Content I. Introduction II. Main part Approaches of Curriculum 4

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Advanced theories in building a curriculum for young learners

The Reconceptualist Approach

Commonly , the Reconceptualist Approach criticizes the technocratic – scientific models as not sensitive to the inner feelings and experience of individuals , which reflects on existentialist orientation. The aim of education is not to control instruction in order to preserve existing order (ibid, 1988: 94-96).

The Language Experience Approach (LEA) encourages reading and writing using the personal, real-life experiences of learners (Peyton, 1995; Taylor, 1992). There are several basic steps in the LEA approach, which can be done on an individual or group basis. The first step is to choose an experience. This experience can be an individual learner’s experience or a group experience, such as personal story or a class field trip. In both cases the experience is told orally by the learner or learners and transcribed by the teacher or students. (Taylor, 1992).
According to Peyton (1995), LEA is especially good for ESL students with high oral skills but low literacy skills because it capitalizes on their strengths and allows reading and writing to develop naturally from speech. LEA stories use vocabulary that
students already know in oral form and help them learn the words in written form. They also provide a unique source of written texts for learners, based on their own experiences (Peyton, 1995; Taylor, 1992).

  1. Technical – Scientific and Non Technical –Non Scientific Approach

Yet , another way of viewing curriculum approaches in terms of both technical and non- technical approaches , appears in different scholars , such like; an India scholar , Bhalla (2007:4-10) states that there are three approaches to curriculum development, as a starting point for greater awareness about curriculum choices. The first approach, "traditional," is borrowed from the K-12 school setting. The second, "learner-driven," incorporates theories specific to adult literacy education. The third approach, "critical," sees education as a distinctly political act, and curriculum development as functioning in personally or politically empowering ways, as explain below :

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