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Early Childhood Curriculum : Incorporating Multiple Intelligences, Developmentally Appropriate Practices, and Play (04 Edition)

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Publisher Comments:

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 & 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, & 6).
  • Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 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.

Book News Annotation:

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)

Synopsis:

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 & 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, & 6).
  • Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 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.

Synopsis:

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 & 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, & 6).
  • Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 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.

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.

Product Details

ISBN:
9780205376292
Author:
Hirsh, Rae Ann
Publisher:
Pearson
Location:
Boston
Subject:
Curricula
Subject:
Child Development
Subject:
Preschool & Kindergarten
Subject:
Early childhood education
Subject:
Multiple intelligences
Subject:
Education-Teaching Guides
Copyright:
Edition Description:
Trade paper
Series Volume:
no IEA-03-03
Publication Date:
October 2003
Binding:
TRADE PAPER
Grade Level:
Professional and scholarly
Language:
English
Illustrations:
Yes
Pages:
320
Dimensions:
9.1 x 7 x 0.77 in 542 gr

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Related Subjects

Education » Early Childhood
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Early Childhood Curriculum : Incorporating Multiple Intelligences, Developmentally Appropriate Practices, and Play (04 Edition) Used Trade Paper
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$41.50 In Stock
Product details 320 pages Allyn & Bacon - English 9780205376292 Reviews:
"Synopsis" by , 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 & 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, & 6).
  • Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 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.

"Synopsis" by , 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 & 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, & 6).
  • Culturally—Appropriate Education is addressed through a case study that is reflected upon after each intelligence section (Chs. 3, 4, 5, & 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.

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