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by Michelle Pleasant / March 4, 2020
The most important teachers in a child’s life are their families at home. Although children spend a large amount of their time at school, it is not a replacement for the learning, love, encouragement, and reinforcement they receive from family and personal support systems. Ask any classroom teacher you know, and they will reassure you […]
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by Clark Kugler / March 6, 2012
Earlier in the month I wrote about Howard Gardner’s theory of multiple intelligences. Of the 8 intelligences proposed by Gardner, perhaps the first one that jumps out as being used on the preschool playground is the naturalistic intelligence. Children who have high naturalistic intelligence learn best through observation and participation in their natural surroundings. A […]
by Clark Kugler / February 21, 2012
The developmental psychologist Howard Gardner created the theory of multiple intelligences in 1983 as a model that proposes the existence of many different intelligences instead of just one single entity called intelligence. The theory suggests that there are 8 main intelligences which people possess: spatial, linguistic, logical-mathematical, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. (Gardner also tentatively […]
by Clark Kugler / July 18, 2011
Here at The Adventurous Child, we’ve been on a kick about assessment lately. Check this quote out: “Assessment is an integrative process…. Learning is personal, active, and genuine; discovery invites mastery and empowerment; delight feeds passion and a quest for more; and determination nurtures confidence and creates a sense that learning is forever” (Hughes & […]
by Clark Kugler / July 11, 2011
“Assessment is a comprehensive process. It can measure many aspects of learning…. Assessing only in one way or in one context does not tell us the whole story. We need to consider the many ways children learn and the many ways they can show what they know” (Hughes & Gullo, 2010, p. 58). Research […]
by Clark Kugler / July 1, 2011
Kim Hughes and Dominic Gullo from Young Children magazine wrote about assessment: “Assessment is a continuous process. Ideally, assessment describes the progress of a child’s learning not just after a single test but over time. There is no beginning, middle, or end to learning, so it follows that assessment of children’s learning should not be […]
by Clark Kugler / June 27, 2011
In 2010, we looked at the importance of assessment for children. It turns out that assessment is a lot of things. In our favorite magazine Young Children, Kim Hughes and Dominic Gullo wrote that assessment is continuous, comprehensive, and integrative. Over the next couple weeks we are going to look at how The Adventurous Child’s […]
by Clark Kugler / October 14, 2010
Until approximately age 6, children are concrete learners rather than abstract learners. Engaging them in their senses – hearing, seeing, smelling, tasting, and touching – is the most effective way for them to learn. Young children require tangible methods for really learning phenomena. For example, weather is a great topic to teach young children. But […]
by Clark Kugler / October 7, 2010
by Clark Kugler / August 9, 2010
The Adventurous Child understands that when it comes to learning, you need a lot of choices for kids. Having an outdoor Nature and Science Learning Center is a fantastic way to encourage different types of learning, and by proxy, will lend itself to different types of assessment. Some of the activities child will be able […]
by Clark Kugler / August 5, 2010
Research indicates that people learn in different ways (Pashler, McDaniel, Rohrer, & Bjork, 2008). Some prefer instructional manuals, others need auditory coaching, and still others require hands-on training. It’s only fair that instructors and care providers assess children in different ways as well. Outdoor classrooms can provide new opportunities for learning and assessing during planned […]
by Clark Kugler / August 4, 2010
“Assessment is a comprehensive process. It can measure many aspects of learning…. Assessing only in one way or in one context does not tell us the whole story. We need to consider the many ways children learn and the many ways they can show what they know” (Hughes & Gullo, 2010, p. 58). Reading this […]
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