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CURRICULUM
DEVELOPMENT
Lesson 4:
3. Psychological Foundation of Curriculum
*Key to Learning
* Assimilation (incorporation of new experience)
*Accommodation (learning modification and
adaptation)
*Equilibration (balance between previous and
later learning)
Lev Vygotsky (1896-1934)
* Theory of Lev Vygotsky
* Cultural transmission and development
* Children could, as a result of their interaction
w/ society, actually perform certain cognitive
actions prior to arriving at development stage
* Learning precedes development
* Sociocultural development theory
* Key to Learning
* Pedagogy creates learning processes that
lead to development
* Child is an active agent in his or her
educational process.
Howard Gardner
* Gardner’s multiple intelligences
* Human have several different ways of processing
information and these ways are relatively
independent of one another.
* Eight intelligences:
1. linguistic
2. logico-mathematical
3.musical
4.spatial
5.bodily/kinesthetic
6.interpersonal
7.intrapersonal
8.naturalistic
Daniel Goleman
* Key to learning
* Learning is complex and abstract.
* Leaners analyze the problem, discriminate
between essential and nonessential data, and
perceive relationships.
* Learners will perceive something in relation to the
whole. What/how they perceive is related to their
previous experiences.
Abraham Maslow (1908-1970)
* Self-Actualization Theory
* Classic theory of human needs.
* A child whose basic needs are not met will not
be interested in acquiring knowledge of
the world.
* Put important in human emotions, based on
love and trust.
* Key to learning
* Produce a healthy and happy learner
who can accomplish, grow and actualize
his or her human self.
Carl Rogers (1902-1987)
*Nondirective and Therapeutic Learning
*Established counselling procedures and methods for
facilitating learning.
* Children’s perceptions, which are highly
individualistic, influence their learning and behavior in class.
*Key to learning is
* Curriculum concerned with process, not product, personal
needs, not subject matter, psychological meaning, not
cognitive scores.
* Society as a source of change