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:

• The text is organized utilizing NAEYC's 4-Phase Framework for curriculum development: theory, planning, implication, and assessment.
• “Reflective Journal Questions/Activities” throughout offer pre-service teachers practical strategies for extending the information presented in the text.
• An historical timeline presents the history of the multiple intelligence theory in an appealing/visual way (Ch. 2).
• Child work samples and photographs illustrate development of symbols in each of the intelligence chapters (Chs. 3, 4, 5 and 6).
• 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).
• “Developmental Progression of Play” tables enable students to see the connection between materials, interactions, and play stages (Ch. 8).
• A sample portfolio, which includes work samples, checklists, photographs, and anecdotal records, allows students to make curricular decisions based on appropriate assessments (Ch.11).
• Practical special education strategies for each intelligence are presented through case studies (Chs 3, 4, 5, and 6).
• Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, and 6).
• 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).
• 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.

Hirsh is an early childhood and elementary consultant in Pittsburgh, Pennsylvania. Her college text introduces students to important curricular issues based on a four- phase framework for curriculum development suggested by the National Association for the Education of Young Children: meaningful theory, planning concerns, implementation strategies, and assessment techniques and materials.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)

"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. <P> Features: <P> <UL> <LI>The text is organized utilizing NAEYC's 4-Phase Framework for curriculum development: theory, planning, implication, and assessment.</LI> <LI>&#147; Reflective Journal Questions/Activities&#148; throughout offer pre-service teachers practical strategies for extending the information presented in the text.</LI> <LI>An historical timeline presents the history of the multiple intelligence theory in an appealing/visual way (Ch. 2).</LI> <LI>Child work samples and photographs illustrate development of symbols in each of the intelligence chapters (Chs. 3, 4, 5 & 6).</LI> <LI>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).</LI> <LI>&#147; Developmental Progression of Play&#148; tables enable students to see the connection between materials, interactions, and play stages (Ch. 8).</LI> <LI>A sample portfolio, which includes work samples, checklists, photographs, and anecdotal records, allows students to make curricular decisions based on appropriate assessments (Ch.11).</LI> <LI>Practical special education strategies for each intelligence are presented through case studies (Chs 3, 4, 5, & 6).</LI> <LI>Culturally--Appropriate Education is addressed through a case study that is reflectedupon after each intelligence section (Chs. 3, 4, 5, & 6).</LI> <LI>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).</LI> <LI>This unique t

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. Curriculum in early childhood education. Early Childhood Curriculum.

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.

MOST CHAPTERS CONCLUDE WITH “SUMMARY.”

1. PHILOSOPHY.

PHASE I. THEORY.

PHASE II. PLANNING.

PHASE III. IMPLICATION.

PHASE IV. ASSESSMENT.