Early Childhood Curriculum: Incorporating Multiple Intelligences, Developmentally Appropriate Practices, and Play / Edition 1

by Rae Ann Hirsh

Overview

This text introduces the early childhood student to the essential aspects of the early childhood curriculum: intelligence and potential, developmentally appropriate practice, healthy relationships, play, values, assessment, and planning. It allows the student to recall, interpret, summarize, associate, relate, apply, create, design, assess, and discriminate the information presented through intriguing journal questions and activities. Vignettes are utilized to enable the student to transfer the theory to reality and to draw attention to key concepts for discussion and debate. The development of symbol systems (beyond reading and writing) is thoroughly investigated. Current brain and intelligence research offers the student the opportunity to see the science behind the pedagogy. The text is motivating and offers inspiration for new teachers through the quotes, journal activities, vignettes, and photographs.

Product Details

ISBN-13:	9780205376292
Publisher:	Pearson
Publication date:	11/10/2003
Edition description:	New Edition
Pages:	320
Product dimensions:	7.00(w) x 9.10(h) x 0.90(d)

About the Author

Rae Ann is an elementary teacher in a private experimental school and an adjunct undergraduate and graduate professor at Carlow University. She is a Young Children and Early Childhood News magazine contributor. She is a trainer and in-service provider for early childhood centers and elementary schools. She served on the Pittsburgh Association for the Education of Young Children’s Board and was the editor of the PGHAEYC newsletter.

Table of Contents

MOST CHAPTERS CONCLUDE WITH “SUMMARY.”

1. PHILOSOPHY.

WHAT'S IN THE BOX?

DEFINING EARLY CHILDHOOD CURRICULUM.

ORGANIZATION OF THE EARLY CHILDHOOD CURRICULUM.

ASSESSMENT.

USING THE BOX.

REFERENCES.

PHASE I. THEORY.

2. INTELLIGENCE, A HISTORY & DEFINITION.

APPROACHES TO INTELLIGENCE RESEARCH.

MULTIPLE INTELLIGENCES.

CONCLUSION.

3. TRADITIONAL INTELLIGENCES.

LINGUISTIC INTELLIGENCE.

LINGUISTIC INTELLIGENCE IN THE CLASSROOM.

LANGUAGE, STORYTELLING, AND SPEAKING.

LINGUISTIC SYMBOL SYSTEMS/WRITING.

LINGUISTICS AND SPECIAL EDUCATION.

LINGUISTICS AND CULTURALLY APPROPRIATE EDUCATION.

LOGICAL/MATHEMATICAL INTELLIGENCE.

LOGICAL/MATHEMATICAL INTELLIGENCE IN THE EARLY CHILDHOOD CLASSROOM.

SPECIAL EDUCATION AND LOGICAL/MATHEMATICAL INTELLIGENCE.

LOGICAL/MATHEMATICAL INTELLIGENCE AND CULTURALLY APPROPRIATE EDUCATION.

4. TALENT OR INTELLIGENCE?

BODILY/KINESTHETIC INTELLIGENCE.

BODILY INTELLIGENCE.

KINESTHETIC INTELLIGENCE.

BODILY/KINESTHETIC INTELLIGENCE IN THE EARLY CHILDHOOD CLASSROOM.

THE DEVELOPMENT OF BODILY KINESTHETIC INTELLIGENCE.

SPECIAL EDUCATION AND BODILY/KINESTHETIC INTELLIGENCE.

BODILY/KINESTHETIC INTELLIGENCE AND CULTURALLY APPROPRIATE EDUCATION.

CONCLUSION.

SPATIAL INTELLIGENCE.

SPATIAL INTELLIGENCE IN THE CLASSROOM.

PERCEPTIONS, INTERESTS, AND INTERESTS, AND UNDERSTANDINGS.

DEVELOPMENT OF SPATIAL INTELLIGENCE AND SYMBOLS.

SPECIAL EDUCATION AND SPATIAL INTELLIGENCE.

SPATIAL INTELLIGENCE AND CULTURALLY APPROPRIATE EDUCATION.

MUSICAL INTELLIGENCE.

APPROACHING MUSICAL INTELLIGENCE IN THE EARLY CHILDHOOD CLASSROOM.

DEVELOPMENT OF MUSICAL INTELLIGENCE.

SPECIAL EDUCATION AND MUSICAL INTELLIGENCE.

MUSICAL INTELLIGENCE AND CULTURALLY APPROPRIATE EDUCATION.

5. THE PERSONAL INTELLIGENCES.

THE PERSONAL INTELLIGENCES.

INTRAPERSONAL INTELLIGENCE.

INTERPERSONAL INTELLIGENCE.

THE PERSONAL INTELLIGENCES IN THE EARLY CHILDHOOD CLASSROOMS.

EMOTIONALLY SAFE SCHOOLS.

COMMUNITY.

RELATIONSHIPS.

SPECIAL EDUCATION AND THE PERSONAL INTELLIGENCES.

THE PERSONAL INTELLIGENCES AND CULTURALLY APPROPRIATE EDUCATION.

6. ADDITIONAL INTELLIGENCES.

NATURALIST INTELLIGENCE AND THE EARLY CHILDHOOD CLASSROOM.

NATURAL PROPERTIES, FORM, AND MATERIALS.

SYMBOL DEVELOPMENT AND NATURALIST INTELLIGENCE.

NATURALIST INTELLIGENCE IN A NATURAL WORLD.

NATURALIST INTELLIGENC AND SPECIAL EDUCATION.

NATURALIST INTELLIGENCE AND CULTURALLY APPROPRIATE EDUCATION.

EXISTENTIAL INTELLIGENCE.

MORAL INTELLIGENCE.

CONCLUSION.

PHASE II. PLANNING.

7. FACILITATING THE INTELLIGENCES THROUGH ACTIITIES AND PROJECTS.

ACTIVITIES.

ANALYZING THE ACTIVITIES.

PROJECTS.

8. PLAY.

PLAY AND THE EARLY CHILDHOOD CURRICULUM.

PLAY AND THE INTELLIGENCES.

WHAT IS PLAY?

PROGRESSION OF PLAY.

SOCIAL LEVELS OF PLAY.

TEACHER'S ROLE DURING PLAY.

CENTER PLAY.

SENSORY EXPLORATION.

SAMPLE PLAY CENTERS.

9. PLANNING SPACES AND TIME.

SCHEDULING.

ENVIRONMENT.

SUMMARY.

PHASE III. IMPLICATION.

10. IMPLICATION.

RECOGNIZING ADULT STRENGTHS AND CHALLENGES.

CURRICULAR IMPLICATIONS OF THE MULTIPLE INTELLIGENCE THEORY.

SUMMARY.

PHASE IV. ASSESSMENT.

11. ASSESSMENT.

WHAT TO ASSESS?

HOW TO USE THE CORE SET OF OPERATIONS.

INTRAPERSONAL CORE CONCEPTS.

INTERPERSONAL CORE CONCEPTS.

LINGUISTIC CORE CONCEPTS.

LOGICAL/MATHEMATICAL CORE CONCEPTS.

SPATIAL CORE CONCEPTS.

MUSICAL CORE CONCEPTS.

BODILY/KINESTHETIC CORE CONCEPTS.

NATURALIST CORE CONCEPTS.

CURRICULAR IMPLICATIONS OF ASSESSMENT AND MI THEORY.