Child-Centered Designs

Experience-Centered Designs
Romantic (Radical Design)

Facilitator of Learning:
Ms. Ma. Elaiza G. Mayo
Intended Learning Outcomes

Identify what are the Learner-Centered Designs

Differentiate Child-Centered Design,
Experience-Centered Design, and Romantic
(Radical Design)
Apply the knowledge in Learner-Centered
designs to our teaching profession.
 Learner-Centered Designs

All curricular leaders desire is to develop curricula

significant to students.
With this, educators in the 1990s stated that students
are the programs emphasis.
Progressive proponents have come to be called the
Learner-Centered Design
 Learner-Centered Designs

These designs are realized more often in the

elementary level than in secondary.

In elementary: Teachers manage to highlight the

whole child.
In secondary: The stress is more on the subject-
centered designs.
Child-Centered
Design
The proponent of this
design believe that
students must be
enthusiastic in their
learning environments
and that learning
should not be detached from students lives which is
mostly on the paradigm of the subject-centered
designs.
As an alternative, the design should be centered on
students lives, needs and interests.
 Every child is a unique and special individual.
Consequently, we have to teach individual children and
be respectful of and account for their individual
uniqueness of age, gender, culture, temperament, and
learning style.

Children are active participants in their own education

and development. This means that they should be
mentally involved and physically active in learning
what they need to know and do.

Childrens ideas, preferences, learning styles, and

interests are considered in the planning for and
implementation of instructional practices.
 Arthur Ellis
-said that attending to students needs
and interests requires careful
observation of students and faith that
they can articulate to those needs and
interests. Also, young students interests
must have educational value.
According to the book of Ornstein and
Hunkins (2009):
People with this view consider knowledge
as an outgrowth of personal experience
People use knowledge to advance their
goals and construct it from their
interactions with their world.
Learners actively construct their own understandings.

Learning is not the passive reception of information from

an authority

Students must have classroom opportunities to explore

first-hand physical, social, emotional, and logical knowledge.
 John Locke
-noted that individuals construct bodies of knowledge
from a foundation of simple ideas derived from their
experiences.
 Immanuel Kant was a German
philosopher during the Enlightenment era
of the late 18th century. His best known
work is the Critique of Pure Reason.

Immanuel Khant
-postulated that aspects of our knowledge result from
our cognitive actions; we construct our universe to
have certain properties.
 Jean Jacques Rousseau was a French
philosopher during the Enlightenment
era.
One of his contribution in Education was
the Naturalism

Jean Jacques Rousseau

-children should be taught within the context of their
natural environment, not in an artificial one like a
classroom. Teaching must suit a childs developmental
level.
 Henrich Pestalozzi was a Swiss philosopher who contributed
about the philosophy and instructional method that
encouraged harmonious intellectual, moral, and physical
development; methodology of empirical sensory learning,
especially through object lessons; and his use of activities,
excursions, and nature studies that anticipated Progressive
education

Henrich Pestalozzi and Friedrich Froebel

-claimed that children would achieve self- realization
through social participation, which they expressed as the
principle of learning by doing.

Friedrich Froebel was the idealist of Kindergarten where

children could play with others of their own age group and
experience their first gentle taste of independence.
 Francis Parker
-he disputed that effective education did not call for
strict discipline. Instead, attaining the childs innate
tendency to become involved in exciting things is in the
institutional approach that is somewhat free.
Child-Centered Design (curriculum) was structured
around human impulses:
the impulse to socialize, construct, inquire, question,
experiment, and express or create artistically.
(Ornstein and Hunkins,2009)
 Experience-Centered Design

Closely look like child-centered design but the

difference is that childrens needs and interests
cannot be planned for all children.

The curriculum cannot be pre-designed, whole

thing must be prepared on the spot as the
teacher responds to each child.
 Teachers role is to build an inspiring learning
environment in which students can explore, come
into direct contact with knowledge, and observe
others learning and actions.

The social activity for this design is the childs learning.

 John Dewey
-childrens impulsive power, their demand for self
expression, cannot be suppressed.
-interest was purposeful
-In Experience and Education, education should
commence with the experience learners already
possessed when they entered school.
-Experience was essentially the starting point for all
learning.
-Children exist in a personal world of experiences and
their interests are personal concerns, rather than
bodies of knowledge and their attendant facts
concepts, generalization, and theories.
Dewey never supported building childrens interests in
the curriculum placing children in the role of the
curriculum makers.
The easy thing is to seize upon something in the
nature of the child, upon something in the developed
consciousness of the adult, and insist upon that as a
key to the whole problem.
-educators must analyse childrens experiences and see
how these experiences formed childrens knowledge.

>Staring point: areas where the childs natural interests

could be connected to formalized knowledge.
-Dewey required educators to think of the childs
experiences as fluid and dynamic, hence the
curriculum would frequently change to focus on
students needs.

-Endorsers of experience-centered curriculum design

have confidence in each students uniqueness and skill.

-Educators role is to give opportunities, not to

command certain actions.
 Thomas Armstrong
-creating a friendly classroom environment, one that
radiates a joyful atmosphere and capitalizes on
students natural character to learn.
 Romantic (Radical) Design

Students must learn ways of engaging in a

critique of knowledge
Learning is reflective, it is not externally
imposed by someone in power
Radicals view society as deeply flawed &
believe that schools used curriculum to control
& indoctrinate, not to educate & emancipate
Students must accept responsibility for
educating themselves & demand freedom
 Paolo Freire isthe most inuential thinker of
education in the late twentieth century,
particularly with informal educators with his
emphasis on dialogue, his concern for the
oppressed, and educational pro-grams for
adult education and literacy

Paolo Freire
-believes that education should inform the masses
about their oppression, provoke them to feel
dissatisfied with their condition, and give them skills
necessary for correcting identified injustices.
 Jurgen Habermas German philosopher of the
second half of the 20th century. A highly
influential social and political thinker,
Habermas was generally identified with
the Critical Social Theory

Jurgen Habermas
-in his theory, emphasized that educations goal is
liberation of the awareness, skills, and attitudes that
people find necessary to take control of their lives.
Curricula leaders who supports radical views consider
that individuals must learn ways of involvement in
analysis of knowledge.
Learning is reflective, it is not externally inflicted by
someone in power.
 Ornstein and Hunkins (in their book of Curriculum,
Foundations, Principles and Issues)
-The biggest difference between mainstream
educators and radicals is that radicals view society as
deeply flawed and believe that education
indoctrinates students to serve controlling groups.