ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

DEPARTMENT OF EDUCATION

(Assignment No: 01)

Submitted by: Aleena Bashir

Submitted to: Nazia Abdullah
Student ID: 0000329047
Course: Curriculum Development (8603)

SEMESTER AUTUMN – 22

B.ed (1.5 year)

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 Question .1
Define various concepts of curriculum. Write a comprehensive note
on scope and need of curriculum.
Curriculum is, in the simplest terms ,a description of what, why, how and when
students should learn. The curriculum is not, of course, an end in itself. Rather, it seeks both to
achieve worthwhile and useful learning outcomes for students, and to realize a range of
societal demands and government policies .It is in and through the curriculum that key
economic, political, social and cultural questions about the aims, purposes, content and
processes of education are resolved. The policy statement and technical document that
represent the curriculum reflect also a broader political and social agreement about what a
society deems of most worth –that which is of sufficient importance to pass on to its children.
According to Morroe – ―Curriculum includes all those activities which are utilised by the
school to attain the aims of education‖.
The term ‗curriculum‘ has been derived from a Latin word ‗currere‘ which means a ‗race
course‘ or a runway on which one runs to reach a goal. Accordingly, a curriculum is the
instructional and the educative programme by following which the pupils achieved their goals,
ideals and aspirations of life.

Concepts of Curriculum
There are two concepts of curriculum;

1. Traditional Concept of Curriculum

2. Modern Concept of Curriculum

 Traditional Concept of Curriculum

In the past the second name of curriculum was “course of studies”. This term was considered to
be a program related to various subjects only. As a matter of fact, this viewpoint was a static-view
which emphasized only the text-book knowledge or factual information. In those it was correct
because the main objective of education was to help the learner to memorize the contents.

Furthermore, curriculum was a body of preserved factual knowledge to be transmitted from the
teacher to the pupils and mastered by them through memorization, recitation and drill; and to be
reproduced on the demand of the teacher.
 Modern Concept of Curriculum

With the passage of time and refinement of mind the traditional concept of curriculum (which was
limited in scope) was replaced by a dynamic and modern concept. Hence, it is now considered to
be a broad cumulative and comprehensive term including all the curricular and co-curricular
activities. It is the totality of all the learning activities to which we are exposed during study, i.e.
class room experiences, laboratory, library, play grounds, school building, study tours,
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associations with parents and community. Now, it is more than the text -books and more than the
subject matter selected for a particular class.

The scope of curriculum can be explained by means of the following headings :-

 National ideology :-

Curriculum is directly concerned with the ideology of a nation. All the aspects of curriculum are
developed on the basis of national philosophy of a nation. The contents of curriculum correspond
to the basic principles of the national ideology. It cannot maintain its existence without the
guidance of national ideology. This is the only means of promoting the national ideology in the
youths of a nation. All the components of national ideology are mirrored in the contents of
curriculum. So, we may say that curriculum is a spokesman of national ideology.

 Objectives of curriculum :-

Curriculum derives its objectives from the objectives of education. There is a close relationship
between the objectives of curriculum and that of education. Curriculum does not decide its
objectives by itself. It seeks guidance from the objectives of education. Curriculum cannot part
with the objectives of education. If the content of curriculum is not developed in line with the
objectives of education, it would fail in securing its objectives. To summarize, curriculum, without
the consideration of objectives of education, is mere a combination of information and skills which
lead to the production of socially unproductive individuals.

 Selection of content :-

Selection of content is also included in the scope of curriculum. The content gives a material form
to the concept of curriculum. The a selection of content is a very sensitive activity. A curriculists
should take into account many aspects of individual and social life. He/she must consider the
mental, physical, social, economic and psychological needs of the students during the selection
of content for a particular level of education. If the content of curriculum is compatible with the
needs of the individuals and the society, it would succeed in securing all of its objectives.

 Curricular activities :-

The curriculists hold that the curricular activities include human learning experiences,
observations, skills and other academic excellences. These activities help in developing the
personality of the students in a comprehensive and all-round way. These curricular activities
belong to all aspects of human life. They range from earth to heaven and from an individual to the
far end of the society. These activities are developed in line with the objectives of curriculum. If
there is no co-ordination and integration among these activities, the objectives of instruction
might have not been achieved. These activities are the soul of the whole process of education. In
the circumstances, it requires that these activities should be in accordance with the social,
cognitive, moral, and psychological needs of the students.

