Mariano Marcos State University GRADUATE SCHOOL Laoag City

Course Code Course Title Title of Report Professor Student Degree Sought

: : : : : :

ECE 212 Preschool Program and Curriculum Curriculum Planning and Development Design Dr. Jovenita T. Aragon Florence B. Lopez Master of Arts in Education (Early Childhood Education)

Date of Submission

August 4, 2012

CURRICULUM PLANNING AND DESIGN

Definition of Terms Curriculum A group of learning activities. Refers to all the experiences a pupils has under the direction and guidance of school authorities. Is from the Latin root currere, which means to run; the course of the race. The sum of all learning content, experiences and resources that are purposely selected, organize and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development.

According to de la Cruz (1982) Curriculum involves the general aims which the schools are to pursue and about which the more specific objectives of instruction are attained.

In the words of Garcia (1973) The term curriculum is the the collection of learning experiences proposed as a result of deliberation of student attainment.

According to Grayson (1973) The term curriculum is taken to mean the organized set of content and activities that a school uses as basis for educating students.

Other writers on the subject Define curriculum as being all those learning experiences of children that take place under the direction or control of the school, or as all the experiences which are utilized by the school to attain the aims of education.

Krug (1957) Defines curriculum as the instrumentality by which schools seek to translate mans hopes for education into concrete reality.

According to Alice Miel (1946) The curriculum is the result of interaction of a complex of factors, including the physical environment and the desires, beliefs, knowledge, attitude and skills of the persons served by and serving the schools: namely, the learners, community, adults and educators and other nonteaching employees of the school.

According to Palma (1982) Further defines curriculum as the basic infrastructure of a schools educational program. Without a curriculum, the school is exactly in the same situation as contractor who embarks on a construction project without a master blue print and bill of specifications and proceeds to do the job with no better guidance.

Curriculum - is a term used to represent the central purpose of schooling, the presentation of specified content for learning Curriculum means the content and student learning outcomes. Curriculum is a term that has many definition - it can mean all experiences that happen at schools; a written plan for learning a syllabus that lists learning topics and the order in which they will be presented; or a program, that specifies a sequence of activities. Curriculum is defined as a written plan for learning experiences in which children will be involved.

Curriculum design have many steps in common including: 1. defining the purpose 2. analyzing the options 3. selecting the design features 4. producing the design 5. evaluating the design does it measure up to your intentions?

Curriculum Development Is probably the most well-known activity in curriculum work. Unfortunately, curriculum development is often used interchangeably with the word curriculum, creating the impression that they are one and the same. They are not! Curriculum Development Is a type of curriculum work; it is not curriculum, either as encompassing all curriculum activity or as curriculum, the body of knowledge. Think of curriculum development as those activities that create curriculum and its representative materials for use in some school/ comparable setting

FOUNDATIONS OF CURRICULUM

1. PHILOSOPHICAL BASES This philosophy aim for social efficiency and trains students to continuously and actively quest for information and production of new ideas needed to adjust to an ever changing society. The curriculum is integrated and based on the problems of society, social duties/ responsibilities, subjects are interdisciplinary and combined academic and vocational discipline. Methods of teaching include experimental and scientific method, creative and constructive projects, laboratory work, self-activity experience field trips, and library work. 1.1 GESTALTISM Each of the gestalt principles stresses our strong tendency to give our perceptions complete structure. Are we born with the inability to perceive the world according to gestalt principles or do we learn these principles through experiences with the environment? The gestalt psychologists believe that they are innate or inborn. In some way, they say, our minds are organized to perceive the world in structured and meaningful ways. Some psychologists though, disagree, believing that we learn to perceive our world through experiences with it. 1.2 HUMANISM The phenomenological perspective stresses the importance of our perceptions of us and our world in understanding personality; the approach centers on the belief that for each individual, reality is what is perceived. The most widely known phenomenological approach to personality is humanistic perspective, which has stressed the importance of self-perceptions, inner experiences, self-determination, and self-confidence. Humanistic psychologists emphasize the positive qualities of individuals, believing they have the ability to handle stress, control their lives, and achieve what they desire. Each of us has the ability to break through and understand ourselves and our world; we can bursts the cocoon and become a butterfly, says the humanists.

1.3 REALISM The philosophy aims to give direction to individuals basic potentialities and talents. More so it determines the direction of ones inherited tendencies. In addition, it provides ab education that could produce individuals who can meet their principal needs. The curriculum is a combination of subject matter and problem-centered concepts; acquisition of desirable habits, study habits, research skills, evaluation, observation, experimentation, analytical skills, critical thinking, application of principles, effective use of words and habits of enjoyment. Methods of teaching include scientific method, process approach, experimentation and discovery method.

2. SOCIOLOGICAL BASES: IMPLICATIONS TO EDUCATION 2.1 Emergent Values Pertinent to the Nature of Young Children a. Respect for self for others, fostering cooperation and conflict resolution skills. b. Appreciation of diversity, global awareness and multicultural education. c. Practical implementation of the convention on the rights of the child, as a set of values universally accepted as essential for children. d. The role of pervasive cultural violence including television, music, drama, portrayals that are simulated by toys. e. Love and respect for nature. f. Stimulation of childrens creative imagination. g. Establishing multicultural programs that help young children integrate spiritual, religious with secular learning or bridge the gaps of experience after faced by, multiple languages or multiple cultural groups.

3. PSYCHOLOGICAL BASES: IMPLICATIONS TO EDUCATION 1.1 Characteristics of Preschool Children Have bright eyes, color in face, straight legs and great vitality. Show certain earlier tensional behaviour like thumb sucking, knee knocking; may experience occasional toilet lapses. Stand straight and sit well at his work table without learning and slumping. Have urges to action and are still for a short time; interested in the activity not in the result; have a sense of equilibrium; can stand on one foot, can hop and skip, keep time to music, bounce and catch a ball; like to climb and jump from heights. Susceptible to fatigue and may withdraw from play when tired. Becoming self-independent; can brush their teeth, comb their hair, dress themselves; can perform simple household tasks. Questioning attitudes extends to problem about sex differences; knowledge is derived in the home. Nutrition problem may arise when breakfast is hurried or there are frequent purchases of between meal snacks.