1. Total education not possible.
All education cannot be imparted through activities. The child cannot learn everything himself. Experiences of human race cannot be ignored. The child has to be acquainted with our cultural heritage.
2. Cannot be made to work in all Schools.
This curriculum cannot be made to work in schools where pupil teacher ratio is too large. Attention to individual pupils and supervision work becomes difficult.
1. Total education not possible
2. Cannot be made to work in all schools
3. Requires very competent teachers
4. Time constraint
5. Lop sided development
6. Pupil differences
3. Requires very competent teachers.
It requires very competent teachers to select and plan suitable activities for the students. These are to be selected from various areas, keeping in view the type, needs, interests and age level of pupils. An average teacher may not be able to organise judicious activity programmes.
4. Time factor.
Interests of pupils may not be fulfilled because of time factor.
5. Lop-sided development.
Over-activity may lead to lop-sided development of pupils.
6. Pupil differences.
Some activities may not suit different pupils because of individual differences.
So we see that activity-centred curriculum is very useful if the activities are well selected, planned and organised. For young children, activity is the best medium of education. As the children grow up, activity programmes should be supplemented by imparting knowledge of things which cannot be given through activities.