 Co-curricular activities :-

The aim of education is the comprehensive personality of the individuals. Only the curricular
activities cannot develop the personality of the individuals in a comprehensive way. The
textbooks are not capable of developing the individuals personality in an all-round manner. For
the balanced development of the personality of the students, the school should arrange the co-
curricular activities along with the curricular activities. The, co-curricular activities include games,
sports, athletics, student union, tutorial groups, literary society; subject society, scouting, Girl
Guide and welfare organizations etc. These activities leave positive impression of the personality
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of the students and deepen their life experiences. These activities play a significant role in the
development of moral and leadership abilities.

 Methodology :-

When the content of curriculum is decided for instruction, it requires a method of instruction to
transmit the content to the teacher. This method is selected keeping in view the nature of the
content. A teacher should use the technique of teaching which corresponds to the psychological
needs of the students and requirements of the content. If the element of methodology is
eliminated from the process of curriculum, the transmission of the academic excellences to the
students would have become impossible. This is the method of teaching which allows the content
to be transmitted to the students.

 Communication :-

Communication is the essence of the process of curriculum. It is the process of transmission of

information,. skills and other academic excellences from one place to another and from one mind
to another. For the successful transmission of curriculum to the students, a teacher must have
the ability of explicit communication. If the teacher has mastery in the skill of communication,
he/she might have expressed him/herself in an effective way. Through education, we develop the
ability of effective communication in the students. Curriculum is the only means which may
develop this ability in the students.

 Instructional aids :-

The instructional aids play a significant role in the transmission of content to the students
effectively and successfully. The use of instructional aids is an important element of the process
of curriculum. Instructional aids and effective teaching depend on each other. A teacher can
effectively transmit the content to the students with the help of proper instructional aids. These
aids make the lesson attractive, absorbing, interesting, result-oriented, and effective. Keeping in
view the significance of the instructional aids in the instructional process, we may conclude that
the scope of curriculum is bound to acknowledge the services of instructional aids.

 Professional activities :-

Curriculum prepares the individuals to successfully adopt professions compatible with their
potentials, training and aptitudes. For the acquisition of this aim of curriculum, the psychomotor
activities are included in the curriculum so that the individuals may prepare themselves for -
entering a profession of their livelihood. The professional training leads to the individual and
national economic stability. In this regard, the scope of curriculum extends to the professional
training of the individuals.

 All-round development :-

Curriculum is directly concerned with the personality development and social stability. It opens
new door to prosperous life. All the contents of curriculum target the comprehensive and all-
round development of the individual's personality. This is the primary responsibility of curriculum
and the foremost aim of education. There must be comprehensiveness, broadness and versatility
in the contents of curriculum so that the objectives of curriculum may be realized. To me,
personality development of the individual is the core subject of curriculum. That is why:
curriculum should keep all the aspect of human personality in consideration.

 Guidance :-

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Curriculum, in fact, guides to the unknown and unseen ways of life it guides the students through
all the aspects of life. This guidance may involve cognitive, physical, emotional, moral or spiritual
aspect of human personality. And human personality development is the primary aim, of the
process of curriculum. Man is confronted with many problems in life. Curriculum suggests
solutions to these problems in a formal way. It trains the individuals for leading a successful life.
So to say, the transmission of curriculum is the transmission guidance. To summarize, the
process of curriculum is rightly the process of guidance as education is a process of guidance.

(Needs and Importance of Curriculum)

Nowadays, the curriculum is broadly considered as a program of an educational

institution. Therefore, the curriculum covers the entire experience of the learner through the
teacher's teaching plan. The curriculum covers what and why to teach, how and when to teach,
and how to assess students' achievement.

Similarly, the curriculum should include the subject matter to be taught to the children and
the teacher's plan to teach it, as well as the experiences and needs of the learners. Thus the
curriculum should be considered as the most important aspect of the life cycle of an educational
institution as the actions and reactions of the educational institution or school are also aimed
towards achieving the objectives set by the curriculum. In this sense, since the curriculum itself
determines the educational and managerial functions of a school, the need, and importance
of the curriculum in the teaching and learning process of the curriculum becomes clear.

The following points highlight the need and importance of the curriculum in the teaching-
learning;

1. The curriculum serves as the basis for formulating the end program of the educational
institution or school. For effective teaching and learning, the physical, educational, and human
relations of the educational institution or school need to be unmatched For the development of
such adaptation, it is necessary to determine the processes of educational and managerial work
and implement them in an appropriate manner. The curriculum provides an institutional plan for
the fulfillment of this need and a guideline for the implementation of the plan. The curriculum
goals and the topics and activities that can be chosen to achieve those goals are formulated and
implemented by a think tank. In this way, the curriculum itself forms the basis for the formulation
and implementation of the programs of any educational institution.

