Home Economics: History, Concepts, ● One of the first to champion the

Principles, and Philosophy economics of running a home was

Catherine Beecher
HOME ECONOMICS (domestic science or ● the teaching of home economics
home science) courses in higher education greatly
● a field of study that deals with the increased with the Morrill Act of
relationship between individuals, 1862. Signed by Abraham Lincoln,
families, communities, and the the Morrill Act of 1862
environment in which they live. ● Morrill Act of 1862: Promoted
● offered internationally and across vocational education, including
multiple educational levels. home economics, in the U.S.
● gave women the opportunity to ● taught students how to cook, sew,
pursue higher education and garden, and take care of children
vocational training in a world where ● homemaking was only accessible 4
only men were able to learn in such to middle and upper class white
environments. women whose families could afford
● In modern times, home economics secondary schooling.
teaches people of all genders 20th Century
important life skills, such as cooking, ● the education system increased in
sewing, and finances popularity
● The course is now often referred to ● emerged as a movement to train
by different terms, such as “family women to be more efficient
and consumer science. household managers
● To guide women in this transition,
1994 professional home economics had
● various organizations, including the two major goals: to teach women
American Association of Family and to assume their new roles as
Consumer Sciences, adopted the modern consumers and to
new term "family and consumer communicate homemakers’ needs
science" to reflect the fact that the to manufacturers and political
field covers aspects outside of home leaders
life and wellness Ellen Swallow Richards
1960s ● In 1909, founded the American
● a number of university-level home Home Economics Association
economics programs have been (now called the American
renamed "human ecology" Association of Family and
programs, including Cornell Consumer Sciences).
University's program 1900 to 1917
19th Century ● more than thirty bills discussed in
● homemaking has been a Congress dealt with issues of
foundational piece of the American vocational education
education system, particularly for and, by association, home
women. economics. Americans wanted
● had a prevalent presence in more opportunities for their
secondary and higher education young people to learn vocational
since the 19th century. skills and to learn valuable home
● home economics is “the art and and life skills.
science of home management”, Smith-Lever Act of 1914 and
meaning that the discipline Smith-Hughes Act of 1917:
incorporates both creative and ● Provided federal funds for
technical aspects into its teachings. homemaking education.
● Home economics courses often Home Economics in the Philippines.
consist of learning how to cook, ● Introduced by American teachers
how to do taxes, and how to (Thomasites) in 1901.
perform child care tasks ● In 1920, girls in grade 5 to 7 were
● In the United States, home required to devote 80 minutes a
economics courses have been a key day to home economics activities
part of learning the art of taking which included: 7 Cooking, Sewing,
care of a household. Housekeeping, Sanitation, Home
 Nursing, Infant Care, Food maintaining a home, including
Selection, Embroidery and interior design.
Lacemaking 5. Sewing and Textiles: Teaches
● every secondary girl was required clothing construction and
to have at least one year of home understanding textiles for fashion or
economics before graduation mending.
● Teachers of Intermediate Home 6. Budgeting and Economics:
Economics were required to be Prepares learners for managing
graduates of the Philippine household finances.
Normal School or the equivalent, 7. Health and Hygiene: Teaches
which required 3 years of study sanitation, home nursing, and
beyond secondary level. general health practices.

Elvessa Ann Stewart Principles of Home Economics:

● graduate of the University of
Nebraska, went to the Philippines as ● Interdisciplinary: Combines
a teacher in 1913. knowledge from diverse fields to
● She became the superintendent of address complex everyday life
Home Economics in the Bureau of challenges.
Education in Manila in 1929 ● Lifelong Learning: Encourages
continuous learning and adaptation
Nature of Home Economics in personal and professional
● comes from the synthesis of multiple settings.
disciplines. This interdisciplinary ● Promoting Well-Being: Focus on
knowledge is essential because the improving the quality of life through
phenomena and challenges of 8 better home and community
everyday life are not typically practices.
one-dimensional.
● The content of home economics =================================
courses varies, but may include:
The Structure of Home Economics
food, nutrition, and health;
personal finance; family resource
Historical Context:
management and planning;
textiles and clothing; shelter and ● Derisively dubbed “home
housing; consumerism and eco-nanay” by boys in grade school
consumer science; household and high school, home economics
management; design and (HE) has always been thought of as
technology; food science and a subject that aimed simply to
hospitality; human development prepare girls for their eventual
and family studies; roles as wives, mothers and
communication and extension homemakers.
education and community services, ● It was one of the traditional symbols
among others. of the gender divide
Ellen Swallow Richards
Seven Areas of Home Economics: ● The first woman to graduate in
Home Economics
1. Cooking: Early focus on food ● graduated from the Massachusetts
preparation, food safety, and Institute of Technology (MIT) in
balanced meals. 1873 and is recognized as the first
2. Child Development: Teaches how female professional chemist in
to care for and respond to children's the United States. Richards played
developmental stages. a pivotal role in establishing Home
3. Education and Community Economics as a formal field of study
Awareness: Aims to teach basic ● called the field she initiated “home
skills like reading and math, ecology,”
originally taught by mothers. ● Richards’ Summer Institute of
4. Home Management and Design: Euthenics was a center for studies
Focuses on organizing and in families, child psychology,
 child nutrition and methods of 6. Areas of Study:
education. ○ Food Science and
● She developed ways to teach Technology: Understanding
working-class families how to food properties, preparation,
prepare nutritious but low-cost and nutritional science.
meals. ○ Fashion, Clothing, and
● She campaigned for better Textiles: Focus on fashion
hygiene procedures in Boston design, fabric properties, and
schools and the promotion of public clothing production.
health and environmentally
responsible living conditions.

