When Children Encounter Teacher's Manifest Curriculum: A Case Study of Young Children's Experiential Curriculum Author: Fong-ruey Liaw(Department of Human Development & Family Studies, National Taiwan Normal University),Chao-ying Lee(Department of Human Development & Family Studies ,National Taiwan Normal University)

Vol.&No.：Vol. 49, No. 2
Date：October 2004
Pages：89-112
DOI：10.3966/2073753X2004104902005

Abstract：

This study explored two 5-year-old girls' experience of their teacher's formal curriculum. In-class videotaping, after-class interviews of two children, and the teacher's curriculum documents were collected. There were three major findings. First, in the context of a radiated thematic curriculum with the emphasis on how to complete teacher's pre-planned tasks, the subjects could accurately recall the task procedures but did not understand the teacher's rationale or the concepts underlying the tasks. Second, the subjects' activity preferences were influenced by each child's temperament and interests, the degree to which each activity was perceived as fun or boring, and their family experience. Third, the form and content of the two children's narratives about classroom life, as well as their understanding of the teacher's operational curriculum, were different. The implications for curriculum evaluation and reform, as well as suggestions for future research, are discussed .

Keywords：early childhood education, curriculum decision, formal curriculum, experiential curriculum, operational curriculum, narrative theory

《Full Text》