2. Content selection and teaching plan formulation and implementation for teachers. The
curriculum plays a role as the main basis to achieve the objectives set by the curriculum, the
teachers and helps to conduct teaching and learning activities. The curriculum not only
determines the objectives but also the subject matter, teaching methods, and evaluation
processes. It is clear from this that the curriculum will help the teacher to implement the plan
effectively by making a teaching plan according to the specificity of his class. In this way, the
curriculum on the one hand helps to maintain a level of uniformity in the teaching and learning
process and on the other hand paves the way for the selection and implementation of teaching
and learning activities according to the concrete situation and diversity of the classroom.

3. The curriculum helps learners determine learning goals, processes, and themes. The
curriculum clears up the confusion of learners about what to read, why to read, and how to read.
Therefore, the curriculum, on the one hand, facilitates the selection of subjects and processes
according to the set goals, while on the other hand, it provides an important basis for determining
the learning goals, subjects, and processes and making necessary improvements.

4. The curriculum provides an opportunity for backing up to improve learning. The

curriculum also indicates the evaluation process to find out if the intended objectives have been
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achieved after teaching and learning. If the expected achievement is not achieved through the
assessment, the teacher gets the opportunity to improve the teaching by making necessary
modifications in his / her teaching and learning plan. In this way, the curriculum helps to provide
opportunities for support for both teachers and learners.

5. The curriculum also helps the learner to get a maximum representation of individual
differences. The curriculum not only maintains uniformity in the subject matter and its level but
also provides an opportunity to conduct learning activities according to the individual's differences
by continuously incorporating the experiences of the learners. In fact, the curriculum is a dynamic
process, which involves continuous modification, including learner experience. Since the learning
experiences thus incorporated can maximize the needs and interests of the learner, the
curriculum will be both diverse and individualized.

6. The curriculum paves the way for the development and improvement of all educational
programs. Educational programs are basically guided by the curriculum. Since the curriculum is
supposed to represent the experiences of teachers, students, parents, curriculum experts, and
specialists, it provides an opportunity to organize educational activities according to the needs of
society and the individual. This provides the basis for timely modification and development of all
educational programs, including teaching and learning. As the curriculum also includes
experiences gained from curriculum implementation, it also provides a basis for improving
educational programs. Such improvement and continuity of development provide an opportunity
to develop and modify the curriculum and all educational programs in line with the needs of the
society and the development of science and technology and to provide continuity and dynamism
in it.

The points mentioned have clarified the need and importance of the curriculum as well as the
indispensability of the curriculum in the teaching-learning process. Thus, the suitability and
effectiveness of the curriculum affect the effectiveness of all educational programs, including
teaching and learning, so the suitability and effectiveness of curriculum development and
modification have a significant impact on educational programs.

Therefore, for effective teaching and learning, it is necessary to develop and modify the
curriculum in an appropriate manner. The curriculum should be amended because there is a
need for continuous improvement and refinement in the curriculum for the educational programs
that assimilate the changing needs of society and the development of technology.

In short, curriculum is a series of potential experiences, set up in educational institutions for the
reason of disciplining the learners in desirable ways of thinking of the concerned society. It is a
path by following which we can reach a specified destination. Furthermore, it is considered to be
a series of learning opportunities which are planned and carried out by a teacher and pupils
working together.

Q.2
Define curriculum foundation. What is the role of economic foundation
in curriculum development? Justify your answer with specific
arguments.

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Ans;
(Foundation of Curriculum)
Curriculum foundation refers to the factors that influence the minds of curriculum developers
to make a decision on what to be included in the curriculum and its structure. There are certain
factors which provide background information on which the curriculum developers depend to make
the decisions.

In this way they affect the content and structure of the curriculum. The five most important
foundations of the curriculum are;
1. Philosophical foundation of Curriculum
2. Psychological foundations of Curriculum
3. Socio Cultural Foundation of Curriculum
4. Historical Foundations of Curriculum
5. Economical Foundations of Curriculum

 Economical Foundations
It focuses on:
• Job or market oriented curriculum
• Skill learning
The economical foundation of curriculum gives importance to the vocational aspect of the
curriculum. The economic condition of a nation or a society guide the curriculum of the country,
because the stakeholder of the education wants to employ such a curriculum which help them to
build their economy and the people have better jobs when they finish their schooling. In this kind
of situations the curriculum become job or market oriented. In this curriculum the curriculum
developer gives importance to skills acquisition which is the demands of the time. Undeveloped
nations try to prepare skill work force and send it to other countries for jobs
Here are some economical factor which influence the curriculum development process

