Intelligence has been defined in different ways, including the abilities for abstract thought, understanding, communication, reasoning, learning, planning, emotional intelligence and problem solving. Intelligence is most widely studied in humans, but has also been observed in animals and plants. Artificial intelligence is the intelligence of machines or the simulation of intelligence in machines. Numerous definitions of and hypotheses about intelligence have been proposed since before the twentieth century, with no consensus reached by scholars. Within the discipline of psychology, various approaches to human intelligence have been adopted. The psychometric approach is especially familiar to the general public, as well as being the most researched and by far the most widely used in practical settings.
The formulation of issues to be discussed in this manuscript is as follows: •
The History, Precise, Developmental Domains and Benefits of Early Childhood Education •
The Theory of Multiple Intelligences include The Definitions and Classifications •
Application of The Theory of Multiple Intelligences on Early Childhood Education
The purpose of this discussion paper is to examine the influence of educational technology in institutional education and training.
Based on the purpose of the discussion paper is then expected to benefit from the discussion of this manuscript is to an understanding of the application of the theory of multiple intelligences on early childhood education.
Early Childhood Education
Early childhood education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. According to the National Association for the Education of Young Children (NAEYC) the developmental definition of early childhood education, spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. 1.2
Early Childhood has been defined as a period of life between 0 to 6 years of age. This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established. Child Development is the basis of human development. It is connected with living with dignity and achieving quality of life. The early years of life are critical to the development of intelligence, personality and social behaviour. Research on brain development attests to the importance of key mental, physical and social capabilities. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, the learning potential is adversely affected. For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It will facilitate the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education. Early childhood education often focuses on children learning through play. According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning. The terms preschool education and kindergarten emphasize education around the ages of 3–6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood...
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