7. Curriculum Aims:
Home Economics Overview
○ Develop responsible citizens
1. Definition: and informed consumers.
○ Home Economics is a ○ Improve management skills
subject in the Technology in handling resources.
Education Key Learning ○ Analyze factors affecting
Area (TE KLA) at the junior well-being.
secondary level, focusing on ○ Solve complex problems in
food, clothing, and home technological contexts.
management. ○ Evaluate the impact of
2. Knowledge Contexts: developments on society.

Integrates six knowledge contexts:

○ Information and 8. Strands of Study:

Communication
Food Science and Technology:
Technology
○ Materials and Structures ○ Investigate food
○ Operations and characteristics and
Manufacturing production processes.
○ Strategies and ○ Understand food safety and
Management nutrition.
○ Systems and Control ○ Foster healthy lifestyles.
○ Technology and Living
3. Senior Secondary Curriculum: Fashion, Clothing, and Textiles:
○ Home Economics is an
elective subject in the new ○
Learn about fashion design
senior secondary curriculum. and textile production.
○ Promotes well-being by ○ Explore historical and cultural
teaching basic human needs factors in fashion.
in food, clothing, and ○ Develop creativity through
resource management. design processes.
4. Well-Being: 9. Curriculum Framework:
○ Encompasses physical,
social, cultural, emotional, Varied structures exist globally, including:
spiritual, economic, political,
and environmental ○ In-depth study of specific
dimensions. areas (e.g., food or clothing).
5. Curriculum Goals: ○ Broad-based study covering
○ Prepare students for further all areas of Home
education or work. Economics.
○ Focus on both breadth
Schools are encouraged to choose a
(variety) and depth (in-depth
framework that prepares students for
understanding).
contemporary challenges.
○ Address current social,
economic, and technological —-------------------------------------------------------
developments.
Learning Strategies as Applied to Home 10. Laboratory Method:
Economic
"Learning by doing" through
Introduction experimentation and practical application.

● The modern concept of teaching is Steps:

