BACHELOR OF EARLY CHILDHOOD EDUCATION WITH HONOURS

SEMESTER 1/ MAY 2020

HBEC1103

INTRODUCTION TO EARLY CHILDHOOD EDUCATION

MATRICULATION NO : 951002035332001
IDENTITY CARD NO. : 951002035332
TELEPHONE NO. :0195898538
E-MAIL : wnaaifat99@oum.edu.my
LEARNING CENTRE : SHAH ALAM LEARNING CENTRE
 CONTENT
No.

1 INTRODUCTION

1.1 CONCEPT IN EARLY CHILDHOOD EDUCATION

1.2 CONTRIBUTION IN EDUCATION

1.3 CONTRIBUTION IN EDUCATION BY MARIA MONTESSORI

2 NINE TYPES OF INTELLIGENCES BY HOWARD GARNER

2.1 ACTIVITIES FOR PRESCHOOL CHILDREN

3 REFERENCE
 INTRODUCTION.

Early childhood education is a broad term used to describe any type of

educational program that serves children in their preschool years, before they are old
enough to enter kindergarten. Early childhood education may consist of any number
of activities and experiences designed to aid in the cognitive and social development
of preschoolers before they enter elementary school. How and where early childhood
education is provided can be very different from one state to the next – or even from
one school to the next within the same state. Preschool education programs may be
designed specifically for either three-, four-, or five-year old, and they may be
provided in childcare and daycare or nursery school settings, as well as more
conventional preschool or pre- kindergarten classrooms.
Early childhood education is only about learning basic skills. “it’s so much more
than that,” She says. “it’s a time when children learn critical social and emotional
skills and a partnership is formed between the child, their parents and the teacher.
When this is done successfully, it lays the groundwork for it to continue throughout
the child’s education.”

For young children, every experience or encounter presents a learning

opportunity. They learn from everything they see, do, hear, feel, smell, and taste;
everyone they interact (talk, play, laugh) with; and everywhere they go.
 CONCEPT IN EARLY CHILDHOOD EDUCATION

The purpose of this assignment is to provide information on concepts of early

childhood education, and theory that related to early childhood education. Early
childhood also not just about ABC,123, or shapes and colour,its also about critical
thinking, problem solving and fine motor skills, and learning how to collaborate with
others kids. Education cater the age group of 0-8 and it is continually developing
process and it is also according to the need of the child. Care and education is a
different but both of it is inseparable and crucially important.
Early childhood education often more focusing on learning through play and
experience. Based to the Jean Jacques, “ man’s education begins at birth, before he
can speak or understand he is learning. Experience precede instruction, when he
recognize his caregivers he has learn much. According to the philosophy of Jean
Piaget, early education is more focusing on learning through play. Through playing
gross motor skills more develop, children language capacity enhanced and their social
and emotional development. According to Reggio Emilia, she more focusing on
emphasis on the arts as children’s language and an engaging learning environment.
In a concept cognitive based, young children learn through active exploration in
an environment which is rich in materials and opportunities to converse,socialize,
work, play and negotiate with others kids.
Early education is a basic concept that involve education, which is playing meets
the physical, intellectual, language, emotional, and social of children.
 MARIA MONTESSORI

Maria Montessori was a first female Italian physician, educator, and innovator,
acclaimed for her educational method that builds on the way children learn
naturally. She opened the first Montessori school, the casa dei bambini, or
children’s house,in Rome on January 6, 1907. Subsequently, she traveled the world
and wrote extensively about her approach to education, attracting many devotees.
There are now thousands of Montessori schools in countries worldwide.
The casa dei bambini was unique because it focused on educating each child
based on his or her development stage. Dr. Montessori encouraged children to take
ownership of what they wanted to learn and worked with each child to create a
personalized education that played to that child’s strengths. Children were
encouraged to cooperate and work together to accomplish their goals.

Maria Montessori was born on august 31, 1870, in the provincial town of
chiaravalle, Italy. Her father was a financial manager for a state-run industry. Her
mother, raised in a family that prized education, was well schooled and an avid
reader—unusual for Italian women of that time. The same thirst for knowledge took
root in young maria, and she immersed herself in many fields of study before
creating the educational method that bears her name.

Beginning in early childhood, maria lived in Rome, growing up in a paradise of

libraries, museums, and fine schools.
 CONTRIBUTION OF EDUCATION.

