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Psychological Foundation of Curriculum - Coggle Diagram

- - - - Known for Connectionism.
      - Proposed the Three Laws of Learning:
        
        Law of Readiness – learners learn best when ready.
        
        Law of Exercise – connections are strengthened with practice.
        
        Law of Effect – satisfying responses are likely to be repeated.
      - Learning is stimulus–response; practice and reward strengthen learning.
    - - Proposed the Hierarchical Learning Theory
      - Believed behavior is based on prerequisite conditions.
      - Introduced task analysis in formulating objectives (breaking down learning into steps).
    - - Father of Classical Conditioning Theory (S–R Theory).
      - Learning is training: early years should form habits through conditioning
      - Basis of drill, memorization, and habit formation in curriculum.
- - - - Children can perform certain cognitive tasks earlier with guidance.
      - Developed Sociocultural Development Theory.
      - Learning depends on cultural transmission and social interaction.
      - Keys to Learning:
        
        Pedagogy creates processes that lead to development.
        
        Introduced Zone of Proximal Development (ZPD) and scaffolding (noted in broader literature).
        
        The child is an active agent in education.
    - - Humans have different ways of processing information.
      - Introduced Multiple Intelligences Theory.
      - Eight Intelligences:
        
        Musical
        
        Spatial
        
        Bodily-Kinesthetic
        
        Logical-Mathematical
        
        Interpersonal
        
        Linguistic
        
        Intrapersonal
        
        Naturalistic
    - - Keys to Learning:
        
        Assimilation – incorporating new experiences.
        
        Accommodation – modifying/adapting learning.
        
        Equilibration – balancing old and new learning.
      - Cognitive Development has stages from birth to maturity:
        Sensorimotor (0–2 years)
        
        Preoperational (2–7 years)
        
        Concrete Operational (7–11 years)
        
        Sensorimotor (0–2 years)
        
        Formal Operational (11+ years)
    - - Emotions strongly influence learning and action.
      - EQ includes: self-awareness, self-regulation, motivation, empathy, and social skills.
      - Popularized Emotional Intelligence (EQ).
- - - - Basic needs must be met before higher learning can occur.
      - Emphasized the role of emotions, love, and trust in learning.
      - Advanced the Self-Actualization Theory (Hierarchy of Needs).
      - Key to Learning:
        
        Aim is to produce a healthy, happy learner who can grow, accomplish, and actualize his/her full potential.
    - - Humans respond to organized patterns of stimuli, not isolated ones.
      - Keys to Learning:
        
        Learning is complex and abstract.
        
        Learners analyze problems, distinguish essential vs. nonessential data, and perceive relationships.
        
        Perception is influenced by prior experiences.
      - Learning is explained in terms of “wholeness” of the problem.
    - - Focused on facilitating learning rather than controlling it.
      - Emphasized children’s perceptions as central to learning (highly individualistic).
      - Advocated Nondirective and Therapeutic Learning.
      - Key to Learning:
        
        Curriculum focuses on process, not product.
        
        Prioritizes personal needs, meaning, and self-development, not mere cognitive scores.