Economic Factors
1. Allocation of funds
The financial condition of a country reflects its curriculum because without proper funding one
can’t achieve the outcome of a good curriculum. It is the financial aspect of a country which guide
them to adopt which type of curriculum, for example activity base or learner center curriculum
need more money in the process of the implementation of the curriculum then subject matter
curriculum

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Because activity base and learner center curriculum need more space and money then subject
matter, for that reason in Pakistan we adopted subject base curriculum because we have
shortage of schools, classrooms in schools, trained teachers. In economical sound countries they
have implemented all kind of curriculums in their schools according to the need of the school and
that society. Without proper funding once can’t implement a good curriculum in the country and
achieve the benefits of that curriculum.
Lack of resources due to finical constrains effect the developing and planning of the curriculum.
What type of a curriculum should have to support it through proper funding? There are different
factor in curriculum development, planning and implementation process which need financial
support e.g.
Schools lack physical facilities including buildings, classrooms, furniture, Hostel, Play grounds,
mats and even very basic necessities like blackboard, chalk, and charts.
Lack of other resources water, Fan, Electricity
 Lack of skilled manpower
The lack of skilled manpower due to financial restrains, without proper financial support it is hard
to train the people to support the teaching learning process. Only through proper funding and the
establishment of training institutions for teachers and support staff. Teachers are the core of
education system and without proper training one can’t implement a curriculum and to support
the curriculum one need to train the entire teacher on that style of curriculum. So the skills of the
teachers also guide the direction of the curriculum, and to develop these skills in the teachers
need funds.
 Lack of labs due to financial problems
The lack of labs and libraries also affect the curriculum development process because without
proper computer labs in cities and villages one can’t implement computer education curriculum all
over the country. In the same way without proper libraries in all school one can’t implement a
curriculum which needs supporting or reference books.
Also without proper health care system in the schools lot of activities can’t part of the curriculum
due to the risk factor to the health of the students and teachers.
The overburden of the population is also one of the factors that affect the financial support of the
curriculum development, lack of facilities and implementation of the curriculum in the country.
 Lack of Health System:
Also without proper health care system in the schools lot of activities can’t part of the curriculum
due to the risk factor to the health of the students and teachers.

 Overburden of Population:
The overburden of the population is also one of the factors that affect the financial support of the
curriculum development, lack of facilities and implementation of the curriculum in the country.

 Conclusion;
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In short we can say that economic play a vital role in the curriculum development and
implementation process in the country and it is the foundation of the successful curriculum,
without a good economic background a country can’t afford a curriculum which needs huge
financial support.

Q.3
Evaluate the various factors which usually affect the selection and
organization of curricular contents.
Ans;
Curriculum development is influenced by a multitude of factors. Factors affecting curriculum
development include philosophical, psychological, societal or social, political, economical,
educational, technological and gender factors etc.

A brief description of these factors is as under;

 Philosophical Factors

Based upon fundamental beliefs that arise from one’s philosophy of Education, curricular
decisions involve consideration of several topics and issues. Precisely for this reason, we
consider philosophy one of the major foundation areas in curriculum.

Studying philosophy helps us deal with our own personal systems of beliefs and values the way
we perceive the world around us and how we define what is important to us. Hence, a study of

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the philosophy of education in terms of curriculum development is essential. In
essence, educational philosophies influence, and to a large extent determine, our educational
decisions and alternatives. Those who are responsible for curricular decisions, therefore, should
be clear about what they believe. If we are unclear or confused about our own beliefs, then our
curricular plans are bound to be unclear and confusing.

 Psychological Factors

The purpose of psychology is to study human behavior. Psychology contributes to curriculum

planning by providing teachers with information concerning the nature of students, the nature of
the process involved in learning, the motivation, personality and individual differences of
students, the value of teaching methods and teaching effectiveness.

Example:

The developmental psychology curriculum examines the changes in personality, cognitive ability
and behavior throughout the lifespan. Therefore, in addition to preparing themselves for a
rewarding career, students enrolled in developmental psychology curricula will also learn and
understand more about themselves as they study the scientific conclusions made by experts in
the field .

 Social or Societal Factors

The purpose of sociology is the analysis of organized human relationship. Its major contribution
to curriculum has been the making of decisions about the content of the curriculum and its main
focus has been the understanding of the direction of social change and the socialization of the
individual. Its method of working involves providing extensive information about the social
background of students, promoting a realistic evaluation of the role of the teacher and school in
social change. It increases teacher’s flexibility, tolerance and awareness of methods of inquiry. It
keeps in mind that primary school curriculum differs from secondary school curriculum. The
needs of society play an important role in development of the curriculum, e.g. it should be
emphasis on a technical based curriculum for the development of an industrialized society.

