A. The Nature of Educational Objectives

A. The Nature of Educational Objectives Program Goals ustodial, ducational. ustodial, ducation p recise o oe L. Front, Associate Professor of Curricu lum and Instruction, The University of Texas at Austin, and Member, ASCD Early Childhood Education Council Educational Leadership

r t al., t ol., nfer k Objectives do not inherently fix meth odologies. T May 97 797

School readiness Custodial Socialization Educational Program (examples) ptualtor Interpersonal Lang Intermediate (examples) Instructional (examples) Figure. Analysis of Objectives of Individual Programs Characteristics of Objectives 798 Educational Leadership

' Process (Means, Procedures, creativity language reading mathematics science persistence balancing delay of gratification talking intra-personal writing interpersonal self-actualization autonomy adjustment Products (Performance, Ends, Goals, Objectives) art literature Figure 2. Intermediate Objectives (Representative) May 97

- Developmental dimensions Diagnosing Goal setting Sensitivity training Task analysis Language Thinking Perceptual-moto Parental involvement Sequencing Communicating expectancies Modeling Selfconcept Socialization Moralaesthetic Intermediate Organizational patterns Support systems Questioning Reinforcing Knowledge Performance Product i I.O. I.O.i I.O. Evaluating and recycling.0.2 I.O. 2 I.O. 2 I.O.... I.O.... I.O.... Instructional or behavioral (I. O.) Note that the two major dimensions of the model are (a) teaching processes a nd (b) c urriculum content (which may be considered processes). In teacher education, curriculum content is mastered primarily through the use of knowledge ', teaching processes are mastered primarily through the use of performance ; a nd the ultimate worth of the teacher education program is measured by means of criterion refer enced product o r the performance of pupils. Figure 3. A Dyadic Model for Teacher Education Early Childhood Curriculum 800 Educational Leadership

References May 97 80