Montessori is a method of education that is based on self-directed activity, hands-

on learning and collaborative play. In Montessori classrooms children make creative
choices in their learning, while the classroom and the highly trained teacher offer age-
appropriate activities to guide the process. Montessori concept is both a philosophy of
child development and a plan for guiding growth believing that education begins at
birth and the early years are of the out-most importance. She believe that children s
curiosity makes them ready to acquiring certain skills and knowledge. Children work
in groups and individually to discover and explore knowledge of the world and to
develop their maximum potential. Dr. Maria Montessori discovered that experiential
learning in this type of classroom led to a deeper understanding of language,
mathematics, science, music, social interactions and much more. Most Montessori
classrooms are secular in nature, although the Montessori educational method can be
integrated successfully into a faith-based program. She developed a unique system of
early childhood education named “Montessori system” Which has been used
effectively with mentally retarded, physically handicapped, normal and gifted child.
Montessori developed a series of standardized sensory materials called didactic
apparatus.
Maria Montessori gave us observation, experimentation, and other scientific
methods in education. She never insisted on material and method as the last words in
the field of child education. She rather gave scientific approach to education by
breaking away from old traditions. Her method encourage kids to “hands on” And
experience themself the environment. Her principles is simple, children will be
independence and teachers will be observe and following the child activities. If the
children make some mistake, don’t tell them they are wrong after they are done with
the activities, but correcting them instead. Her method is giving the child
opportunities to move, dress, and do by their own. By doing all this, the children will
increase their self belief and confidence. This will be carry throughout their entire life.
Observation method by Maria Montessori is easy for parents. Through this,
children will enjoying themselves more, they will exploring environment in a fun
way. This is simple method for parents by learning about what kids needs.
Example: Kids throwing things around the house. Activity: Throwing ball according
the colour or size (Gross motor skills.). In the same time, this will help parents or
teachers create harmony,and fulfilling the child current needs.

Dr. Maria Montessori mentioned, “the aim of the children who preserve in their
work with an object is certainly not to learn, they are drawn to it by the needs of their
inner life, which must be recognized and developed by its means.” Do not tell them
what they need to do, present to them with different material or toys. Let them choose
and stand back while watching they do by themselves. This will make children more
confidence and they will learn from their mistake by themselves. Montessori teach us
how to correcting the child in a proper way. There is no need to raising voice, if they
do something wrong, calmly recognized the mistake and fix it together. Example:
Kids spilled the milk, parents or teacher can show them the towel and can wipe
together. Through this activity, their fine motor skills will improve more, and they
will learn how to practice practical life. There is a way to make them realize their
mistake and teach them in nice manners. Do not forget to giving them freedom and
choices and support their choice and make them feel safe.
Prepared environment is one of the contribution that Maria Montessori in
education. The teacher first duty is to watch over the environment, and takes
precedence over all the rest. Children learn the language by hearing and absorb.
Children under age 3, learn with absorb the environment by experience and being part
of it. That is the reason why we need to set up a good, nice environment. Avoid by
saying’No’, but replaced it with ‘Stop’. Montessori teaches that a trust in children
innate their ability to learn more.
 NINE TYPES OF INTELLIGENCE BY HOWARD GARDNER

Howard Earl Gardner (born July 11, 1943) is an American developmental

psychologist and the john h. And Elisabeth a. Hobbs research professor of cognition
and education at the harvard graduate school of education at harvard university. He is
currently the senior director of Harvard project zero, and since 1995, he has been the
co-director of the good project.

Gardner has written hundreds of research articles and thirty books that have been
translated into more than thirty languages. He is best known for his theory of multiple
intelligences, as outlined in his 1983 book frames of mind: The theory of multiple
intelligence.

Gardner retired from teaching in 2019.

The theory of multiple intelligence differentiates human intelligence into specific

'modalities', rather than seeing intelligence as dominated by a single general
ability. Howard gardner proposed this model in his 1983 book frames of mind: The
theory of multiple intelligence."We have this myth that the only way to learn
something is to read it in a textbook or hear a lecture on it. And the only way to show
that we've understood something is to take a short-answer test or maybe occasionally
with an essay question thrown in. But that's nonsense. Everything can be taught in
more than one way,"Howard Gardner has suggested

Naturalist intelligence designates the human ability to discriminate among living

things such as plants, animals as well as sensitivity to other features of the natural
world like clouds, rock configurations. This ability was clearly of value in our
evolutionary past as hunters, gatherers, and farmers; it continues to be central in such
roles as botanist or chef. It is also speculated that much of our consumer society
exploits the naturalist intelligence, which can be mobilized in the discrimination
among cars, sneakers, kinds of makeup, and the like.

