This document discusses the key determinants and factors involved in curriculum development. It begins by defining curriculum from etymological, general, traditional, and modern perspectives. It then discusses curriculum development as assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The major determinants of curriculum discussed include philosophy, psychology, sociology, science, and politics. Key factors in curriculum development are also outlined, such as the curriculum committee, curriculum policy makers, and principles of curriculum.

1. DETEMINANTS OF
CURRICULUM
PRESENTED BY:- SHAINA SHARMA

2. MEANING
1) Etymological: ‘currer’which means to run.
2) General:- The ground which the pupils and the teacher cover to
reach the goal of education.
3) Traditional:- Mastery over certain types of knowledge and skills.
4) Modern : It is a process intended to help pupil to live in present
world & to build the future world in which his generation would live.

3. DEFINITION
Modalior commission :- “Curriculum includes
all the learner’s experiences in or outside that
are included in a program which has been
devised to help him develop physically,
emotionally, socially, spiritually and morally.”

4. CURRICULUM DEVELOPMENT
•The processes of assessing needs, formulating objectives, and developing instructional opportunities and evaluation.
•The process of creating planned curriculum, pedagogy, instruction, and presentation modes.
CURRICULUM
DEVELOPMENT
•The processes of
assessing needs,
formulating objectives,
and developing
instructional opportunities
and evaluation.
•The process of creating
planned curriculum,
pedagogy, instruction, and
presentation modes.

5. DETERMINANTS OF
CURRICULUM
Philosophy
Scientific
Political
Sociology
Psychology

6. Philosophical determinants of curriculum
It aims at the all-round development of the individual.
It is based on the philosophy of the nation.
It reflects the ideals and aspirations of the people.
It inculcates the desired ideals of life in the youngsters.

7. It helps in the development of proper philosophy of life.
It is in accordance with the aspiration level of the individual
It enables the learners to learn the desirable cultural values,
intellectual virtues, societal norms and moral doctrine.
It helps in the development of the personal and national
character.

8. The philosophical foundations
of the education
Child
centeredness
(Naturalistic
philosophy)
Need
centeredness
(Pragmatic
philosophy)
Activity
centeredness
(project and
basic
curriculum)

9. Sociological determinants of curriculum
Core
values
and
needs of
the Indian
society
Changing
values of
the
people.
Demands
of the
modern
society
Good
family,
ways of
life.
Democrat
ic temper
of the
society
Faiths,
beliefs
and the
attitudes
of the
people.

10. Cooperation
Media explosion
Population explosion
Regional and national imbalances.
Economic efficiency
Education for fellowship and leadership
Creative and purposeful activities
Cultural, political factors
Knowledge, attitude and beliefs.

11. The characteristics of the curriculum
To realize the social aims of the education
Makes education as an effective media of social
control
Keeps in mind the social changes and reflects the
social needs of the community
Dynamic, flexible ad progressive.
Transmit the values and ideals that the society
upholds and consider to be inherited by new
generation.
Related to social interests and problems of
the society.

12. Enables the youngsters
to participate
efficiently in social life.
Inculcates in them
respect for different
vocations and
professions and creates
the dignity of labour.
Develops desirable
social attitudes
Aids them in promoting
the social progress
To develop each
individual to the
optimum possible
progress level
Aims at educating for
the vacation and
vocation.
It is functional and
socially utilitarian.

13. Psychological determinants of
curriculum
Knowledge of the nature of the learner and learning process and the
condition facilitating optimum learning.
Knowledge of growth and development
Intelligence, development capacities.
Curriculum to be child centered, learning experiences should be
provided in accordance with the mental development of the learner.
Interests of the learner.

14. Scientific : To achieve complete
development of an individual
& to prepare for complete
living i.e. human activities in 5
categories: self preservation,
self protection, promote
human pregnancy & its
protection, social & political
protection & last proper
utilization of leisure time.
Political : To develop
democratic values of social
justice, equity, socialism, rights
& duties.

