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Essay / Research Paper Abstract
A 5 page paper that describes the Social Needs Child-Centered curriculum theory. This is a theory that falls under the general category of System-Oriented a priori models. The essay offers a general introduction to this theory and distinguishes it from other social-needs models. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGsocnd.rtf
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Unformatted sample text from the term paper:
the theory versus practice problem by illustrating how certain theories fit together or that shared some aspects (1995). They offer a great deal of useful information regarding curriculum theories. There
are a number of curriculum theories that fall incorporate some aspect of social needs. One that has not been studied is called "Social Needs Child-Centered" and falls under the general
category of System-Oriented A Priorist. Theorists that contributed to this theory include Dewey, Kilpatrick, Mackie, Rugg, and Brown (Jackson, n.d.). Marsh and Willis offer a matrix to compare certain curriculum
theories: the vertical axis is comprised of "Those who think curriculum should be developed before teaching" and "Those who think the curriculum development should be an ongoing process" (1995).
The horizontal axis is comprised of the motivation of theorists: "Those who want to work within the current system; those who want to change the system and those who are
indifferent to the system (Marsh and Willis, 1995). System-Oriented a priorists fit into the rubric as being among those who want to work within the system and those who think
the curriculum should be developed before teaching begins (Marsh and Willis, 1995). This kind of categorization may seem to be conflicting because Bobbit and Dewey would be placed under the
same category but both theorists wanted to work within the system and that is the link between them (Jackson, n.d.). The systems-needs child-oriented theory of curriculum is described as basing
the "curriculum on the social experiences of the child" (Jackson, n.d.). The primary goal of this theory is to have a socially content child (Jackson, n.d.). The teachers role is
to provide children with learning opportunities by presenting activities to students (Jackson, n.d.). The childs role is described as one in which he/she learns from social interactions and to "learn
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