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

by Hirsh, Rae Ann

• ISBN13: 9780205376292
• ISBN10: 0205376290
• Edition: 1st
• Format: Paperback
• Copyright: 2003-10-27
• Publisher: Pearson

Summary

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.

Author Biography

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

Preface	xi
1 Philosophy	1	(15)
Introduction	1	(1)
What's in the Box?	2	(2)
Defining Early Childhood Curriculum	4	(1)
Organization of the Early Childhood Curriculum	5	(7)
Intelligence	6	(1)
Developmentally Appropriate Practice	7	(5)
Healthy Relationships	12	(1)
Play	12	(1)
Planning	13	(1)
Assessment	14	(1)
Using the Box	14	(1)
References	15	(1)
PHASE 1 THEORY	16	(134)
2 Intelligence, a History and Definition	16	(21)
Approaches to Intelligence Research	18	(13)
Approaching Intelligence from a Biological Perspective	18	(5)
Approaching Intelligence from a Psychometric Perspective	23	(3)
Approaching Intelligence as Developmental	26	(2)
The Multiplicity of Intelligence	28	(1)
Contemporary Approaches	29	(1)
Curricular Implications of Intelligence	30	(1)
Multiple Intelligences	31	(3)
Summary	34	(1)
References	35	(2)
3 Traditional Intelligences	37	(38)
Linguistic Intelligence	38	(2)
Linguistic Intelligence in the Classroom	40	(6)
Meaning	40	(2)
Emotions	42	(1)
Reading and Writing Are Developmental	43	(2)
Understanding the Basic Concepts and Functions of Language	45	(1)
Language, Storytelling, and Speaking	46	(2)
Storytelling Techniques	46	(2)
Second Languages	48	(1)
Linguistic Symbol Systems/Writing	48	(8)
The Print-Rich Environment	49	(2)
Development of the Written Symbol	51	(5)
Linguistics and Special Education	56	(1)
Linguistics and Culturally Appropriate Education	56	(5)
Integrating Culture and Linguistic Intelligence	60	(1)
Summary	61	(1)
Logical/Mathematical Intelligence	62	(1)
Logical/Mathematical Intelligence in the Early Childhood Classroom	63	(7)
Confrontation	64	(1)
Autonomy	64	(2)
Logic and Mathematics Are Developmental	66	(3)
Opportunity for Logical/Mathematical Development	69	(1)
Special Education and Logical/Mathematical Intelligence	70	(2)
Logical/Mathematical Intelligence and Culturally Appropriate Education	72	(1)
Summary	73	(1)
References	73	(2)
4 Talent or Intelligence?	75	(37)
Bodily/Kinesthetic Intelligence	76	(3)
Bodily Intelligence	77	(1)
Kinesthetic Intelligence	77	(2)
Bodily/Kinesthetic Intelligence in the Early Childhood Classroom	79	(5)
Curricular Attention	79	(3)
Bodily/Kinesthetic Modalities	82	(2)
The Brain and Bodily/Kinesthetic Intelligence	84	(1)
The Development of Bodily/Kinesthetic Intelligence	84	(2)
Bodily/Kinesthetic Symbol System	85	(1)
Special Education and Bodily/Kinesthetic Intelligence	86	(2)
Bodily/Kinesthetic Intelligence and Culturally Appropriate Education	88	(1)
Summary	89	(1)
Spatial Intelligence	89	(2)
Cultural Validation of Spatial Intelligence	90	(1)
Spatial Intelligence in the Classroom	91	(6)
Boundaries	91	(1)
Perceptions, Interests, and Understandings	92	(1)
Development of Spatial Intelligence and Symbols	93	(4)
Responding to Symbol Development	97	(1)
Special Education and Spatial Intelligence	97	(1)
Spatial Intelligence and Culturally Appropriate Education	97	(2)
Summary	99	(1)
Musical Intelligence	99	(2)
Cultural Validity of Musical Intelligence	100	(1)
Approaching Musical Intelligence in the Early Childhood Classroom	101	(5)
Brain Development and Musical Intelligence	101	(1)
Understanding, Interpreting, Responding, and Creating	101	(2)
Musical Education	103	(3)
Development of Musical Intelligence	106	(1)
Initial Stage	106	(1)
Inventive Stage	106	(1)
Industrious Stage	106	(1)
Formal Notation Stage	107	(1)
Choosing Music for Young Children	107	(1)
Special Education and Musical Intelligence	108	(1)
Musical Intelligence and Culturally Appropriate Education	108	(2)
Summary	110	(1)
References	110	(2)
5 The Personal Intelligencies	112	(22)
The Personal Intelligences	112	(2)
Intrapersonal Intelligence	114	(1)
Interpersonal Intelligence	115	(1)
Cultural Validity of the Personal Intelligences	115	(1)
The Personal Intelligences in the Early Childhood Classroom	116	(10)
Emotions and Intelligence	117	(1)
Development of the Personal Intelligences	117	(5)
Symbol Systems and the Personal Intelligences	122	(2)
Emotions and Symbols	124	(2)
Emotionally Safe Schools	126	(2)
Safety	126	(1)
Risk-Taking	126	(1)
Stress	127	(1)
Play, Pleasure, and Fun	127	(1)
Community	128	(2)
Modeling	128	(1)
Class Meetings	129	(1)
Group Problem Solving	129	(1)
Relationships	130	(1)