15. MAJOR FACTORS OF
THE DEVELOPMENT
OF A CURRICULUM
DEVELOPMENT

16. Philosophy of nursing education
Education is the deliberate and systematic influence
exerted by the mature person upon the immature person
through instruction, discipline and harmonious
development of all powers of the human being. Physical,
social, intellectual, aesthetic and spiritual according to their
essential hierarchy, by and for their individual and social
uses and directed towards the union of the educator and
with his creator as the final end.
Instruction and development of powers are the means; the
goal is to prepare the student so that he can attain the end
for which he was created.

17. Natural bonds
Logical bonds
Social bonds
Cultural bonds
Human bonds
Religious bonds

18. Educational psychology
•It forms the basis for development of principles
and methods of teaching.
•The information obtained through educational
psychology applied to nursing education, through
research and experience provides information
and principles which serve to help in selection,
organization and evaluation of learning
experiences in the curriculum.

19. Society
Nursing
students
Nursing
Man.
Individual
The nation
changing
needs of
society the
curriculum.

20. Health needs
A study of
the social
changes and
their
influence.
The need for
an enormous
increase in
the supply of
nursing care
required to
meet
demands.
Nursing is inextricably tied
up with the social culture in
which it is carried on, nursing
is affected by the society in
which it flourishes and the
school of nursing must
prepare the number and the
kind of nurses essential to
fulfill nursing needs of
society.

21. THE
STUDENT
Meeting the
nursing
needs.
Guidance
programmes
Adjustment
of the
student

22. Life activities
Activities: the nursing and the personal activities in which
the student will engage as a nurse and as a person.
General categories of life activities:•Professional
•Family
•Civic
•Leisure
•Spiritual

23. Effective preparation for life activities:The growth of the student in individual
capacities and in social participation.
The curriculum of the nursing should provide
opportunities for the development of both.

24. Factors
affecting the
life activities:-
Changes in:
In nursing
functions
In nursing
education
The health of
the nation.
Political forces
In socio
economic

25. The primary purpose of the curriculum in nursing:-
The preparation of the student to function as a nurse.
Increase preparation of the student for family functioning.
To become more fully prepared to participate in the life activities, to
become a better person and a better citizen as well as a good nurse
for having studied in the school of nursing
The preparation of the nurse who can carry out those activities
necessary to fulfill as a professional nurse in a democratic society.

26. Knowledge
It is substantive dimension of the educative process.
Knowledge is the stock is trade of all school curricula
which consists of:-
•Subject matter courses in which mastery of content is
not pursued as the end, but is used as a resource.
•Mastery of content is pursued as an end in itself.
•Change in every phase of life is probably the greatest
challenge to education today.

27. NATURE OF
KNOWLEDGE
Descriptive
knowledge
Normative
knowledge

28. CURRICULUM
COMMITTEE
The curriculum
committee is charged
with developing the
standards-based
curriculum and
addressing the broader
concerns that will be
reflected in the
curriculum framework.

29. Curriculum policy makers
and developers:•Curriculum
administrators
•Principles
•School boards
•Communities
•Law makers
•Educational researchers
•Teacher educators
•Publishers
•State departments of
education
•Parents
•Students
•Non- school educators
•Project directors
•Authors
•Testers
•Accreditors
•Polisters
•Lobbyists
•Philanthropists

30. PRINCIPLES
OF
CURRICULUM
Principles of
Utility
Principle of
childcenteredness
Principle of
lifecenteredness
Principle for
the use of
leisure
Principle of
activitycenteredness
Principle of
correlation
Principle of
communitycenteredness
Principle of
inter-relation
of subject
Principle of
development
of culture and
civilization
Principle of
need based
activity
Principle of
valueorientedness
Principle of
harmony
Conservative
principles

31. THE CURRICULUM DEVELOPMENT
PROCESS