Musical intelligence is the capacity to identify pitch, rhythm, timbre, and tone.
This intelligence enables us to recognize, create, reproduce, and reflect on music, as
demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective connection between music and the emotions;
and mathematical and musical intelligence may share common thinking processes.
Young adults with this kind of intelligence are usually singing or drumming to
themselves. They are usually quite aware of sounds others may miss.
Logical-mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations. It
enables us to perceive relationships and connections and to use abstract, symbolic
thought; sequential reasoning skills; and inductive and deductive thinking patterns.
Logical intelligence is usually well developed in mathematicians, scientists, and
detectives. Young adults with lots of logical intelligence are interested in patterns,
categories, and relationships. They are drawn to arithmetic problems, strategy games
and experiments. Sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why we die, and how did we get here.
Interpersonal intelligence is the ability to understand and interact effectively with
others. It involves effective verbal and nonverbal communication, the ability to note
distinctions among others, sensitivity to the moods and temperaments of others, and
the ability to entertain multiple perspectives. Teachers, social workers, actors, and
politicians all exhibit interpersonal intelligence. Young adults with this kind of
intelligence are leaders among their peers, are good at communicating, and seem to
understand others’ feelings and motives.

Kin-Esthetic intelligence is the capacity to manipulate objects and use a variety

of physical skills. This intelligence also involves a sense of timing and the perfection
of skills through mind–body union. Athletes, dancers, surgeons, and crafts people
exhibit well-developed bodily kin-esthetic intelligence.

Linguistic intelligence is the ability to think in words and to use language to

express and appreciate complex meanings. Linguistic intelligence allows us to
understand the order and meaning of words and to apply meta-linguistic skills to
reflect on our use of language. Linguistic intelligence is the most widely shared
human competence and is evident in poets, novelists, journalists, and effective public
speakers. Young adults with this kind of intelligence enjoy writing, reading, telling
stories or doing crossword puzzles.
 Intra -personal intelligence is the capacity to understand oneself and one’s
thoughts and feelings, and to use such knowledge in planning and directing one’s life.
Intra -personal intelligence involves not only an appreciation of the self, but also of
the human condition. It is evident in psychologist, spiritual leaders, and philosophers.
These young adults may be shy. They are very aware of their own feelings and are
self-motivate

Spatial intelligence is the ability to think in three dimensions. Core capacities

include mental imagery, spatial reasoning, image manipulation, graphic and artistic
skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all
exhibit spatial intelligence. Young adults with this kind of intelligence may be
fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

Challenging a millennial old notion that intelligence is a single kind of human

capacity does not necessarily win one friends among the intelligent. Gardener’s book
is still controversial. If you find it describes exactly what you have suspected to be
true since you first went to school, it still isn’t an easy pill to swallow. This book
questions what we consider a good education, what we consider talent, and how much
control one has to acquire them. The insights are there as long as you are willing to
follow gardener’s scholarly style, he admits he writes for fellow psychologists.
If you prefer a more entertaining but no less profound style, read Ken Robinson’s the
element. Just as upbeat as his famously animated talk at ted, the book starts with
exploring what went wrong or rather what was so right about your childhood self,
what school did to it and why, and how now it’s not too late to rediscover your talents
and intelligence.
 KINESTHETIC INTELLIGENCES

Bodily-kin esthetic is a learning style often referred to as ‘learning with the

hands’ or physical learning.one of nine types of learning styles that make up this
theory, bodily-kin esthetic intelligence can often be observed in actors, craftspeople,
athletes, inventors, dancers, and surgeons

Basically, people with bodily-kin esthetic intelligence can learn more easily by
doing, exploring, and discovering.
People with bodily-kin esthetic intelligence, are skilled at dancing and sports,enjoy
creating things with his or her hands,have excellent physical coordination,remember
by doing, rather than hearing or seeing.

Children with this intelligence learning styles learn best when they are permitted
to use their haptic senses and both fine and gross motor movement as part of the
learning process. The children prefer direct involvement with the materials rather than
worksheets or reading from book. They tend to remember and understand while they
are active. There are a lot of activities that children can practice and teachers can
apply.

One of the activities is, remembering times table during playing jumping frog.
Such as example is, teachers provide the answer sheet on big paper and put on
ground. After that, teacher will ask the children the multiplication question, the
children needs to jump on the correct answer sheets that on the ground. Children
having more fun while moving around and on the same time they will remember
times table.
 REFERENCE

1. https://youtu.be/dndhNlJ002JRk
2. IL Parent Information Resource Center:
http://www2.colum.edu/ilpirc/informationforparents.php