Example:
Higher education in the sciences offer environmentally-focused degrees. e.g Environmental
degree ,bio-technology etc.

 Political Factors

Politics has a certain impact on all spheres of life, and instability of politics leads to instability in
everyday life. It usually defines goals and content; political considerations need to be admitted
while curriculum development; and political decisions may change the requirements for
curriculum development.

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Governments need to promote nationalism, patriotism and ideologies. Therefore have polices
according to which they send out directives. The directives state the medium of instruction, the
nature of the syllabus and the kind of textbook, etc.

 Economical Factors

As compared to the elite schools where this is hardly a problem, schools belonging to the lower
social strata cannot entertain the possibility of using modern equipment, e.g. the computer, due
to financial constraints. This also leads to losing good teachers and other personnel to places
offering better remuneration.

 Educational Factors

In order to bring about effective learning modern and efficient methods of education should be
used and for this we need trained and skilled teachers. We also need to keep co-curricular
activities like sports, drama, debates, excursions, etc. as an integral part of the curriculum.

 Technological Factors

The influence of technological progress is observed in each sphere of life, and when the time for
curriculum development comes, the technological point plays an important role.

Curriculum developers cannot ignore this technological progress and the influence it presents.
Technological innovations may be applied to curriculum development in several ways “as a plan
for the systematic use of various devices and media” and as the issue that “is found in models
and procedures for the construction or development and evaluation of curriculum materials and
instructional systems” (Print, 1993, p.55).

Example
 Undergraduate and graduate degrees in computer technology increases in popularity.
 Diversity
Curriculum development affect from diversity opens learning opportunities. Social diversity
including religion, culture and social groupings affects curriculum development because
these characteristics influence the types of topics and methods for teaching information.
Developing relevant curriculum takes into account society's expectations, accommodating
group traditions and promoting equality.

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  Gender Factors

The needs of each gender are also kept in mind for the development of curriculum. Although this
is the age where women have gone into professions which were previously considered the
domain of male gender and women are asking for equal rights, yet option should be left open,
e.g. home economics for girls and technical education for boys, though these should not be
strictly the domains of females or males respectively. In advanced countries where women enjoy
a greater degree of freedom, a variety of educational institutions exist that separately cater the
male and female curriculum needs.

Q.4
Explain the main approaches and various format in writing behavioral
objectives. Also develop five statements of behavioral objectives.
Ans;
 “A statement of what students ought to be able to do as a consequence of
instruction." (Goodlad, in Popham et al., 1969)
 "Explicit formulations of ways in which students are expected to be changed by the
educative process." (Bloom, 1956)
 "What the students should be able to do at the end of a learning period that they could not
do beforehand." (Mager, 1962)
 "An objective is a description of a performance you want learners to be able to exhibit before
you consider them competent. An objective describes an intended result of instruction, rather
than the process of instruction itself." (Mager, 1975)
 "Properly constructed education objectives represent relatively specific statements about
what students should be able to do following instruction." (Gallagher and Smith, 1989)
 According to Guilbert (1984) in article entitled "How to Devise Educational Objectives" .
The qualities of specific learning objectives are:
 Relevant
 Unequivocal
 Feasible
 Logical
 Observable
 Measurable
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Characteristics of effective objectives as described by Westberg and Jason (1993) in
Collaborative Clinical Education.
 Consistent with overall goals of the school
 Clearly stated
 Realistic and doable
 Appropriate for learners' stages of development
 Appropriately comprehensive
 Worthy, complex outcomes
 Not treated as if they were etched in stone
 Not regarded as the only valuable outcomes
 Alternative Names for Behavioral Objectives
In educational psychology we define learning as a "change in behavior." This is a little
confusing but if a student could not answer a particular question on a pretest, then received
instruction, and then answered the question correctly on a posttest, a change in behavior is
illustrated and learning is considered to have occurred. Objectives specify the learning or
expected behavior so hence the term behavioral objective. Other names used for behavioral
objectives include:
 Learning Objectives
 Outcomes
 Enabling Objectives
 Terminal Objectives
 Educational Objectives
 Curriculum Objectives
 Performance Objectives
 Operational Objectives
 Instructional Objectives
 Intents
 Aims
 Competencies
History & Controversy Around Behavioral Objectives
Behavioral objectives became known to many educators through a book entitled ―Preparing
Instructional Objectives”, written by Robert F. Mager, that was published in 1962. It was
during the 60's and early 70's that many public school teachers were required to write behavioral
objectives as a critical component of their daily lesson plans. Many workshops for teachers were
conducted and the Mager model for writing behavioral objectives was taught. The Mager model

