1.
PSYCHOLOGICAL
FOUNDATIONS OF
CURRICULUM
Mirasol S. Madrid
III-9 BS Psychology

2.
PSYCHOLOGY
0 Deals with how humans
learn and behave.

3.
0 Since the main goal of
curriculum is to bring
about learning, therefore,
curriculum developers need
to know how humans
learn.

4.
Why?
0 So that they can
incorporate psychological
principles when they design,
develop and implement
curriculum.

5.
LEARNERS
0 John Locke – compared
children’s minds to blank
slates or tabula rasa

6.
LEARNERS
0 Today, we know that children
are not empty vessels but
come to school with many
different experiences, prior
knowledge and expectations.

7.
Psychological Perspectives Influencing Curriculum and their Proponents

8.
PSYCHOLOGICAL
PERSPECTIVES

9.
BEHAVIORISM

10.
BEHAVIORISM
0 Learning is considered a
habit-formation
0 Teaching is regarded as
arranging learning experiences
in such a way as to promote
desirable beh.

11.
BEHAVIORISM
0 Behaviorists believe that
behavior can be conditioned
by altering the environment.
Manipulation of stimulus = desired
response

12.
PROPONENTS
UNDER
BEHAVIORISM

13.
IVAN PAVLOV

14.
IVAN PAVLOV
0 Russian psychologist
0 Introduced The Theory of
Classical Conditioning

15.
IVAN PAVLOV
0 He showed that an organism
can associate a particular
stimulus (S) with a particular
response (R)
0 Stimulus = Response

16.
IVAN PAVLOV
0 Therefore, Learning is the
result of an association
formed between a
stimulus and a response

17.
EDWARD THRONDIKE

18.
EDWARD THORNDIKE
0 Proposed three laws:
0 Law of Effect – the
response that is reinforced
(positive) will become
habitual

19.
EDWARD THORNDIKE
0 Proposed three laws:
0 Law of Exercise –
connection bet. stimulus
and response will be
strengthened with practice.

20.
EDWARD THORNDIKE
0 Proposed three laws:
0 Law of Readiness – Certain
behaviours are more likely to be
learned than others because the
nervous system of the organism is
ready to make the connection leading
to a satisfying state of affairs

21.
BURRHUS F. SKINNER

22.
B.F SKINNER
0 Operant Conditioning
0 When a particular response
or behaviour is reinforced
(rewarded), the individual
is conditioned to respond.

23.
B.F SKINNER
0 Positive and Negative
Reinforcement
0 Punishment

24.
COGNITIVISM

25.
COGNITIVISM
0 Cognitivists emphasized
that learning is
primarily cognitive in
nature

26.
COGNITIVISM
0 Growth and Development
refer to changes in the
structure and function of
human characteristics

27.
JEAN PIAGET

28.
JEAN PIAGET
0 Introduced the theory
Cognitive Development
theory
0 Sensorimotor, Pre-
operational, concrete and
formal operations

29.
JEAN PIAGET
0 Sensorimotor – perception of
the environment through the
senses
0 Preoperational – the ability to
store words and language
increases

30.
JEAN PIAGET
0 Concrete Operations -
develop logical thinking in
relation to functions.
Questioning Age
0 Formal Operations –
hypothesis testing, abstract
thinking, maturity

31.
CONSTRUCTIVISM

32.
CONSTRUCTIVISM
0 Learning involves the
construction of new
understanding by combining
prior learning with new
information

33.
CONSTRUCTIVISM
0 Knowledge is constructed in
the mind of the learner
0 Learning is active

34.
HUMANISM

35.
HUMANISM
0 the learner is a person who has
feelings, attitudes and emotions.
0 Past experiences such as failing
grades have a huge impact on the
student’s current inability to learn

36.
ABRAHAM MASLOW

37.
ABRAHAM MASLOW
0 Maslow’s Hierarchy of
Needs
0 Lower levels must be satisfied
first before one could function
at the higher levels

38.
ABRAHAM MASLOW
0 Schools cannot control all
the influence that impinges
on a learner, but they can
create an atmosphere of
trust, warmth and care.

39.
CARL ROGERS

40.
CARL ROGERS
0 Client-centered therapy
0 he proposed that classrooms
should become learner-centered
and teachers should facilitate
learning