to facilitate learning. Successful
○ Introductory step for
teaching is evident only when there
orientation and motivation.
is evident learning in the learners.
○ Work period where students
● Effective teaching is accomplished
experiment under
through specific methods and
supervision.
techniques.
○ Culminating activity to
summarize findings.
Teaching Methods 11. Lecture Method:
1. Discussion: Involves more than just telling; includes
○ Cooperative examination of three types:
views between teacher and
learners to clarify issues. Pure Lecture: Dominated by teacher;
2. Panel Forum: one-way information.
○ A small group of experts
engages in a direct Lecture-Discussion: Interspersed with
discussion of a discussions.
problem/issue, moderated for
audience interaction. Illustrated Lecture: Accompanied by visual
3. Symposium Forum: materials.
○ Experts give lectures on a
topic, followed by a Q&A Steps:
session for audience
○ Introduction: Engage
engagement.
interest with a story or
4. Debate:
anecdote.
○ Discusses opposing
○ Presentation of the Body:
viewpoints, allowing students
Start with the most important
to analyze different
points.
perspectives critically.
○ Conclusion/Clos
5. Round Table Conference:
○ e: Summarize key points and
○ Informal small group
check understanding.
discussions to plan activities
12. Problem-Solving:
collaboratively.
○ A method focused on
6. Informal Group Discussion:
analytical and reflective
○ Guided conversation with
thinking to resolve difficulties.
rotating leadership, limited to
13. Project Method:
about twenty participants.
7. Fact Finding Discussion: A significant, practical activity planned and
○ Research-oriented executed by students.
discussions led by an expert,
focusing on facts and Types of Projects:
studies.
8. Lecture-Forum: ○ Individual experience:
○ Formal lecture followed by Personal development
audience interaction, projects.
opinions, and questions. ○ Family experience:
9. Movie Forum: Cooperative family projects.
○ Class discussion based on ○ School and community
films related to individual or experiences: Insight into
community value systems. community issues.
14. Role Playing:
○ Acting out situations for
discussion and analysis.
 15. Field Trip: ● Motivation: Helps students gauge
○ Trips away from the their understanding of the material
classroom to gather firsthand and can motivate them to improve.
data and use community ● Direct Measures: Includes
resources. homework, quizzes, exams, reports,
16. Brainstorming: essays, research projects, case
○ A group activity to generate studies, and performance rubrics.
new ideas around a specific ● Indirect Measures: Includes course
topic. evaluations, student surveys,
enrollment data, retention rates,
alumni surveys, and graduate school
placement rates.
Types of Projects According to
Noar Approaches to Measuring Student
Learning
1. Individual Experience: Focus on
personal appearance and ● Summative Assessments:
time/money management. ○ Cumulative tests, quizzes,
2. Family Experience: Planning meals and graded activities that
and consumer buying. measure student
3. School and Community performance.
Experiences: Addressing ○ Reveals what students have
community problems. learned at the end of a unit or
course.
Types of Projects According to ○ Includes the overall grading
Kilpatrick system.
● Formative Assessments:
1. Construction Project: Making ○ Provides ongoing feedback
something tangible. to help students improve.
2. Enjoyment Project: Participating in ○ Can include face-to-face
various activities. feedback, written comments,
rubrics, and emails.
================================= ○ Used to assess learning
throughout the course,
Assessment Techniques as Applied to guiding teaching strategies.
Home Economics ○ Examples: Index cards for
important points or
Introduction confusions, self-reflections
on knowledge gain.
● Assessment for Learning: A
process using assessment
Considerations for Measuring
information to adjust teaching
strategies and help students modify Student Learning
their learning strategies. It creates a
● Assessment Types: Include both
connection between assessment,
direct and indirect, formative and
teaching, and learning.
summative assessments.
● Alignment: Ensure assessments
Importance of Assessment
align with learning outcomes.
● Sustainability: Assessments should
● Forms of Assessment: Exams,
be manageable in terms of time and
essays, speeches, and projects.
resources for both students and
● Role in Education: Critical for
instructors.
determining if learning objectives
○ Use tools like the Rice
have been met, influencing student
University workload
grades, placement, advancement,
calculator to estimate
curriculum needs, and school
assignment completion
funding.
times.
● Course Improvement: Use
assessment results to refine
 course content, teaching 3. Activate Background Knowledge:
methods, and assessment ○ Connect new concepts to
strategies. students' prior knowledge or
experiences.
—------------------------------------------------------- ○ Engage students in
discussions about familiar
Assessment Techniques as Applied to topics that relate to the
Home Economics lesson, enhancing their
understanding of new
Introduction material.
4. Direct Instruction:
● Planning: Defined as the act or
○ This is the core of the lesson
process of creating or executing
where new concepts are
plans.
presented.
● Instructional Planning: A
○ Pre-teach Key Vocabulary:
systematic process where
Essential for understanding
teachers utilize appropriate
the concept.
curricula, instructional strategies,
○ Model the Concept: Use
resources, and data to meet the
visuals and examples;
diverse needs of students.
explain each step of a
process clearly.
Components of an Effective ○ Emphasize clarity and
Lesson Plan conciseness to maintain
focus.
1. Gather Your Materials: 5. Student Practice:
○ Identify and prepare all ○ Guided Practice: Involve
necessary materials for students in additional
teaching, including student examples using the board or
supplies and technology document camera, allowing
(e.g., laptops, document them to contribute while still
cameras). under teacher guidance.
○ Ensuring materials are ○ Collaborative Practice:
organized before class starts Students work in pairs or
prevents disruptions and small groups to apply the
maximizes teaching time. concept. Circulate to check
2. Know Your Class Objectives: understanding and provide
○ Clearly define what clarification as needed.
students should be able to ○ Independent Practice:
do by the end of the Students apply the concept
lesson. on their own to demonstrate
○ Objectives should be: mastery, allowing the teacher
■ Specific: Clearly to identify who may need
defined. additional support.
■ Measurable: Can be 6. Closure:
assessed. ○ Summarize the lesson and
■ Attainable: Realistic reinforce the key points.
for students to ○ Engage students in a brief
achieve. sharing activity, asking them
■ Relevant: Connected to provide examples of what
to students' learning. they learned, such as one
■ Time-bound: simile and one metaphor.
Achievable within the 7. Demonstration of Learning (Quick
lesson timeframe. Assessment):
○ Communicate objectives ○ Conduct a short assessment
both verbally and in to evaluate whether students
writing, and display them achieved the lesson
prominently in the objectives (often referred to
classroom to motivate as an “exit ticket”).
students.
 ○ The assessment should
accurately reflect learning
objectives and take 5-10
minutes to complete
independently.
○ Use results to decide if the
lesson needs to be retaught
or if students are ready for
new material.

Keep in Mind

● Clarity and Direction: Lesson plans

provide a clear sense of direction in
the classroom. They don’t need to
be overly detailed but should cover
all essential elements.
● Manageable Information: Avoid
overwhelming students by cramming
too much information into a single
lesson. Consider spreading complex
topics over multiple days.
● Engagement through Humor:
Using humor can help maintain
student interest and engagement
throughout the lesson.