accessing prior knowledge why cognitive dissonance strategies work


Behaviorism vs. Cognitive


Attribute Behaviorism Cognitive Theory

Behaviors The end in themselves- the only observable truth

Evidence pointing to brain activity- learning

Activation of Prior Knowledge

Irrelevant Essential

Teachers role Provide stimulus Prepare environment

VI. TRANSFER OF TRAINING & CURRICULUM

• Transfer of identical elements

• Generalization of a principle

• Cumulative transfer

• What is the evidence of transfer of training? Through …


VII. PHENOMENOLOGICAL & HUMANISTIC THEORIES & CURRICULUM

• Studies focus on human needs, attitudes, feelings and self-awareness.

• Focuses on the whole child

• Players:Carl Rogers (Humanistic Approach)Abraham Maslow

(Motivation Theory/ Hierarchy of Needs)


VIII. OTHER PSYCHOLOGICAL FACTORS AND CURRICULUM

• PACING IN LEARNING

• PLAY & GROWTH

• RETENTION & FORGETTING

• WHOLE VS. PART LEARNING

• PERCEPTION

• LEVEL OF MEMORY

• LEARNING STYLES

• MENTAL HEALTH/ EMOTIONAL QUOTIENT

• PERSONALITY


"The only person who is educated is the one who has learned how to learn and change.“

(Rogers)

“…Therefore, education teaches me to desire my heart to always be a blessing to others.” (Malyn, “the sound of my soul”, 2012)


SOCIOLOGICAL BASES OF CURRICULUM &

CURRICULUM DEVELOPMENT

REYNALYN TAYAWA-PADSOYANPhD EM 1

Curriculum of Forest School

Once upon a time the animals in the forest decided to start a school. They agreed that the curriculum should include the following subjects: swimming, hopping, climbing, running, flying, digging and slithering. All animals were required to take all subjects.

Everything went on well until the third day when the principal, Wise Old Owl noticed some disturbing trends. For example, the rabbits were excelling in hopping but performed poorly in flying tests. The cheetahs were scoring A’s in running but were getting D’s in digging. The ducks were getting straight A’s in swimming but were failing in the slithering course. The snakes easily got A’s in slithering but had difficulty flying.

An emergency staff meeting was held among the teachers to find out whether is was due to poor teaching or was it a curriculum problem. It was agreed that the teachers were good and dedicated practicing research-based instructional strategies. Professor Lion from Forest State University was called in as a consultant. He discovered that the problem was not due to poor teaching but rather the low level of curriculum utility. He pointed out that ducks really do not need to know how to slither and cheetahs should not be forced to learn digging skills. Neither should the snakes be asked to take flying classes.

Prof. Lion concluded that animals were forced to learn skills that were not relevant to their situations. However, there are certain skills every animal needs to know such as finding food and water. He proposed that the curriculum be revised to include instruction in generic skills such as food-acquisition principles and social skills. But, animals were allowed to specialize in subjects most applicable to their species (eg. swimming, running). The animals all rejoiced when the recommendations were implemented and shouted “Now this is a useful curriculum”.

[source: adaptation of L. F. Buscaglia (1972), Love. Thorofare, NJ: C.B. Slack, cited in R. Burks, A theory of secondary curriculum utility, 1998. www.randallburks.com/curriculum.htm]


I. Society/Culture and Curriculum

• Schools exist within the context of society (learner) and influence culture which in turn shapes curriculum.

• Society and culture are the shapers of the curriculum.

Implications:


Society and Curriculum• According to Burks (1998) content is useful;

if it relates to the general body of knowledge needed by average human beings for conducting daily life (eg. reading, writing);

when it is related to the specific present or future situation of the student (eg. to be a journalist one needs good language skills) ;

if it develops thinking skills that probably increases the student’s success in other subject areas or in general life-decisions (eg. geography develops spatial thinking, art develops design skills);

if it fulfils unavoidable requirements imposed by society as entry qualifications to certain vocational and professional programmes (eg. mathematics as requirement for technical jobs).


II. Changing Economy and Curriculum

Curriculum:

- Basic skills

- Apprenticeship

- Didactic teaching

Curriculum:

- Basic skills

- Apprenticeship

- Didactic teaching

Curriculum:

- Factory model

-Compartments

-Stratification/labeling

-Didactic teaching

-Cultural lag

Curriculum:

- Factory model

-Compartments

-Stratification/labeling

-Didactic teaching

-Cultural lag

Curriculum:

? Curriculum:

?

AGRARIAN

SOCIETY

INDUSTRIAL

SOCIETY

INFORMATION

SOCIETY


III. Changing Family Institution and Curriculum


AGRARIAN

SOCIETY

INDUSTRIAL

SOCIETY

INFORMATION

SOCIETY

Issue:

Gender’s role

Issue:

Gender’s role

Issue:

Change of family institution

Issue:

Change of family institution

Issue:

?

Issue:

?

The Changing Family Institution and Curriculum• A shift in values has resulted in changes in the

relationship between family, education and religion

• Families have also been disrupted with stress, violence, crime and having to live in poor neighbourhoods.

• Parents are distancing themselves from schools and are passing on the task of educating their children to the school.


IV. Cultural Diversity and Curriculum • Societies are becoming more multi-

cultural, multi-ethnic and multi-religious.

• The used of melting pot approach to salad bowl approach

• Cultural diversity of pluralism


Cultural Diversity and Curriculum• How should curriculum address cultural

diversity or pluralism? It may be necessary to have different

programmes, different pedagogical approaches, flexible curriculum and even varied educational environments to address the needs of all students.

“No society can afford to socially or economically marginalize any student and the curriculum must nurture students to become active participants in a dynamic and emerging society (Schon, 1993).”


V. Special Interest Groups and Curriculum

• Environmental groups

• Consumer advocates

• Health groups

• Human rights groups

• Reproductive health groups

• Others


VI. Knowledge and Curriculum

Knowledge should: • comprise the basic tools • facilitate learning how to learn • be applicable to the real world • improve learner's self-concepts, awareness skills, and

senses of personal integrity • consist of many forms and methods • prepare the individual for the world of technology • prepare individuals for the world of bureaucracy • permit the individual to retrieve old information • prepare learners for a lifetime of acquiring knowledge • be taught in context with values


Principles in selecting knowledge for a changing society: (Ornstein and Hunkins, 1998)

Synthesis

• Curriculum is created by people based on the circumstances and beliefs.

• The curriculum development is reflective of the political ideologies, economic systems, religious convictions and conceptions of knowledge.


sociological foundations of curriculum

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