LESSON 4

Physical Education and Health in an Activity- and Child-centered Curriculum

Objectives
At the end of this lesson, you will be able to:
• define curriculum;
• give the similarities and differences between an activity-centered curriculum and a child-
centered curriculum;
• differentiate traditional curriculum from the progressive curriculum;
• justify how teaching physical education and health will be more effective using a physical
education and health activity and child-centered curriculum; and
• state how elementary pupils benefit from physical education and health in an activity-
and child-centered curriculum.
Introduction
Curriculum is a Latin word that means "race." It derives from the verb currere, which means "to
fly" or "to proceed." The academic material taught in a school is referred to as the curriculum. It
is a list of principles that should be taught to the pupils for them to follow the content
requirements. The curriculum is described in education as the aggregate of all the pupil's
experiences that occur during the educational process. It also refers to a structured and interactive
method of instruction and learning with unique goals, content, methods, metrics, and resources
aligned with the school's instructional objectives.
In 1939, the curriculum was based on a 19th-century tradition of organized knowledge taught in
classrooms. The definition of a curriculum has evolved over the last two centuries to include a
variety of modes of thinking and experiences. Without a curriculum, no formal, non-formal, or
informal education can occur. There will be no instruction in the classrooms. If there is no
program, teachers will have nothing to do. The teaching career revolves around the curriculum.
In the classroom and schools, every teacher is led by a curriculum.
THINK: Defining activity- and child-centered curriculum
A modern approach to curriculum creation is an activity-centered curriculum.It is a reaction to
the conventional curriculum, which was either subject-centered or dominated by teachers. The
idea of activity-centered learning was born out of the child-centered education and activity
movement.
Child-centered education necessitates the child's active participation in the educational process.
Rousseau, Dewey, Gandhi, and Pestalozzi, among other modern educationalists, realized that
schooling that does not affect a child's actions is useless.

The subject matter is addressed by exercises in an activity-centered program, and experience is

the product of the purposeful activities completed. Knowledge is imparted, skills are taught, and
attitudes are developed through activity. The following are some of the views on the activity
curriculum:
•John Dewey: "The activity curriculum is a constant flow of activities for children, unbreakable
by systematic subjects and springing from the child's desires and felt needs."
• The framers of Wardha Scheme of Education: "We've attempted to draft an activity curriculum
that means that our schools should be places of work, creativity, and exploration rather than
passive absorption."
•Comenius View: "Anything that needs to be learned must be learned by practice/doing."
•Rousseau's View: "Instead of pressuring the child to concentrate on his books, I keep him
occupied in the workshop, where his hands will support his mind."
•Pestalozzi's View: "The verbal method of instruction does not suit the child's ability or the
circumstances of his or her life."
All other educationalists and psychologists, such as John Dewey, Piaget, Tagore, Gandhi, and
Aurobindo, have emphasized the importance of "learning through doing." Because of the
importance of the activity theory, numerous modern teaching approaches, such as the Project
Approach, Dalton Plan, and Problem-solving Method, have emerged.

A Child-centered Curriculum
In curriculum studies, a child-centered curriculum is a core and controversial term. The child-
centered curriculum is related to John Dewey's progressive educational views. Dewey advocated
for a more comprehensive, multidisciplinary, and developmental approach to education. Pupils'
intense urges to explore, create, and understand their universe, he claims, will be the fundamental
centers of gravity that will energize and selectively incorporate curricular concepts.
The child-centered curriculum was created to develop a pupil's individual and social attributes
rather than provide abstract knowledge through the specified subject matter. The child-centered
curriculum empowers pupils to take control of their education. The teachers' job is to encourage
and promote children's learning, but it is the children's natural curiosity, interest, and enthusiasm
that decide the course of their learning. In terms of achieving learning objectives and goals,
children serve as co-creators with teachers. A child-centered curriculum emphasizes piquing
children's interest and empowering them to take an active role in learning, as well as encouraging
emotional investment that allows them to dig deeper into the lessons.
As an educational approach, active learning seeks to address children's needs on all levels of
social, cognitive, emotional, and physical development. In this process, children explore and learn
about the world through their whole bodies and all their senses, it also considers play to be
children’s work, in which they are given time to prepare, evaluate, challenge, and experiment to
build their understanding of things, people, events, and ideas.
By encouraging children to innovate and learn as they explore, a child-centered curriculum aids
their growth of independence, responsiveness, and trust.It also helps children to learn how to
take care of themselves and solve problems, acquire information for imaginative presentations,
learn about language literacy, and participate in social relationship programs, among other
things. A child-centered program, however, has flaws. Teachers often struggle to come up with
activities that can respond to evolving child development concepts.

Physical Education and Health in an Activity- and Child-centered Curriculum

The physical education and health curriculum aims to assist children in developing awareness
and understanding of his/her body. It also aims to promote positive attitudes toward physical
education and health and to motivate children to appreciate and examine the process in which
physical education and health influence and create an impact on their bodies.
The curriculum for elementary pupils is designed for them to be exposed to a local or small
environment and then systematically bring them to larger environments.
In education, there are three domains (cognitive, affective, and psychomotor) that are emphasized
in each lesson which is greatly emphasized in elementary education. Primary school pupils are
usually more physically active than high school students because they learn through play and
they understand the world first through their bodies. Teachers must give activities that are more
on movements in which the pupils will be engaged with their creativity, muscles, and
collaboration. The teachers may engage the pupils with the following activities:
Music and Movement - In this activity, the pupils will move their body according to the beat,
words, tune, speed, and other elements used in a particular music or song.
Luksong Baka - This traditional game from Bulacan helps pupils practice how to jump high
without experiencing injuries. Pupils will also learn different skills such as balance and
cooperation, and they could develop self-confidence when they successfully execute the task.
Patintero - This activity is also called haranggang taga or tubigan. This activity requires pupils to
move all body parts. Other pupils will run across the area while others are tagging the pupils that
are running. Aside from moving the body, the pupils will practice their thinking abilities by
means of thinking of the best strategy to cross the taggers in the area.

Tug of War - This activity will measure the strength of each participating players. Two groups of
players will pull on opposite ends of a rope with the goal of moving the opposite group across
the line. The group that touches the line in the middle will be the losing team.
Hopscotch or Piko - This activity is very famous among young children.
The activity requires physical strength and a lot of jumping. Groups of pupils will play the game
and compete with each other. Each player needs to have a stone that should be throw in each box.
The player will jump across without stepping on the first box. The player who will reach the last
box will considered as winner.
GROUP 4
Members:
Darlene Faith C. Arzaga
Magnolia A. De Guzman
Jea G. Doria
Alphones Neo P. Madale
Jelly Vi S. Samson
John Lester Ubalubao
Ronamie Yara