EDUCATIONAL PIONEERS
to base instruction on child’s stages
1. FRANKLIN BOBBIT (1876 – 1956)
 started the curriculum development movement
 curriculum – prepares learners for adult life
 objectives and activities should group together
when tasks are clarified
 lessons are planned and organized depending on
the needs of the students and these needs must
be addressed by the teachers to prepare them for
adult life
2. WERETT CHARTERS (1875 – 1952)
 curriculum – a science that emphasizes
students’ needs
 objectives and activities should match
 subject matter or content relates to objectives –
planned by the teacher
3. WILLIAM KILPATRICK (1871 – 1965)
 curriculum – purposeful child-centered
activities; develops social relationships and
small group instruction
 introduced the project method – teacher and
students plan the activities
4. HAROLD RUGG (1886 – 1960)
 curriculum – should develop the whole child;
should produce outcomes; child-centered
 emphasized social studies and suggested that
the teacher plans curriculum in advance
5. HOLLIS CASWELL (1901 – 1989)
 curriculum – organized around social functions
of themes; organized knowledge and learners’
interest; set of experiences
 subject matter is developed around social
functions and learners’ interests
6. RALPH TYLER (1902 – 1994)
 curriculum – a science and an extension of
school’s philosophy
 always related to instruction
 based on students’ needs and interests
 aims to educate generalists and specialists
 subject matter is organized in terms of
knowledge, skills and values
 the process emphasizes problem solving
7. HILDA TABA (1902 – 1967)
 contributed to the theoretical and pedagogical
foundations of concepts development and
critical thinking in social studies curriculum
 helped lay the foundation for diverse a student
population
8. PETER OLIVA (1992 – 2012)
 described how curriculum change is a
cooperative endeavor
 teachers and curriculum specialists constitute
the professional core of planners
 significant improvement is achieved through
group activity
9. COMENIUS (1592 – 1679) CZECK
 role of the teacher – to be permissive facilitator
of learning
i.
of development
 significance – helped develop a more
humanistic view of the child; devised on
educational method
 influence on today’s school – schools organized
according to children’s stages of development
 purpose of education – to relate instructions to
children’s natural growth and development
i. to contribute to peace and human
understanding
 curriculum – vernacular language, reading,
writing, mathematics, religion, history, Latin,
universal language
 method of instruction – based on readiness and
stage of human growth, gradual cumulative,
orderly, used of concrete objects
 always look at the strength and positive view of
a person
 note: try to manage your emotional side
10. JOHN LOCKE (1632 – 1704)
 tabula rasa – individuals are born without built-
in content and that therefore all knowledge
comes from experiences or perception
 sensory observations
 pragmatic manner – application to the real
world and experience
 purpose of education – to develop ideas in the
mind based on perception
i. to educate individuals capable of self
– government
 curriculum – reading, writing, arithmetic,
foreign language, mathematics, history, civil
government and physical education
 method of instruction – sensation; story,
gradual cumulative, learning
 role of teacher – to encourage sense experiences
i. to based instruction of empirical
method
 significance – developed a theory of knowledge
based on sensation
 influence of today’s school – schooling that
emphasizes sensory observation
11. ROUSSEAU (1732 – 1773)
 more on naturalism
 the original state of nature, people were “noble
savages”- innocent, free and uncorrupted, and it
was socio economic artificialities that corrupted
people
 child-centered approach
 purpose of education – to create a learning
environment that allows the child to innate,
natural goodness to flourish
 curriculum – nature; the environment
 method of instructions – sensation; experience
with nature
 role of teacher – to assist nature; nor to improve
social conventions on the child
  significance – led a romantic revoke against the
doctrine of the child depravity; a forerunner of
child-centered progressivism
 influence on today’s school – permissive
schooling based on child freedom
12. FRIEDRICH FROEBEL (1782 – 1852)
 father of kindergarten
 used to play – self activity – unstructured
 play basic learning – more on active
engagement
 modern education
 believed that every child possessed at birth, full
educational potential and that an appropriate
educational environment was necessary to
encourage the child to grow and develop in an
optimal manner
 stimulate appreciation and love for children;
provide a small new world – kindergarten
 where children could play with other from their
own age group and experience their first gentle
taste of independence
 purpose of education – to bring out and to
develop the talent spiritual essence of the child
in prepared environment
 curriculum – songs, stories, games, gifts,
occupation
 method of instructions – self-activity; play
 role of teacher – to facilitate children’s growth
 significance – created the kindergarten a special
early childhood learning environment
 influence on today’s school – preschools
designed to liberate the child creativity
13. JOHANN HEINRICH PESTALOZZI (1746 – 1827)
 educator of the senses and emotions
 argued that, instead of dealing with words,
children should learn through activities and
things
 more on emotional security – precondition of
skill learnings strongly parallels that
contemporary emphasis on supportive home-
school partnerships
 schools needed to be secured and loving homes
 developed object lesson – sensory
 agreed with rousseau
i. human are naturally good but spoiled by corrupt
society
ii. traditional: memorization and recitation
 general method
i. designed to create permissive and emotionally
healthy homelike learning environment
 special method
i. object lesion
ii. sensory learning
iii. children studied more on common objects in
environment and other objects encountered in
daily experiences
 purpose of education – to develop the human
being’s moral, mental, and physical powers
harmoniously use of sense of perceptions in
forming clear ideas
 curriculum – object lessons; form, number,
sounds
 method of instructions – sensation; object
lessons; simple to complex; near to far;
concrete to abstract
 role of teacher – to act as a loving facilitator of
learning by creating a homelike school
environment, skilled in using the special
method
 significance – devised on educational method
that changed elementary education
 influence on today’s school – schooling based
on emotional security and object learning
14. MARIA MONTESSORI (1870-1952)
 the prepared environment
 children should be free to find out things for
themselves and to develop through individual
activity
 child-centered
 Montessori method is based on children learn
directly from their environment and relatively
little from listening to a teacher talking to a
class
i. provide a stimulating child oriented
environment in which children can
explore, touch and learn without fear
ii. self-activated
iii. profound respect for the child’s
personality as an individual
iv. learning environment is positive, non-
threatening and non-competitive
v. children learn through activities that
involve exploration, manipulation,
order, repetition, abstraction and
communication
vi. teaches of individuals instead of
groups
vii. emphasizes the individual child’s
initiative and independence allowing
him or her to progress through an
orderly series of structured learning
activities at his own pace
viii. children’s house – structural
environment in which children could
choose freely from a number of
developmentally appropriate
activities
ix. children have basic needs and natural
tendencies and when these are met
the children progress rapidly
x. young children learn best through the
use of their sense
 purpose of education – to assist children’s
sensory, muscular, and intellectual development
in a prepared environment
 curriculum – motor and sensory skills; pre-
planned materials
  method of instructions – spontaneous learning;
activities; practical, sensory and formal skills
exercises
 role of teacher – to act as a facilitator or director
of learning by using didactic materials in a
prepared environment
 significance – developed a widely used method
and philosophy of early childhood education
 influence on today’s school – early childhood
schooling that is intellectually and
developmentally stimulating
15. HERBERT SPENCER (1820-1903)
 social darwinism in education
 believed that the only way to gain knowledge
was through scientific approach
 public school – it did not prepare children to
live in society, private school – competed for
the brightest students
 focuses on competition, conflict and struggle