PSYCHOLOGICAL BASES OF CURRICULUM & CURRICULUM DEVELOPMENT

REYNALYN TAYAWA-PADSOYAN PhD 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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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.
Reported by: REYNALYN T. PADSOYAN, PhD EM 1

 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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Basic equation:
 Maturation x  Maturation x Nurture = Development

Experience = Achievement

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

ERIKSON'S DEVELOPMENT STAGES

Stage (age)
I(0-1) infant (2-3) toddler (3-6) preschooler (7-12 or so) school-age child (12-18 or so) adolescence (the 20s) young adult (late 20s to 50s) middle adult (50s and beyond) old adult

Psychosocial crisis
trust vs mistrust

Psychosocial modalities
Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment Works to master physical environment while maintaining self-esteem

autonomy vs shame and doubt

initiative vs guilt

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

industry vs inferiority

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

ego-identity vs role-confusion

Tries integrating many roles into a selfimage under role model and peer pressure Learns to make personal commitment to another as spouse, parent or partner

intimacy vs isolation

generativity vs stagnation/self-absorption

Seeks satisfaction through productivity in career, family, and civic interests

integrity vs despair

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

References Child development chart: Preschool milestones

Age 2 Language skills
Speaks about 50 words Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Speaks 250 to 500 or more words Answers simple questions Understands rhyming Uses compound and complex sentences Uses future tense

Age 3

Age 4

Age 5

Speaks in three-and four-word sentences Speaks in complete sentences Uses pronouns (I, you, we, they) and some plurals States first name Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand

States full name and address

Social skills
Becomes aware of his or her identity as a Imitates parents and playmates separate individual May become defiant Takes turns Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Wants to be like friends Follows rules Understands gender Wants to do things alone

Becomes interested in playing with other Expresses affection openly children Separation anxiety begins to fade Easily separates from parents

Cognitive skills
Begins to play make-believe Asks "why" questions Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night Uses imagination to create stories Correctly counts 10 or more objects Copies a triangle and other geometric patterns Understands the concepts of time and sequential order

Begins to sort objects by shape and color Correctly names some colors Scribbles Finds hidden objects Copies a circle Understands the concepts of same and different

Physical skills
Walks alone and stands on tiptoe Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Stands on one foot for at least 10 seconds Hops, swings and somersaults

Climbs on furniture and begins to run

Builds a tower of six or more blocks Empties objects from a container

Builds a tower of nine or more blocks

May learn to ride a bike and swim Brushes own teeth and cares for other personal needs

Manipulates small objects and turns book Uses scissors pages one at a time

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

IV. Intelligence and the Curriculum

The capacity for understanding; ability to perceive and comprehend meaning
 IQ Test (Binet/Catell)

Multi-intelligences musical, bodilykinesthetic, logicalmathematical, linguistic, spatial, interpersonal, and SEEVERLY intrapersonal MR (Howard Gardner)

MILDLY BODERLINE MR MR

AVERAGE

SUPERIOR

GIFTED

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

and the

SCHOOL
INDUSTRIAL SOCIETY INFORMATION SOCIETY

AGRARIAN SOCIETY

Labeling:

Labeling

Labeling:

What is the implication of each?

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

V. Learning and the Curriculum

COGNITIVE MODEL
Schools of Thought
Bandura/ Gagn

Behaviorism

Cognitive Psychology

Skinner, Pavlov
Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Piaget

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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

 Operant conditioning (Skinner)

 Instrumental conditioning  Method 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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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 Skinners operant model.
Reported by: REYNALYN T. PADSOYAN, PhD EM 1

 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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

 Hierarchical Learning (Gagn)

1. Signal Learning: Classical Conditioning Response to a signal 5. Multiple Discriminations: Responding in different ways to different items in a set

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

6. Concepts: reacting to stimuli in an abstract way

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

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

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

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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Gagn
 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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Cognitive Theory
1. Jean Piaget

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

- Concept of Tabularasa

Sensorimotor stage (Birth to 2 years old) learning by movement and sensory exploration

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

 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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Behaviorism vs. Cognitive

Attribute Behaviorism Cognitive Theory

Behaviors

The end in themselves- the only observable truth Irrelevant

Evidence pointing to brain activitylearning Essential

Activation of Prior Knowledge

Teachers role

Provide stimulus

Prepare environment

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

VI. TRANSFER OF TRAINING & CURRICULUM Transfer of identical elements Generalization of a principle Cumulative transfer What is the evidence of transfer of training?
 Through

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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)

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

VIII. OTHER PSYCHOLOGICAL FACTORS AND CURRICULUM

PERCEPTION LEVEL OF MEMORY LEARNING STYLES PACING IN LEARNING PLAY & GROWTH RETENTION & FORGETTING WHOLE VS. PART LEARNING
Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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)

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

SOCIOLOGICAL BASES OF CURRICULUM & CURRICULUM DEVELOPMENT

REYNALYN TAYAWA-PADSOYAN PhD 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 As in running but were getting Ds in digging. The ducks were getting straight As in swimming but were failing in the slithering course. The snakes easily got As 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] Reported by: REYNALYN T. PADSOYAN, PhD EM 1

I. Society/Culture and Curriculum

Implications: 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.
Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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 students 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).

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

II. Changing Economy and Curriculum

Curriculum: - Basic skills - Apprenticeship - Didactic teaching Curriculum: - Factory model -Compartments -Stratification/labeling -Didactic teaching -Cultural lag Curriculum:

AGRARIAN SOCIETY

INDUSTRIAL SOCIETY

INFORMATION SOCIETY

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

III. Changing Family Institution and Curriculum

AGRARIAN SOCIETY INDUSTRIAL SOCIETY INFORMATION SOCIETY

Issue: Genders role

Issue: Change of family institution

Issue: ?

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

IV. Cultural Diversity and Curriculum

Societies are becoming more multicultural, multi-ethnic and multireligious. The used of melting pot approach to salad bowl approach Cultural diversity of pluralism

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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).

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

V. Special Interest Groups and Curriculum

Environmental groups Consumer advocates Health groups Human rights groups Reproductive health groups Others

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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

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

Reported by: REYNALYN T. PADSOYAN, PhD EM 1

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.

Reported by: REYNALYN T. PADSOYAN, PhD EM 1