The literal definition of curriculum' is "The courses of study offered by an educational institute."" Although this definition comes from the dictionary, it has a wider context. From infancy to adulthood, we all follow a curriculum in one way or another.
The curriculum has changed and will continue to change, from generation to generation, depending on the needs or demands put upon the child by society and government policy.
A curriculum provides opportunities for all children to advance in whatever field their abilities fall. The perfect curriculum should be broad and balanced in order to develop the skills and understanding of every child. Curriculum is an umbrella term used to describe educational topics, issues and lessons designed to help the child attain the necessary standard of education to further their knowledge. Without a designated curriculum the child's strength and weaknesses would never be fully realised therefore the appropriate protocols are necessary. The curriculum is fundamentally a set of guidelines, not only for the schools governing body, for the teachers and parents but most importantly of all the children.
There has been an influence on the curriculum we use today, from several early educationalists. The main contributors are as follows: Freidrich Froebel, Rudolph Steiner, Maria Montessori, Margaret McMillan, and Susan Isaacs.
Frederic Froebel the earliest the five educationalists, was influenced by both Rousseau and Pestalozzi. Froebel argued that play was a deeply significant activity for the young child. He believed that play was vital to a child's growth, that it should not be linear or constructed but follow creative and spontaneous activities. Froebel devised a series of six sets of playthings which he called gifts'. He gave the child softballs and different shapes to play with, then gradually introduced drawing and modelling. He believed that concerning children, talking, playing, telling stories, and singing songs are infinitely of more value than the 3 R's.
