HOUSE_OVERSIGHT_013209.jpg
1.3 MB
Extraction Summary
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People
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Organizations
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Quotes
Document Information
Type:
Academic text / investigation exhibit
File Size:
1.3 MB
Summary
This document appears to be a page (293) from an academic book or paper discussing elements of preschool curriculum and their alignment with Gardner's Multiple Intelligences theory. It includes a table listing capabilities such as linguistic, social, and scientific skills evaluated in preschool settings like Montessori and Waldorf. The page bears a 'HOUSE_OVERSIGHT_013209' stamp, indicating it was included as an exhibit in a House Oversight investigation.
People (1)
| Name | Role | Context |
|---|---|---|
| Gardner | Psychologist / Theorist |
Referenced in the text regarding 'Gardner's Multiple Intelligences (MI) framework'.
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Organizations (5)
| Name | Type | Context |
|---|---|---|
| Montessori |
Mentioned as a preschool methodology.
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| Waldorf |
Mentioned as a preschool methodology.
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| Brain Gym |
Mentioned with website www.braingym.org.
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| Core Knowledge |
Mentioned with website www.coreknowledge.org.
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| House Oversight Committee |
Implied by the document footer 'HOUSE_OVERSIGHT_013209'.
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Relationships (1)
Text discusses 'Gardner’s Multiple Intelligences (MI) framework'.
Key Quotes (2)
"Regarding intelligence as “the ability to achieve complex goals in complex environments,” it is apparent that preschools are specifically designed to pack a large variety of different micro-"Source
HOUSE_OVERSIGHT_013209.jpg
Quote #1
"Preschool curriculum as standardly practiced is very well attuned to MI, and naturally covers all the bases that Gardner identifies as important."Source
HOUSE_OVERSIGHT_013209.jpg
Quote #2
Full Extracted Text
Complete text extracted from the document (2,018 characters)
16.3 Elements of Preschool Curriculum
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ble was assembled via surveying the curricula from a number of currently existing preschools employing different methodologies both based on formal academic cognitive theories [Sch07] and more pragmatic approaches, such as: Montessori [Mon12], Waldorf [SS03b], Brain Gym (www.braingym.org) and Core Knowledge (www.coreknowledge.org).
[Table]
Type of Capability | Specific Skills to be Evaluated
Story Understanding | • Understanding narrative sequence
| • Understanding character development
| • Dramatize a story
| • Predict what comes next in a story
Linguistic | • Give simple descriptions of events
| • Describe similarities and differences
| • Describe objects and their functions
Linguistic / Spatial-Visual | Interpreting pictures
Linguistic / Social | • Asking questions appropriately
| • Answering questions appropriately
| • Talk about own discoveries
| • Initiate conversations
| • Settle disagreements
| • Verbally express empathy
| • Ask for help
| • Follow directions
Linguistic / Scientific | • Provide possible explanations for events or phenomena
| • Carefully describe observations
| • Draw conclusions from observations
Type of Capability | Specific Skills to be Evaluated
Story Understanding | • Understanding narrative sequence
| • Understanding character development
| • Dramatize a story
| • Predict what comes next in a story
Linguistic | • Give simple descriptions of events
| • Describe similarities and differences
| • Describe objects and their functions
Linguistic / Spatial-Visual | Interpreting pictures
Linguistic / Social | • Asking questions appropriately
| • Answering questions appropriately
| • Talk about own discoveries
| • Initiate conversations
| • Settle disagreements
| • Verbally express empathy
| • Ask for help
| • Follow directions
Linguistic / Scientific | • Provide possible explanations for events or phenomena
| • Carefully describe observations
| • Draw conclusions from observations
Table 16.1: Categories of Preschool Curriculum, Part 1
16.3.1 Preschool in the Light of Intelligence Theory
Comparing Table 16.1 to Gardner’s Multiple Intelligences (MI) framework briefly reviewed in Chapter 2, the high degree of harmony is obvious, and is borne out by more detailed analysis. Preschool curriculum as standardly practiced is very well attuned to MI, and naturally covers all the bases that Gardner identifies as important. And this is not at all surprising since one of Gardner’s key motivations in articulating MI theory was the pragmatics of educating humans with diverse strengths and weaknesses.
Regarding intelligence as “the ability to achieve complex goals in complex environments,” it is apparent that preschools are specifically designed to pack a large variety of different micro-
HOUSE_OVERSIGHT_013209
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