Special Education and the Personal Intelligences	130	(1)
The Personal Intelligences and Culturally Appropriate Education	130	(2)
Summary	132	(1)
References	133	(1)
6 Additional Intelligences	134	(16)
Naturalist Intelligence	134	(3)
Cultural Validation of Naturalist Intelligence	135	(2)
Naturalist Intelligence and the Early Childhood Classroom	137	(2)
Natural Intelligence Develops in the Natural World	138	(1)
Natural, Properties, Form, and Materials	139	(2)
Symbol Development and Naturalist Intelligence	141	(3)
Naturalist Intelligence in a Natural World	144	(1)
Naturalist Intelligence and Special Education	144	(1)
Naturalist Intelligence and Culturally Appropriate Education	145	(2)
Summary	147	(1)
Existential Intelligence	147	(1)
Addressing Spiritual Nature	147	(1)
Moral Intelligence	148	(1)
Conclusion of Phase 1	148	(1)
References	149	(1)
PHASE 2 PLANNING	150	(103)
7 Facilitating the Intelligence with Activities and Projects	150	(29)
Activities	151	(12)
Catapult	152	(1)
Animal Tracks	153	(1)
Letter Box Treasure Hunts	154	(1)
Shaving Cream on Feet	154	(1)
Museum Art	155	(1)
Charcoal Drawings	155	(1)
Writing Music	156	(1)
Floor Piano	157	(1)
Mirror Images	157	(1)
A Collection	158	(1)
I Can Do it Myself!	158	(1)
Family Portraits	159	(1)
Chair Bound	160	(1)
Picture Puppets	160	(1)
Gardening	161	(1)
Fairy Gardens	162	(1)
Analyzing the Activities	163	(1)
Activity Analysis	163	(1)
Summary	163	(1)
Projects	164	(14)
The Project Approach	164	(2)
Sample Project: A Dinosaur Museum	166	(12)
Summary	178	(1)
References	178	(1)
8 Play	179	(48)
Play and the Early Childhood Curriculum	179	(1)
Play and the Intelligences	180	(1)
What Is Play?	181	(1)
Five Characteristics of Play	181	(1)
Progression of Play	182	(5)
Sensory	184	(1)
Motor Play	185	(1)
Level I Representation	185	(1)
Level II Representation	185	(1)
Level III Representation	185	(1)
Play Stages at the Water Table	186	(1)
Social Levels of Play	187	(1)
Onlooker Play	187	(1)
Solitary Play	187	(1)
Parallel Play	187	(1)
Associative Play	188	(1)
Cooperative Play	188	(1)
The Teacher's Role During Play	188	(1)
Center Play	189	(3)
Time Considerations	190	(1)
The Teacher's Role	191	(1)
Sensory Exploration	192	(1)
Sensory Exploration Center	192	(1)
Sample Play Centers	193	(32)
Housekeeping Center	193	(4)
Art Center	197	(5)
Block Play	202	(3)
Music Center	205	(4)
Library and Publishing Center	209	(4)
Puppets	213	(3)
Logic/Math Center	216	(3)
Reflective Center	219	(3)
Spatial Center	222	(3)
Summary	225	(1)
References	226	(1)
9 Planning Spaces and Time	227	(26)
Scheduling	227	(19)
Arrival	228	(2)
Morning Meeting/Sharing	230	(1)
Meal Times	231	(3)
Guided Fantasy Stories/Relaxation Techniques	234	(1)
Outdoor Play/Gross-Motor Play	235	(1)
Rest/Nap Time	236	(1)
Cleanup	237	(1)
Play	238	(1)
Project Time	238	(1)
Journal Time	239	(1)
Activities	239	(1)
Transitions	240	(1)
Play, Do, Review	240	(1)
Communicating the Importance of the Schedule	241	(2)
Sample Schedules	243	(3)
Summary	246	(1)
Environment	246	(4)
Promoting Intelligence Development with the Environment	247	(1)
Play and the Environment	248	(1)
Work Space	249	(1)
Welcome and Departure Area	249	(1)
Rest Area	249	(1)
Toileting Area	250	(1)
Achieving Environmental Balance	250	(1)
Summary	250	(2)
Conclusion of Phase 2	252	(1)
References	252	(1)
PHASE 3 CURRICULAR IMPLICATIONS	253	(19)
10 Curricular Implications	253	(19)
Recognizing Adult Strengths and Challenges	253	(4)
Curricular Implications of the Multiple-Intelligence Theory	257	(14)
Key Entry Points	257	(1)
Meaningful Analogies	258	(2)
Multiple Representations of Core Concepts	260	(2)
Evaluating a Play Center Journal Activities	262	(1)
Implementation of the Eight-Step Process	263	(8)
Conclusion of Phase 3	271	(1)
References	271	(1)
PHASE 4 ASSESSMENT	272	(43)
11 Assessment	272	(43)
Assessment Tools	273	(3)
Letter Grades	273	(1)
Standardized Tests	273	(1)
Appropriate Early Childhood Assessment Tools	274	(2)
What to Assess?	276	(1)
How to Use the Core Set of Operations	276	(1)
Intrapersonal Core Set of Operations	277	(1)
Interpersonal Core Set of Operations	278	(1)
Linguistic Core Set of Operations	279	(2)
Logical/Mathematical Core Set of Operations	281	(1)
Spatial Core Set of Operations	282	(1)
Musical Core Set of Operations	283	(1)
Bodily/Kinesthetic Core Set of Operations	284	(1)
Naturalist Core Set of Operations	285	(1)
Portfolio Development	286	(26)
Curricular Implications of Assessment and Multiple-Intelligence Theory	312	(1)
Conclusion of Phase 4	313	(1)
References	313	(2)
Index	315