Early Childhood Curriculum Incorporating Multiple Intelligences, Developmentally Appropriate Practice, and Play

ISBN-10: 0205376290
ISBN-13: 9780205376292
Edition: 2004
Authors: Rae Ann Hirsh
List price: $65.40 Buy it from $3.00
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Description: Early Childhood Curriculum: Incorporating Multiple Intelligence Theory, Developmentally Appropriate Practice, and Play introduces the early childhood student to the essential aspects of the early childhood curriculum: intelligence and potential,  More...

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Book details

List price: $65.40
Copyright year: 2004
Publisher: Allyn & Bacon, Incorporated
Publication date: 10/27/2003
Binding: Paperback
Pages: 320
Size: 6.75" wide x 9.00" long x 0.50" tall
Weight: 1.100
Language: English

Early Childhood Curriculum: Incorporating Multiple Intelligence Theory, Developmentally Appropriate Practice, and Play introduces the early childhood student to the essential aspects of the early childhood curriculum: intelligence and potential, developmentally appropriate practice, healthy relationships, play, assessment, and planning. Features: bull; bull;The text is organized utilizing NAEYC's 4-Phase Framework for curriculum development: theory, planning, implication, and assessment. bull;";Reflective Journal Questions/Activities"; throughout offer pre-service teachers practical strategies for extending the information presented in the text. bull;An historical timeline presents the history of the multiple intelligence theory in an appealing/visual way (Ch. 2). bull;Child work samples and photographs illustrate development of symbols in each of the intelligence chapters (Chs. 3, 4, 5 & 6). bull;Vignettes throughout the play chapter help students to transfer the theory to practice and encourage debate and discussion regarding the importance of play in the early childhood curriculum (Ch. 8). bull;";Developmental Progression of Play"; tables enable students to see the connection between materials, interactions, and play stages (Ch. 8). bull;A sample portfolio, which includes work samples, checklists, photographs, and anecdotal records, allows students to make curricular decisions based on appropriate assessments (Ch.11). bull;Practical special education strategies for each intelligence are presented through case studies (Chs 3, 4, 5, & 6). bull;Culturally-Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 6). bull;Core concepts in each intelligence help the students to realize appropriate expectations for young children and to develop appropriate goals and objectives for young children (Ch. 11). bull;This unique text can be used as a curriculum in the early childhood classroom once the students have graduated. Author Bio: Rae Ann Hirsh has written an article entitled ";The Impatient Gardener"; published in Young Children (May, 2002). She also writes informal reality-based learning materials and designs workshops for earlychildhood educators. Her experience as an infant, toddler, preschool, kindergarten, learning support, and college teacher greatly influence her ability to reach students.

Most Chapters Conclude With Ldquo;Summary.Rdquo;
Philosophy
What's In The Box?
Defining Early Childhood Curriculum
Organization of the Early Childhood Curriculum
Assessment
Using the Box
References
Theory
Intelligence, a History & Definition
Approaches to Intelligence Research
Multiple Intelligences
Conclusion
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
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
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
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
Planning
Facilitating the Intelligences Through Actiities and Projects
Activities

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