Principles of Curriculum construction

 Principles of Curriculum construction

 There are certain principles that must strictly followed by curriculum constructors. Some of the principles are given below.

 Principle of child-centeredness

•  It is based on the present needs, requirements, and circumstances of the child.
•  The child need more experiences than instruction.
•  Here activities are arranged to develop their qualities and skills in appropriate to their stages of psychological development.
•  Curriculum should be framed in accordance with the child's developmental characteristics and needs at that stages.

 Principle of Community Centredness

•  Besides treating each child as an individual, we should also view him as a member of the community to which he belongs.
•  The learner is going to be an active member of the community as a citizen.
•  He should be educated in a school established by the society, and by interacting with the other members of the society.

 Principle of activity centredness

•  Man is active in nature. Curriculum should provide variety of activities in which children are naturally interested.
•  The activities are connected to child's needs and desires as well as social requirements.
•  Emphasis should be given to learning by doing through the activities of hand, head and heart.
•  Play activities at a pre-primary stages, project activities at the primary stages and constructive and the creative activities at a secondary stage.
•  Physical activities should lead to mental reflection .

 Principle of integration

•  It means that integration of childs needs as well as the needs of Democratic society.
•  The activities and experiences gained from the school should lead the child to establish a functional Unity with the environment
•  Such curriculum will safeguard the general and liberal aspects of education.

 Forward looking principles

•  The aim of education is to prepare the child for leading an effective adults life.
•  Curriculum should reflect attend inside into the future life of the child
•  It should enable the child to prepare for a worthy life, vocation and to meet the challenges of life in future

 Conservative principle

•  The curriculum should preserve and transmit the traditions and culture of human race
•  It should embrace such a subjects, topics or activities by which students should cultivate a sense of respect for their traditions and culture.
•  Selections of such materials should be made with great care according to the mental development of child.

 Renewal principle

•  While conserving and transmitting the cultural heritage, education should cater to renewal of the culture to suit the requirements of changing time.
•  Hence curriculum should be so constructed as to facilitate renewal of the society.

 Creative principle

•  Education should be so molded as to enable to develop one's creativity.
•  The curriculum should consist such subjects, that would enable children to exercise their creative powers which in turn will enable them to modify their environment according to their needs of time.

 Motivation principle

•  The curriculum should suit the needs and interest of the children.
•  It must be goal directed.
• It should motivate the pupils to actively participate in the learning process with an innate desire, that is with intrinsic motivation.

 Maturity principle

•  The curriculum should be suited to the physical and mental maturity of the pupil.

 Principle of preparation of life

• The school curriculum should include such elements that would prepare children for their future life.
•  They should be able to earn there livelihood sufficiently and the adjusted themselves with the society efficiently.
•  It should equip the child to meet the challenges of life.

 Principle of elasticity and flexibility

 difference.

Principle of comprehensiveness

• The curriculum must be comprehensive enough to confirm to the needs of various individuals or communities.

•It must be broad-based to include a wide variety of subjects suited to the needs of various types of pupils and societal needs.

Comprehensiveness has to be reflected also in it's potential to cater to the comprehensive or total development of an individual.

Principle of balance

• Curriculum should maintain proper balance between direct and indirect experience, liberal and professional education, individual and social aims, compulsory and optional subjects etc.

The principle of utility

• Curriculum should be of practical use to the pupil, and hence should maintain vocational and technical bias.
• Due emphasize should be given to work experience