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recommended that objectives be specific and measurable, and specified three parts to an
objective as follows:
 It should have a measurable verb (an action verb)
 It should include a specification of what is given the learner
 It should contain a specification of criteria for success or competency
The debate about the value of objectives relative to the planning and delivery of instruction has
gone on for many years. Two articles that exemplified this debate were "Behavioral Objectives
Yes" and "Behavioral Objectives No." There is research to support the effectiveness of
objectives relative to increased learning and retention. Admittedly, there are also studies that
show no significant differences. However, behavioral objectives are widely accepted as a
necessary component of the instructional design process.
Purpose and Function of Behavioral Objectives
 Guide for the teacher relative to the design of instruction
 Guide for the teacher for evaluation/test design (e.g. written tests, OSCEs, etc)Guide for the
learner relative to learning focus
 Guide for the learner relative to self assessment
 Statements of objectives tell others what we value.
 Causes careful thinking about what is to be accomplished through instruction.
 Helps relationship between teacher and learner because with explicit objectives the
instructor is viewed less in an adversarial role because students are not forced to guess
what is to be learned.
 Enhances possibility to create focused independent learning materials.
 Makes teaching more directed and organized.
 Communicates to colleagues what you are teaching thus enhancing collaboration and
teamwork with colleagues.
 Helps facilitate those situations in which we want students to demonstrate competency (The
objectives can be specified in such as way as to specify competency.)
 Aids in program evaluation
 Forces teacher to think carefully about what is important
 Helps avoid unnecessary repetitions in teaching
 Helps bridge the gap between vague, but relevant, and important, institutional goals and
actual instruction
 Provides visibility and accountability of decisions made by teachers and learners.
 Provides models for the creation of objectives by students
 Helps students make decisions regarding prioritizing

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  Provides feedback to learners as objectives are accomplished.
Domains for Behavioral Objectives
 Cognitive Domain
Refers to intellectual learning and problem solving.
Cognitive levels of learning include: knowledge, comprehension, application, analysis, synthesis,
and evaluation
Example objective: The student will construct a treatment plan for a teenager newly diagnosed
with IDDM.
 Affective Domain
Refers to the emotions and value system of a person.
Affective levels of learning include: receiving, responding, valuing, organizing, and characterizing
by a value
Example objective: The student will demonstrate a commitment to improving case presentation
skills by regularly seeking feedback on presentations.
 Psychomotor Domain
Refers to physical movement characteristics and motor skill capabilities that involve
behaviors requiring certain levels of physical dexterity and coordination.
These skills are developed through repetitive practice and measured in terms of speed, precision,
distance, procedures, or execution techniques. Psychomotor levels include: perception, set,
guided response, mechanism, complex overt response, adaptation, and origination.
Example objective: The student will calibrate instrument X before performing procedure Y.
Behavioral Objectives in Instructional Design
 Tyler Model
The objectives or statement of the knowledge, attitudes, and skills which students ought to have
by the end of the course.
The instructional activities or learning experiences which teaching faculty provide to help students
achieve those objectives.
The evaluation or testing activities which attempt to measure knowledge, attitudes, and skills.

 GNOME Model
G for Goals
N for Need (Needs assessment)
O for Objectives
M for Methods
E for Evaluation
 Kemp Model
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 The Kemp Model is circular as opposed to linear. Many teachers like this instructional
design model because the circular design is closer to the way they actually go about the design
of instruction. The Kemp Model gives them permission to be intuitive but it also has a structure
that is systematic. For example, an instructor might write a set of learning objectives as the first
step in the instructional design process, then develop content based on those objectives but in
the process of developing/planning content he/she would revisit and modify the learning
objectives. On the other hand, an instructor might prefer to work on the content as the first step in
the instructional design process and then write the learning objectives. To develop the optimal
instruction, all components of the Kemp Model should receive attention and ideally, most of the
components should be visited more than once before instruction is delivered.
The Six Step Approach
Step 1: Problem Identification and General Needs Assessment
Step 2: Needs Assessment of Targeted Learners
Step 3: Goals and Objectives
Step 4: Educational Strategies
Step 5: Implementation
Step 6: Evaluation and Feedback

