The QCA states that “A curriculum underpinned by Every Child Matters requires passionate and committed teaching that offers opportunities for open-ended investigation, creativity, experimentation, teamwork and performance”. It is argued, that the humanistic approach allows for real-world and dynamic education to take place. Learners have the chance to take ownership of their own learning, linking this independence to the theories of Abraham Maslow and his hierarchy or ‘pyramid’ of needs. Maslow introduced this ‘pyramid’ in...
The QCA states that “A curriculum underpinned by Every Child Matters requires passionate and committed teaching that offers opportunities for open-ended investigation, creativity, experimentation, teamwork and performance”. It is argued, that the humanistic approach allows for real-world and dynamic education to take place. Learners have the chance to take ownership of their own learning, linking this independence to the theories of Abraham Maslow and his hierarchy or ‘pyramid’ of needs. Maslow introduced this ‘pyramid’ in 1954 believing that basic psychological and physical needs are to be satisfied before effective learning can take place. Only once these needs, for instance, food, shelter and warmth are met, learners can find security, recognition and esteem, eventually reaching self-actualization providing promotion of education and growth. Maslow’s hierarchy and Roger’s approach allows for the relationship between learner and facilitator to be an expressive and positive model for the classroom. It is through these concepts that learners are provided with a positive educational experience as well as being allowed the opportunities to discuss with their teacher, other matters related to their learning.
