Enhanced descriptions from Syndetics:

Integrating relevant theory and practical applications into a comprehensive, user-friendly, invaluable resource--this is the only book an early childhood teacher needs!

Designed as a teacher-friendly guide that aides the preschool through third grade teacher in developing a curriculum that is intellectually stimulating, developmentally appropriate, respects the individuality of children, recognizes that children are active participants in their education, realizes the child's role in constructing knowledge, fully integrates the multiple intelligence theory, understands the value of assessment, takes advantage of the wiring of the early childhood brain, and respects children for the wonderful beings they are! Most curriculum books either show you 'why' or 'how'--this book does both! The teacher is presented with the "why"--critical development information in order to plan an appropriate curriculum and arms the teacher with the information needed to communicate the value of an appropriate curriculum to parents and administrators; and the "how"--by providing practical strategies that encourage the teacher to develop his or her own application of the material through reflective journal exercises.

Unlike any other book on the market, "Early Childhood Curriculum" shows the teacher what to do with assessment outcomes and guides the early childhood teacher through practice exercises that demonstrate how to use assessment information to help children deal with challenges, create new lesson plans, and make changes to the curriculum. Early childhood development theory is not presented separately from application. Relevant developmental theorists are explained in the chapters dealing with the most relevant intelligence to help teachers understand how developmental theory can be applied. Finally, this book takes a unique look at children with special needs and presents a multiple intelligence approach and includes strategies as well as a strength-based model of special education to assist teachers working with children with special needs.

Table of contents provided by Syndetics

• Most Chapters Conclude With Ldquo;Summary.Rdquo;
• 1 Philosophy
• What's In The Box?
• Defining Early Childhood Curriculum
• Organization of the Early Childhood Curriculum
• Assessment
• Using the Box
• References
• Phase 1 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 2 Planning
• 7 Facilitating the Intelligences Through Actiities and Projects
• Activities

Author notes provided by Syndetics

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.