Theoretical Perspectives Curriculum

Introduction

Learning theories are used to develop curriculums that explain learning models used in education. These models help simplify education from the earliest stages of childhood through formal education. This paper will explore the learning theories and how they can be applied in developing a curriculum for learning and teaching language. The curriculum will include the epistemology, motivation, and methods of learning

Cognitive

Jean Piaget and John Dewey helped develop the theory of Cognitive Development. According to them, cognitive development constitutes the sensor motor stage and helps children grow their interaction through this development. For instance when a child understands about objects he/she will easily understand words (Piaget, 1970, p. 49). The theory seeks to understand the “blackbox” that the human mind is. According to cognitivists, knowledge processing is done in different levels.

Epistemology

Under this theory, epistemology assumes that learners are likely to remember meaningful information. Teachers should therefore ensure children are imparted with meaningful information that will help in their language development.

Motivation

Because the process of learning is intrinsic, motivation should come from within the learners. Teachers should therefore ensure children do internal processing of information while they engage them in activities that create curiosity.

Method of learning

Learners’ understanding of the current subject matter must be given consideration. Teachers should put in place structures that support the learning process by helping children relate new information to the current understanding. For example, children can be engaged in a discussion after watching a short film. They ...

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...in & Good 1996, p. 78).

Method of learning

Teachers should ensure that the learning environment is similar to that of the language’s origin. That way it’s easier to articulate procedures and structures out of the situation that will help children in learning the language. For example, teachers can urge children to perform a skit set in London or New York for instance, in the case of English teaching.

References

Lave, J & Wenger, E. (1990). Situated learning: legitimate peripheral participation Cambridge: Cambridge University Press.

McCaslin, M & Good, T.L. (1996). The informal curriculum: Handbook of educational psychology. New York: Macmillan, 1996; 622-670.

Piaget J. (1970). The science of education and the psychology of the child. New York:

Grossman.

Vygotsky L.S. (1978). Mind in society Cambridge, Massachusetts: Harvard University Press.