Curriculum Design Chapter 6

References -

Froebel, Pestalozzi, Arthur Ellis, Frances Parker - Quincy system, Dewey - curriculum organized around "impluses" to socialize, construct, inquire, questio, experiment, and express or create

William Kirkpatrick- Project method (interested in connection with Reggio)

Vocabulary -

• continuity - vertical repetition of curriculum components



• integration - the linking of all the curriculum's pieces so that students comprehend knowledge as unified rather than atomized



• articulations - vertical and horizontal interrelatedness of various aspects fo the curriculum


• Confluence - education that blends the affective domain (feelings, attitudes, values) with the cognitive domeain (intellectual knowledge and problem-solving abilities)

Curriculum Sequencing Principles - 1957 Smith, Stanley, Shores

1. Simple-to-complex learning - concrete to abstract



2. Pre-requisite learning - certain bits grasped before others can be comprehended



3. Whole-to-part learning - overview first



4. Chronological learning - real time order

Curriculum Sequencing Principles - 1976 - Posner and Strike

1. Concept related - dependent on structure of knowledge



2. Inquiry related - steps of scholarly investigation - apply learning to new situations



3. Learner-related - learn through experiencing content and activities



4. Utilization-related - how people would actually proceed through the activity

1. Subject-centered design

Subject design

Discipline design

broad-fields design

correlations design

process design

2. Learner - centered Design

Child-centered design - Froebel, Pestalozzi, Arthur Ellis, Frances Parker - Quincy system, Dewey - curriculum organized around "impluses" to socialize, construct, inquire, questio, experiment, and express or create
William Kirkpatrick- Project method (interested in connection with Reggio)

Experience centered design - different from child centered in that the children's needs and interests cannot be anticipated; therefore, a curriculm framework cannot be planned for all children

Romantic Design

Humanistic Design - Maslow influenced, Rogers influenced

3.Problem-centered Design

Life-situations design - focused on persistent life situations crucial to a society's successful functions, focus on problem-solving procedure.

Reconstructionist design - curricula that advances social justice, facilitate the development of a new culture

Chapter 7 - Curriculum Development

Technical-Scientific Approach

Non-technical, nonscientific approach

Developmentally Appropriate Practice 1/19

Resources:
Eager to Learn: Educating Our Preschoolers
California Master Plan for Education

http://www.sen.ca.gov/masterplan/020909THEMASTERPLANLINKS.HTML

Vocabulary:
telegraphic speech
holophrases
maturational theory
pragmatics
egocentric speech
inner speech
prosadic speech

Major points:
Guidelines to developmentally appropriate practice:

1. Creating a caring community of learners
2. Teaching to enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children development and learning
5. Establishing reciprocal relationships with families.