Early Childhood Curriculum Models

1. Piagetan
Approach: Piagetan Approach
  Proponent: Jean Piaget
       Place of Origin: Neuchatel, Switzerland
          Title Given: Cognitive Development

Philosophy Goals Objectives Principles Content/lesson Teacher’s Role

 Intellectual  Knowledge  How does  Allowing  Materials are  Guide and
development is not merely children’s children to introduced to stimulate children
is the resut of transmitted intelligence build children only help them to learn
the interaction verbally but and concepts when they by mistakes and
of hereditary must be thinking actively have attained encourage
and constructed abilities rather than a particular exploration and
environmenta by the emerge on level of experimentation
l factors. learner. through providing mental ability
distinct those  Students have  Assess the child
 Believe that  Virtual stages concepts prior
children think reality has through knowledge  Resents cognitive
and reason the potential  How direct and level, their
differently at to move children teaching experience to strengths and
different education learn and  Children which they weaknesses
periods in from its develop should be can relate
their lives reliance on them given the new material.  Must understand
books to through freedom to  Instruction how children
 It is learning experiential processes? play, should be mentally
by doing, learning in experiment individualized construct change
playing and naturalistic and as much as in the course of
experimentin setting participate possible and children
g with objects in guided children development
 rather than by learning should have
being taught activities opportunities  Gear classroom
about them. to tasks and
communicate assignments to
with one the
another, to developmental
argue and level of students
debate issues.

Pupil’s Roles Schedule/ Environment/ Evaluation

Daily Program
 Children are active in  Child daily plan must provide
the construction of the starting point for
knowledge and must teaching.
have experience  Through individual, small
(concrete) with the group and large group
transformation of experiences
materials to make an  Learning through play,
impact on their through exploring the
thinking. environment and through
 Most of the activities interacting with others and
are initiated by the essential components
children, who are free  The daily routine reinforces a
to move from one place consistent time sequence(first
to another and they feel group time, then activity
motivated time, next snack and so
forth)as well as intervals of
varying lengths(group time is
shorter than activity time)
Classroom Resources
 Should provide a rich  Although Piaget’s
variety of objects and stage focus on
experiences that can be evolving cognitive
used for sorting and abilities, their
grouping items. principles are
 Propose for sand and applied much more
water play, books widely to social and
woodworking moral as well as to
equipment, and nature physical and
collections should be mathematical
provided ina variety of learning
sizes to prompt  An understanding of
spontaneous ordering how children learn
and comparison as well as their
 Material such as unifix characteristics,
cubes, dominoes, abilities and limits is
number bingo and other vital to appropriate
specific counting and teaching (Piaget,
 math games can help 1983)
children acquire
number concepts.
Making play dough,
woodworking and
cooking can help
children recognize
the importance of
accurate measurement
and relative
proportions.
 Should be structured in
such a way as to
encourage active
discovery

TASK

Read and analyze carefully all the ECE Curriculum Models and make a matrix by indicating the Philosophy, Goals,
Objectives, Principles, Content/Lesson, Teacher’s Role, Pupil’s Roles, Schedule/Daily Program, Environment/Classroom
Resources, Strategies, Evaluation. Pls. refer to the first approach that was given to you, Piagetan Approach.

2. Ausebelian
3. Bank Street
4. Waldorf
5. Reggio-Emilia
6. Te Whariki
7. Montessori
8. High Scope
2. Ausubelian

Approach: Ausubelian Approach

  Proponent: David Paul Ausubel
       Place of Origin:  Brooklyn, New York
          Title Given:  Cognitive learning theorist 

Philosophy Goal Objectives Principles Content/lesson Teacher’s Role

s
 Believes that   How  The most  Ausubel’s
learning of individuals individuals must general ideas of theory does
new relate new not address
learn large a subject should broad
knowledge knowledge to
relies on
amounts of be presented prescriptions
meaningful relevant concepts first and then for learning
what is
they already know. and therefore
already material from progressively provides no
known. verbal/textual New knowledge differentiated in specifications
 construction presentations must interact with
terms of detail for the role of
of knowledge in a school the learner’s the teacher. 
and specificity.
begins with setting (in knowledge  he outlines
 Instructional three
our structure.
contrast to materials should variables that
observation theories attempt to influence
and   Learners meaningful
developed in integrate new
recognition of seek to verbal
the context of make sense material with learning: (1)
events and laboratory of their previously the
objects experiments) surrounding availability of
presented
through s by relevant and
. information inclusive
concepts we  integrating
how the student
new
through subsuming
already have. meaningfully concepts, (2)
knowledge comparisons
 believed that learn through the degree
verbal learning with that and cross- that
understandin
other than which they referencing of subsumers
g concepts, experimental have already new and old can be
learning. learned. discriminated
principles, ideas. , and (3) the
and ideas are  Learning is stability and
achieved based upon the clarity of
through subsuming
kinds of concepts
deductive superordinate, (Ausubel,
reasoning. representational 1962, pp.
Similarly, he 219-220).
, and
believed in   One can
combinatorial assume that
the idea of processes that the role of the
meaningful occur during the teacher and
learning as reception of instructional
opposed to designer is to
information. consider
rote
these
memorization. variables by
investigating
and providing
the
appropriate
subsumers to
facilitate
meaningful
verbal
learning
(Kumagai,
2013).
 Teachers
have to
enable
learners to
instruct new
knowledge
based on
their existing
knowledge 
Pupil’s Roles Schedule/ Environment/ Evaluation
Daily Program Classroom
Resources
 the role of the
learner in this
type of learning is
not as significant
as the teacher
role. This is
because this
theory is more
concerned about
how the student
meaningfully
learn through
verbal learning
other than
experimental
learning.