“There is not curriculum or method that will produce character by magic.

On the contrary, every

experience in home, at church, on the playground or at school presents an opportunity for character
development.” Skinner and Harriman
SCHOOL OF TEACHER EDUCATION
COLEGIO DE DAGUPAN

MIDTERMS

CURRICULUM DEVELOPMENT (EDUC 4)

Prepared by: DR.TERESITA MENNA KITONG DE GUZMAN

I. CURRICULUM FOUNDATIONS

2. Historical Foundations
The historical foundations will show to us the chronological development along a timeline.
 Reading materials would tell us that curriculum development started when Franklin
Bobbit (1876-1956) wrote the book “The Curriculum.”

PERSONS CONTRIBUTION
 Started the curriculum development
movement.

 Curriculum as a science that emphasize on

students’ needs

 Curriculum prepares learners for adult life.

 Objectives and activities grouped together

when task are clarified.
1. FRANKLIN BOBBIT (1876-1956)
 Like Bobbit, curriculum is Science and
emphasizes students’ needs.

 Objectives and activities should match.

 Subject matter or content relates to

objectives.

2. WERRET CHARTERS (1875-1952)

 Curricula are purposeful activities which are
child-centered.

 The purpose of the curriculum is child

development and growth.

 The curriculum develops social relationships

and small group instruction.

3. WILLIAM KILPATRICK (1875-1952)

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 “There is not curriculum or method that will produce character by magic. On the contrary, every
experience in home, at church, on the playground or at school presents an opportunity for character
development.” Skinner and Harriman
 To Rugg, curriculum should develop the whole
child. It is child-centered.

 With the statement of objectives and related

learning activities, curriculum should produce
outcomes.

 Harold Rugg emphasized on social studies.

 The teacher plans the curriculum in advance.

4. HAROLD RUGG (1886-1960)

 Sees curriculum as organized around social
functions of themes, organized knowledge
and learner’s interest.

 Caswell believes that curriculum, instruction

and learning are interrelated.

 Curriculum is a set of experiences.

 Subject matter is developed around social

functions and learners’ interests
5. HOLLIS CASWELL (1901-1989)
 As one of the hallmarks of curriculum, Tyler
believes that curriculum is a science and an
extension of school’s philosophy. It is based
on students’ needs and interest.

 To Tyler, curriculum is always related to

instruction.

 The process emphasizes problem solving. The

curriculum aims to educate generalists and
not specialists.
6. RALPH TYLER (1902-1994)
 Contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.

 Helped lay the foundation for diverse student

population.

 Thinking skills are combined with facts to

lead students to abstract generalizations
through questioning strategies.
7. HILDA TABA (1902-1967)

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 “There is not curriculum or method that will produce character by magic. On the contrary, every
experience in home, at church, on the playground or at school presents an opportunity for character
development.” Skinner and Harriman
 Described how curriculum change is a
cooperative endeavor.

 Teachers and curriculum specialist constitute

the professional core planners.

 Significant improvement through group

activity.

8. PETER OLIVA (1992-2012)

3. Psychology as a discipline deals with understanding human behavior which is important in

curriculum development providing information in five important areas: Educational
objectives; Student characteristics; Learning processes; Teaching methods; and Evaluation
procedures
 Psychology provides a basis to understand the teaching and learning process.

CLUSTERS OF LEARNING THEORIES:

a. Association and Behaviorism

 Father of Classical Conditioning Theory

 The key to learning in early years of life is to

train them what you want them to become.

 S-R Theory is a foundation of learning

practice called indoctrination.

1. IVAN PAVLOV (1849-1936)

 Championed the Connectionism Theory
 Proposed the three laws of learning
- Law of readiness
- Law of exercise
- Law of effect.

 Specific stimulus has specific response

2. EDWARD THORNKIKE (1874-1949)

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 “There is not curriculum or method that will produce character by magic. On the contrary, every
experience in home, at church, on the playground or at school presents an opportunity for character
development.” Skinner and Harriman
 Proposed the Hierarchical Learning Theory.

 Behavior is based on prerequisite conditions.

 Introduced tasking in the formulation of

objectives.

3. ROBERT GAGNE (1916-2002)

b. Cognitive Information Processing Theory

o Theories:
 Describes cognitive development in
terms of stages from birth to maturity.
 Sensorimotor stage (0-2),
preoperational stage (2-7), concrete
operations stage (7-11) and formal
operations (11-onwards)

o Keys to learning:
 Assimilation (incorporation of new
experience)
 Accomodation (learning modification
and adaptation)
 Equilibration (balance between
previous and later learning)
1. JEAN PIAGET (1896-1980)
o Theories:
o Cultural transmission and development
o Children could as a result of their
interaction with society, actually perform
certain cognitive actions prior to arriving
at developmental stage
o Learning precedes development
o Sociocultural development theory

o Keys to Learning
o Pedagogy creates learning processes that
lead to development
o Child is an active agent in his or her
educational process
2. LEV VYGOTSKY (1896-1934)