The Importance of Our World View
The goals, foundations, and characteristics of curriculum can be directly affected by changes in our societal world view, or the way individuals and groups of people perceive reality and how those perceptions affect the way they function in their day-to-day lives. For example, during the Great Depression of the 1930s, optimism and faith in our economic system were replaced by uncertainty among millions of people about their immediate and long-term prospects, especially among those impacted by the ten-year drought known as the Dust Bowl. This was the perfect environment in which progressivism, as led by John Dewey, could take hold and shape curriculum for students of all ages. Early childhood curricula at that time reflected Dewey’s pragmatic approach to education, which emphasized the development of useful skills, teamwork, and collaboration. University laboratory preschools also flourished as education researchers sought to generate imaginative long-term solutions to our problems.
Similarly, in the late twentieth century, as America became firmly established as a superpower both economically and militarily, a general attitude of confidence prevailed. The standard of living was at an all-time high, but a report, titled A Nation at Risk, commissioned by President Ronald Reagan and published in 1983 by the National Commission on Excellence in Education, claimed that we were in trouble:
“Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. . . . and the well-being of [America’s] people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” (National Commission on Excellence in Education, 1983)
The report described public schools as failing institutions. Citing a 1982 Gallup poll confirming that “people are steadfast in their belief that education is the major foundation for the future strength of this country,” the report set new goals for American education, redefined “excellence,” and called for comprehensive reform. The “nation at risk” report led to wide-ranging changes in public education. A debate as to whether the report helped or hurt education, including early childhood education, continues to this day (Hyun, 2002; Toppo, 2008).
As you might imagine, shifts in world view tend to be cyclical, as each new generation reacts to current events. Typically, when times are good and people feel confident and secure, they tend to adopt the attitude, “If it ain’t broke, don’t fix it.” Conversely, support for innovations and experimental curricula arises when the view of the world and the future is more negative or tenuous.
Early childhood curriculum developers will continue to adapt to movements like the development of state and national learning standards, demand for accountability, and changing public school configurations. This work is complicated by three conflicting world views reflected among curricula, communities, and individual teachers. These perspectives can be described as transmissional, transactional, and transformational (Miller, 2007; Miller & Seller, 1990).