1975 Curriculum for Primary Schools: Social Studies Guidelines.

Institution	New South Wales Dept. of Education, Sydney (Australia).
Titel	1975 Curriculum for Primary Schools: Social Studies Guidelines.
Quelle	(1975), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Affective Behavior; Cognitive Processes; Comparative Education; Curriculum; Discovery Processes; Early Childhood Education; Elementary Education; Guidelines; Human Development; Learning Processes; Primary Education; Questioning Techniques; Social Behavior; Social Development; Social Studies; Values + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Vergleichende Erziehungswissenschaft; Curricula; Lehrplan; Rahmenplan; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Richtlinien; Learning process; Lernprozess; Primarbereich; Befragungstechnik; Fragetechnik; Social behaviour; Soziales Verhalten; Soziale Entwicklung; Gemeinschaftskunde; Wertbegriff
Abstract	Curriculum guidelines are given for social studies instruction in primary grades in New South Wales. No compulsory topics are suggested, but the rationale, objectives, and areas of inquiry provide a framework within which teachers can work. Based on the assumption that social studies should contribute to the development of individuals who can operate flexibly and responsibly in a changing environment, the guidelines suggest ways in which to form children's patterns of thinking, valuing, feeling, and acting. Three areas of inquiry--personal, social, and environmental--are to be explored through focus questions. They establish problems of concern to the child, stimulate curiosity, and promote concept development. Processes of inquiry and discovery which influence thinking are explained, and the nature and development of values awareness are explored. Activities and teacher roles which help promote children's emotional responses and positive personal actions are suggested. A variety of resources are seen to be important, and specific learning activities such as role play and field studies are recommended to provide learning contexts. The purposes and methods of evaluation are reviewed and components of unit structure are outlined. (AV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01