CHILD CENTERED CURRICULUM DESIGN

CHILD CENTERED CURRICULUM DESIGN, ASSIGNMENT BY UNIVERSITY OF LAGOS POSTGRADUATE STUDENTS

1. FACULTY OF EDUCATION SCHOOL OF POSTGRADUATE STUDIES  SCIENCE AND TECHNOLOGY DEPARTMENT BIOLOGY EDUCATION GROUP 15   UNIVERSITY OF LAGOS

2. CHILD-CENTERED DESIGN AYOLE IDOWU OLUFAYO 199037005 OKEKWUO ESTHER NGOZI 130310023 ONAYEMI TEMILADE REBECCA 140310522 NWANNE ONUOHA. O 121004034 OKOTIE OCHUKO JENNIFER 199037008 OKOH PRECIOUS KEKAWAN 199037007

3. INTRODUCTION Child centered curriculum design is a type of curriculum design where the children take command of their own of learning. Teachers are there to provide support and facilitate child’s learning but the children determine the direction of their own learning following their natural curiosities, interests and passions.

4. INTRODUCTION In child centered curriculum design, children co-create their learning objectives and goals together with the teacher; It capitalize on the children’s interest and empower them to take an active role, children are emotionally invested, they are willing to explore in-depth and are able to reach deeper levels of understanding. It acknowledges that learners are not uniform but individuals, and therefore should not, in all cases, be subject to a standardized curriculum. For children, child-centered curriculum is just like fun!

5. Active Learning: Child-centered curriculum design seeks to meet a child’s needs on all levels social, cognitive, physical, and emotional. Explore: This type of design allows children to be mentally and physically active using their whole bodies and their senses to explore and learn about their world. It views play as children’s work: Children are allowed to plan, test, question, experiment to contrast their own knowledge about people, objects, events and ideas, in other words it encourages creativity of the child. CHARACTERISTICS OF CHILD CENTERED CURRICULUM DESIGN

6. CHARACTERISTICS OF CHILD CENTERED CURRICULUM DESIGN Evaluation is Continuous and Remedial: In child-centered curriculum, the evaluation procedure is continuous and remedial. Child’s deficiencies are identified and remedial measures are instituted in progressive manner. It Emphasizes Child’s Individual Differences ; The child-centered curriculum approach in no way minimizes the importance of the teacher as he has to study the child psychologically and has to adopt his methods of teaching to suit individual differences. In spite of transmitting knowledge alone, his function now is to develop the entire personality of the child. CHARACTERISTICS OF CHILD CENTERED CURRICULUM DESIGN

7. In Child Centered Design, children co-create their learning objectives and goals together with teachers. This is because it capitalizes on the children’s interests and empowers them to take an active role. So, the children are emotionally invested in their own learning and are willing to explore in-depth to reach deeper levels of understanding. For children, child-centered curriculum just feels like fun. Child Centered Design maintains children’s interest by allowing them to do what is important to them. It gives children the opportunity to develop skills with which to take care of their own needs and solve problems. Child Centered Curriculum minimizes adult-child conflicts and prevents boredom. MERITS OF CHILD CENTERED CURRICULUM DESIGN

8. In Child Centered Design, Teaching and Learning focuses on the needs, abilities, interests, and learning styles of the students. Child Centered Curriculum is an “active learning” educational approach that seeks to meet a child's needs on all levels social, cognitive, physical, and emotional. Child Centered Curriculum helps children develop executive skills (self control) and gain knowledge and skills in content areas such as creative representation, language and literacy, initiative and social relations, movement and music, classification and serration, number, space and time. MERITS OF CHILD CENTERED CURRICULUM DESIGN

9. Child centered curriculum is an approach to learning with not as much structure as the traditional method, hereby causing students to feel overwhelmed and may not pull as much from learning as they would normally do. Child centered curriculum gives the learners too much independence It is very difficult for some educators as the teacher has to know each of the students personally or have a close relationship with his/her student to be able to meet them in their individual's developmental level. DEMERITS OF CHILD CENTERED CURRICULUM DESIGN

10. Child centered curriculum is time consuming as it requires a longer time for students to achieve their goals hence it is difficult to achieve curriculum targets. In child centered curriculum design, the teacher here serves as a guide and not a recipient of knowledge. The students have to be handy in the learning activities. Therefore, students who do not have team skills will find it hard to follow with their team. This is a major constraint in child centered design because in child centered curriculum design all the learners are to be carried along. Consideration of specific nature of student demands, such as the ability to work together proves to be a daunting task. DEMERITS OF CHILD CENTERED CURRICULUM DESIGN

11. For Biology, here some of the ways child centered curriculum design may be applied: 1.CLASSROOM SET UP : Desks are arranged in small group and they face each other 2.TEACHING STYLE: Learners learn in pairs or in small groups as well as from the teacher. Teacher adjusts instruction to individual learning style 3.EXPERIENCE AND KNOWLEDGE: Learner’s experience and knowledge are regularly used in instruction. TECHNIQUES

12. 4.LEARNER’S CREATIVITY: Highly encouraged most of the time. 5.ASSESSMENT: Learners are continuously assessed and assisted. 6.RAPPORT: Teachers enquires how learners are doing and uses their names. 7.KNOWLEDGE OF THE WHOLE CHILD : Teacher knows learner’s profile and background. TECHNIQUES

13. REFERENCES Mascolo , M. F. (2009) Beyond student‐centred and teacher‐centred pedagogy: teaching and learning as guided participation, Pedagogy and the Human Sciences, 1(1), 3– 27 . Google Scholar . National Teachers Institute (2012), Basic Classroom Teaching Methods and Techniques, Manual for Retraining of Primary School Teachers (TESSA) Nelly C.A(2016). Effect of child centered methods of teaching and learning science activities in Pre-school in Kenya. Journal Of Education and Practice, 1(27),1-9 . Nkutumba,R .(2020) advantages and disadvantages of student centered learning . Journal Of English Language and Literature 8(1), 132-134. R.O Igwe , 2000. Fundamentals of Curriculum and Instruction Simona ,S. ,Jolley, S. & Barley, R.(2012) Strength and limitation of a learner-centered approach to teaching research methods. Journal Of Student Engagement and Experience, 1(3), 1-14 .

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