Question No.5
Evaluate the principles and criteria for selecting the curriculum
contents for early childhood education.
Ans;
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 Curriculum consists of the way in which students are taught and the design of the
learning. It can include both explicit and implicit learning. Curriculum is used in teaching children
of all ages, but the curriculum for children in early childhood education programs is different.
The curriculum for these programs helps to focus on developmentally appropriate practices
(DAP). They do this in many different ways, but the most effective form of learning for children at
this age is through play. During play, a teacher does not instruct but instead acts as an observer
and a facilitator if necessary. Some other areas of the curriculum are physical development which
involves gross motor skills, toilet training, and self-soothing. Early childhood education programs
also emphasize the student's need for relationships outside of the family so that they know they
are safe when they are not at home.
Exploring the Relationship of Child Development and Curriculum;
Early childhood has roots in several fields. While child care was initially associated with
child welfare and kindergarten spanned child development and/or education as a ―home,‖
nursery school programs for preschoolers were inextricably tied to the child study movement of
the 20th century.
Thus, from the beginning, practice in nursery schools was tied to the findings and goals of child
development researchers. And, it is the relationship of child development to the field that has
stood the test of time. Zimiles (1986) portrayed the essential nature of this relationship when he
maintained that, ―early childhood education was one of the first arenas in which a very
important idea was being played out—that normal psychological development could be
fortified and enhanced by designing an optimal environment for children‖ (p. 190).
Recalling familiar figures in child development (e.g. Gesell, Skinner, Erikson,
Piaget, and Vygotsky), Spodek and Saracho (1999) traced the reflection of maturational,
behavioral, psychodynamic, and constructivist theories on curriculum design. There has been
change over time in the dominant perspectives from child development applied by early
childhood practitioners. The influences of maturational, behavioral, and psychodynamic
theorists have waned over time (Aldridge et al., 1997). The behavioral foothold was never
strong in early childhood. Maturational and psychodynamic theories are rarely tied explicitly to the
field these days. More recently, Vygotskian theory, and work by others within his tradition, has
gained dominance in the discourse, while Piaget’s influence has remained strong. Certainly, for
the last 40 years, Piaget‘s name has been the predominant perspective in early childhood
(Walsh, 1991).
The current importance of child development for curriculum in early childhood is exemplified in
many places. For instance, practices for infants and toddlers are largely synonymous with our
understanding of their early development. Lally, highly influential in infant/toddler curriculum,
wrote in reference to what he termed the infant’s ―inborn curriculum‖: Most babies, except for

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those born with constitutional limitations, are genetically wired to seek out the skills and
relationships that will help them survive and prosper in their early months and years. For teachers
to assign their own learning agenda to the infants is inappropriate. (Lally, 2009, p. 52) The
authors of Creative Curriculum, a widely used, comprehensive birth through preschool curriculum
that promotes its alignment with Head Start child outcomes and state learning standards,
attribute its foundation squarely to child development 30 Nancy File theory and research
(Teaching Strategies, 2010). Perhaps, however, the relationship between child development and
early childhood curriculum is most cogently reflected in the use of ―developmentally
appropriate practice‖ (DAP) as the guiding principles of the National Association for the
Education of Young Children (NAEYC), which has extensive influence on policy and practice
(Bredekamp & Copple, 1997; Copple & Bredekamp, 2009). DAP principles have been widely
distributed, and using the perspective of framing practice to be appropriate to children’s
development is dominant in the field.
Objectives of Early Childhood Education;
 The aim of Early Childhood Care and Education is to facilitate optimum development of the
child’s full potential and lay the foundation for all round development and lifelong learning. This
aim is to be achieved through enabling the child to:
 Develop a positive self-concept.
 Establish a sound foundation for a good physique, adequate muscular coordination and
basic motor skills.
 Imbibe good health habits and basic life skills/ self-help skills necessary for personal social
adjustment.
 Enhance verbal and non- verbal communication skills which would facilitate expression of
thoughts and feelings in fluent, correct, clear speech.
 Develop the five senses and cognitive skills and concepts which are foundation for higher
order thinking and reasoning.
 Develop emotional maturity by guiding the child to express, understand, accept and control
feelings and emotions.
 Imbibe values, social attitudes and manners important in his/her socio cultural context and
to become sensitive to rights and privileges of others.
 Develop independence, aesthetic appreciation and creativity by providing child with
sufficient opportunities for self-expression and active exploration, investigation and
experimentation.
 Make a smooth transition from preschool to primary through development of emergent
literacy and school readiness.

