Child Development Implications for Curriculum Building.
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| Title: | Child Development Implications for Curriculum Building. |
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| Authors: | Weber, Julia1 |
| Source: | Educational Leadership. Mar1954, Vol. 11 Issue 6, p343-346. 4p. |
| Subject Terms: | *Child development research, *Curriculum, *Educational planning, *Instructional systems, *Child psychology, Developmental biology |
| Abstract: | The article presents implications upon child development research for curriculum building. It highlights the difficulties in drawing upon human development research in planning for the best possible learning for each child. In less than half a century there have been revolutionary changes in point-of-view, relationships, procedures and content. These changes have resulted from thousands of patient studies in a number of different sciences. Out of these studies have come principles explaining child growth, development, behavior and learning. The influence of these principles on educational planning has already been profound. Research findings have made it necessary to enlarge our concept of curriculum. Curriculum cannot be defined as anything less than the total range of experiences, relationships and conditions provided under school auspices. Every aspect of school living becomes part of curriculum. Moreover, each child brings to school with him the total impact of his out-of-school living. Furthermore, it is only what a child takes into himself from his own experiences that continues on in time and modifies his behavior, and therefore is actually curriculum for him. |
| Database: | Education Research Complete |
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