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D. The Architectonic of Curriculum
An orderly and rational scheme of programming or organizing content
facilities effective curriculum development, we have to analyze the architectonic of
content as they apply to a school situation. Architectonic in selecting the content in
curriculum refers to ordering and arranging content into systematic categories for
the purpose of facilitating learning to achieve maximum effectiveness for students.
Print (1988) states that the term of architectonic related to the structures
needed to present a curriculum and the principles which assist the curriculum
developer to organize the content of a curriculum in such a way so as to achieve
maximum effectiveness for students. For these purposes we have to consider the two
most important principles of the architectonics of content, they are scope of
curriculum content and sequence of curriculum content.
The scope of curriculum content refers to breadth and depth of content to be
studied (Print, 1988). A useful starting point when dealing with the scope of content
in a curriculum is to pose questions about the nature and balance of that content.
According to Print, some questions that we have to ask for instances; how much of
each content area should students study at any one time, is there a body of common
content that all students should know, what should be the role of elective content,
what content should be excluded in the curriculum, etc. Furthermore, there are some
concepts which are helpful in determining the scope of content for a curriculum:
1. Time, refers to the balance that occurs between breadth and depth where the
breadth may be greater time spent on a particular subject theme or may
represent more subject to be taught in a given time period.
2. The notion of a core or common content appear acceptable to educators and
society. The core concept suggests that there is a body of content that all
students should acquire as a result of their schooling experience.
3. The scope of content may also be influenced by the notion that schools should
provide content to meet the special needs of children and adolescent.
4. Integration of content is to be encouraged in order to provide some sense of
reality to the learners.

to improve the quality of education is through curriculum development. Curriculum
is the core of education, since it provides rigorous planning and program to reach
the objectives of education.
The program of curriculum in this discussion refers to the curriculum
content. Curriculum content is developed started from a situational analysis, goal
formulation and then program building or content building. The content consists of
the facts, concepts, and generalizations, or the knowledge, related to a particular
subject or theme.
The approach toward selecting content varies between one emphasizing a
knowledge based approach, and one emphasizing the process approach. There are
many factors involved in selecting the content of curriculum. The argument for
certain content may prevail if they employ the selection criteria. An orderly and
rational scheme of programming or organizing content, we have to apply the
architectonic of content. Architectonic in selecting the content in curriculum refers
to ordering and arranging content into systematic categories for the purpose of
facilitating learning to achieve maximum effectiveness for students. For these
purposes we have to consider the two most important principles of the architectonics
of content, they are scope of curriculum content and sequence of curriculum content.
References
Miller P, J. (1985). Curriculum Perspective and Practice. New York: Longman Inc.
Posner, G. (1992).
Analyzing the Curriculum .United States: McGraw Hill,Inc.
Print, M. (1988).
Curriculum Development and Design. Australia: Sedney.Docupro.
Saylor, G et al. (1981).
Curriculum Planning for Better Teaching and Learning.
Tokyo: Holt-Saunders Japan
101
The Unique of Children
The Phenomenon of ‘Crying’ and How to Say “No” to Our Children

which are physiological sign of anxiety. But later, when the child growth enough,
more often the parents respond rudely and angrily to their child’s crying.
Crying is a complex behavior that involves the coordination of breathing and
movements of the vocal tract. Initially it is coordinated by structures in the brain
stem (Roberts et al., 1995). Infants obviously cannot articulate more their need or
feeling, but they do have one important way of signaling that something is wrong-
they can cry. Crying increase from birth to approximately 6 weeks of age and then
begins to decrease. A child who has been able to articulate his or her need and
feeling still use “crying” as the power to force their parents. As the case I have told
above is one of the phenomena, where the child forces his mother to fulfill his need.
102
Another example is when parents asked their child to do something but the child
does not want to and then cries. With this condition, parents often can not decide
what to do. When their child is crying parents often punish and be angry to their
child. A child who is crying can not concentrate to what he is doing. When parents
ask their child to study, for example, a child can not do it while crying. Actually, a
child cries can be caused by some factors at least because he doesn’t feel comfort
with the condition or cannot have what he needs.
C. How to Say “No” to our children
The power of “crying’ often makes parents just follow to what their child wants.
What parents have to do is to find a good way to make the child follow and not
crying. Actually, there is no mystery as to why children say “No” to parents’ but the
most important thing is parents also can say “No” to their child.
When a child responds to a parent by crying, whining, throwing a temper tantrum,
or just saying “No” it’s common for parents to punish the child. But children who
are highly uncooperative have most likely been punished repeatedly. If punishment
worked, a parent would be using it less often rather than more often with a child
because the result of the punishment would be to reduce or stop the child’s
unfavorable behaviors. Furthermore, when we try to administer punishment, we can
easily get into a power struggle with our child.

References
Maag, JW. 2004. Strategies of Managing Resistance.
/> (February 20
th
2007
Cole M., Cole S. 2001.The Development of Children.USA Sandiago: University of Callifornia.
Walker, H. M., Ramsey, E., et al. 2004.Antisocial behavior in school: Evidence-based
practices (2
nd
ed.). Belmont, CA: Wadsworth/Thomson,