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 Principles of Early Learning
 Learning begins from birth: From infancy children are mentally and physically active. They
learn through all their senses and stimulations.
 Children construct knowledge: They construct their own knowledge or working models
while they actively engage in their environment and through repeated interactions with people
and materials. This simply means that children touch, taste, shake things etc. to find out what
happens and learn about things in their environment.
 Children‘s curiosity and desire to learn: Children are curious and eager to learn. They
have an inherent need to make sense of their experiences and learn about the world around
them.
 Children learn through play: Play is central to the child’s well-being and development
Children’s spontaneous play provides opportunities for exploration, experimentation,
manipulation and problem solving that are essential for constructing knowledge. Play contributes
to the development of representational thought.
 Child development and learning are characterized by individual variation: No two
children are same. Each child has an individual pattern and timing of growth and development
as well as individual styles of learning. Children’s personal, family experiences and cultural
backgrounds also vary.
 Children‘s learning reflects a recurring spiral that begins in awareness, and moves to
exploration, to inquiry, and finally, to application. Any new learning by children begins with
awareness, which is generated from their experiences with objects, events, or people and ends
with utilization, where children are able to use what they have learnt for multiple purposes and
apply their learning to new situations. At this stage children start exploring the next level of
information and the spiral continues.
 Children need to experience success more than failure to form a positive self-
concept: The experiences should be planned in accordance with the maturational level of the
children, such that they are challenging yet achievable, so as to promote self-confidence. When
children have confidence in themselves, they do better. They are eager to try new and harder
things; they gain new skills and become more confident and capable.
 Children develop holistically and benefit from integrated experiences and education:
Learning and development of children takes place in totality. All the domains of development i.e.
physical, motor, cognitive, language, socio-personal, emotional and creative and aesthetic
appreciation are interrelated and take place simultaneously.

Curriculum Content

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The curriculum must address the following interrelated domains of holistic development through
an integrated and play based approach which focuses on development of life skills.
 Physical and Motor Development: Gross motor skills; coordination of fine muscles with
dexterity ; eye hand coordination; sense of balance, physical co-ordination, and awareness of
space and direction; nutrition, health status and practices.
 Language Development: Listening and comprehension; oral skills/speaking and
communicating; vocabulary development; pre- literacy/emergent literacy skills like phonological
awareness; print awareness and concepts; letter- sound 8 Early Childhood Education Curriculum
Framework 2012 correspondence; recognition of letters; building words and sentences and early
writing. Introduction to language of school transaction.
 Cognitive Development: Development of various concepts including pre number and number
concepts and operations (knowledge and skills related to comparing, classification, seriation,
conservation of space and quantity, one to one correspondence; counting); spatial sense;
patterns and estimations in measurement; data handling; skills related to sequential thinking,
critical thinking, observing, reasoning and problem solving; and knowledge about concepts and
physical, social and biological environment.
 Socio-Personal and Emotional Development: Development of self-concept; selfcontrol; life
skills/ self-help skills; habit formation; initiative and curiosity; engagement and persistence;
cooperation; compassion; social relationships; group interaction; pro- social behaviour;
expressing feelings, accepting others feelings.
 Sensorial Development: Development of the five senses through visual, auditory and kin
aesthetic experiences
.  Development of Creative and Aesthetic Appreciation: Exploring different art forms,
develop dispositions, expression and appreciation for artistic, dance/ drama and musical
activities.

Outcomes of Early Childhood Education Curriculum;

Children who
 Communicate effectively.
 Display emergent literacy skills, mathematical skills and scientific temperament.
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 Express emotions in socially acceptable manner, are socially adaptive and cooperative.
 Have physical control, strength and healthy habits.
Role of Caregiver/Teacher
. They play the following roles:
 Observe children to identify their needs and capabilities and move with the pace of the child’s
development
 Plan developmentally appropriate, holistic and challenging activities
 Focus not only on planning and conducting activities but also on continuous processes for
interaction and relating learning to child’s environment.
 Create nurturing and positive relationships with children and among children
 Organise supportive learning environment by taking care of aspects such as the arrangement
of the physical environment and equipment; the scheduling of activities and events and groupings
 Work in partnership with parents
 Facilitate learning to meet the objectives of the curriculum
Role of Parent;
The young child spends most of the time at home and much of the early learning occurs
through the child’s day to day interactions with the family. The parents have a major role to play
in the child’s development, much beyond merely being around the child and providing food and
other basic needs. Parents need to:
 Provide a conducive environment at home for optimal development and learning and spend
quality time with the child
 Encourage exploration and experimentation at home and optimally utilize the ample
opportunities for incidental and lifelong learning arising from the daily activities
 Play a cooperative role and establish a relationship of trust and mutual respect with the teacher
 Share and plan the development of their child along with the teacher
 Participate in the open days and other events for parents and community
 Not to force formal learning and competition at this early age and respect children’s abilities
and personalities.

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