| This dissertation addresses the question: "How can we develop church curriculum for children based on social learning theory?" Traditionally curricula have been written utilizing either a catechetical or an engagement approach; both of these approaches are limited. Developmental and learning psychologies must inform a curriculum model for holistic education.;Chapter Two introduces Albert Bandura and social learning theory. Information on observation and imitation and how the child learns based on the positive and negative reinforcement of these actions is included in this chapter. Finally, an assessment of social learning theory based on Murray Thomas' criteria for evaluating a theory and its educational implications is included.;Bandura theorizes that human behavior evolves from the continuous reciprocal interaction of personal, behavioral, and environmental determinants. Therefore Chapter Three examines seven theories which inform how the child develops and learns. These are correlated with social learning theory to better understand children's learning. Conceptual and practical suggestions to explain how children can be taught effectively are also included.;Chapter Four overviews and critiques four curriculum models and introduces a new church curriculum model for children based on social learning theory. The proposed model is presented through a view of the learner, a view of the teacher, and a view of the process. The following components of the social learning theory curriculum model are described: attention, retention, motor reproduction, and motivation. Practical suggestions for implementing this model are also provided.;Chapter Five includes conclusions about the social learning theory curriculum model. The model is evaluated by first using Jerome Bruner's theory of instruction as an assessment guide and then by offering strengths and weaknesses of the curriculum model. |
