Course title in Estonian
Õppekava arendus alushariduses
Course title in English
Curriculum Development in Early Childhood Education
approximate amount of contact lessons
lecturer of 2020/2021 Autumn semester
õppejõud on määramata
lecturer of 2020/2021 Spring semester
lecturer not assigned
The aim of the subject is to enable the student to understand curriculum development not only as a technical or methodological problem focussed on the question of how to develop it, but also as a morally justified activity which is able to answer why it should be developed and why one or another piece of knowledge or practice is better (more valuable) than others; to understand the curriculum in its different meanings; to become familiar with the recommendations of some well-known curriculum theorists for developing the curriculum; to acquire knowledge for creating a child care institution's curriculum.
Brief description of the course
Curriculum and ideology, the planned curriculum, hidden curriculum, applied curriculum and the curriculum experienced by students, the teacher's role as the mediator and developer of the curriculum in Estonia and around the world. The curriculum as a product or process, curriculum theories. The Tyler rationale as one of the main curriculum development models in the 20th century and possible alternatives. The role of the curriculum in the educational process. National curriculum, child care institution curriculum, individual curriculum. The teacher's competences and the curriculum. Curriculum development – individual or teamwork? Curriculum and different pedagogical approaches.
Oral presentations, reading literature for every meeting and active participation in discussions, comparative analysis of Estonian preschool curricula, analysis of different countries' national curricula, essay.
Learning outcomes in the course
The student has knowledge of the principles of creating a curriculum;
understands curriculum in its narrower and broader meaning; understands the ideological and moral dilemmas of curriculum development; is able to name and discuss problems related to curriculum development and implementation; knows different approaches to curriculum development.
Individual and collective tasks.
Evelyn Neudorf, Maria Erss, Rain Mikser
-Kelly, A. V. (2009) The curriculum. Theory and practice. 6th edition. Los Angeles: Sage.
Chapter 1: Jackson, P., W. (1992) Conceptions of curriculum and curriculum specialists pp. 1-40. In Philip W. Jackson (1992) Handbook of Research on Curriculum New York: Macmillan
- Taba, H. (1962) Curriculum Development. Theory and Practice. 1962. Harcourt, Brace & World, Inc.
- Tyler, R. (1969) Basic principles of curriculum and instruction. Chicago: The university of Chicago Press.
- Parkay, F.W., Anctil, E.J. & Hass, G. (2006). Curriculum Planning: A Contemporary Approach. (Chapter 5: Approaches to Curriculum Development; Chapter 6: Curriculum and Instruction; Chapter 7: Early Childhood and Elementary Curriculum.) Boston: Pearson.
- Priestley, M., Biesta, G. and Robinson, S. (2013): Chapter 10: Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum. In Mark - - - Priestley and Gert Biesta (2013) New Trends in
Curriculum Policy and Practice. London: Bloomsbury, pp. 187-206.