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The term of "curriculum hybridization" has been coined by early childhood researchers to describe the fusion of diverse curricular discourses [14] or approaches. [17] The ecological model of curriculum hybridization can be used to explain the cultural conflicts and fusion that may happen in developing or adapting curricula for pre-school. [16]
Joseph J. Schwab was instrumental in provoking curriculum developers to think beyond the traditionalist approach. In his 1969 paper "The Practical: A Language for Curriculum" he declared the curriculum field "moribund". [30] This, plus the social unrest of the 1960s and '70s stirred a new movement of "reconceptualization" of curricula.
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
A 52-week curriculum for a medical school, showing the courses for the different levels. In education, a curriculum (/ k ə ˈ r ɪ k j ʊ l ə m /; pl.: curriculums or curricula / k ə ˈ r ɪ k j ʊ l ə /) is the totality of student experiences that occur in an educational process.
Over the years, the program has evolved and is a respected preschool aged program within many communities, working with children of all backgrounds and abilities. Since 2010, there has been a national push for state and federal policy to address the early years as a key component of public education.
The curriculum was further developed to incorporate Lev Vygotsky's zone of proximal development and Jerome Bruner's related strategy of adult scaffolding. This method emphasizes the role of adults to support each child at their current developmental level and help them build upon it under a model of "shared control," where activities are both ...
In an article titled “Curriculum Ideas in a Time of Crisis,” Eisner (1965) makes a call to action concerning the arts: "Perhaps we can now identify the crisis in art education. I believe it is a crisis of making the most of a period of opportunity. I believe this to be a period of unlimited promise for the field of art education.
The article "Japan's National Curriculum Reforms: Focus on Integrated Curriculum" was an excellent source of information on curriculum infusion. It was geared toward helping to implement the integration into school systems. Japan wanted their children to grow up to be well-balanced adults.