Young Children's Role-Playing for Enhancing Personal Intelligences in Multiple Intelligences Theory

Autor/inn/en	Wee, Su-Jeong; Shin, Hwa-Sik; Kim, Myung-Hee
Titel	Young Children's Role-Playing for Enhancing Personal Intelligences in Multiple Intelligences Theory
Quelle	In: International Research in Early Childhood Education, 4 (2013) 1, S.53-72 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Role Playing; Multiple Intelligences; Teacher Student Relationship; Peer Relationship; Teaching Methods; Foreign Countries; Preschool Children; Laboratory Schools; Measures (Individuals); Self Concept; Positive Attitudes; Self Control; Preschool Education; Qualitative Research; Participant Observation; Interviews; South Korea + Suchen Sie Ihr Suchwort? Rollenspiel; Intelligenz (Psy); Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Laborschule; Messdaten; Selbstkonzept; Selbstbeherrschung; Qualitative Forschung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Korea; Republik
Abstract	This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and instructional methods to early childhood educators and practitioners all over the world. This research was conducted in South Korea at a university laboratory school where a curriculum based on the Multiple Intelligences theory was employed. In order to examine how role-playing was implemented and what aspects of social and emotional competences were promoted, this research using a qualitative research method focused on a pod class designed to enhance personal intelligences. The pod class was composed of nine, three to five year-old children who were identified as having strengths in interpersonal and intrapersonal intelligences. Close examination of teacher-child and child-child interactions during role-playing enabled the researchers to identify the structure of the role-plays and specific content areas of personal intelligences addressed. Importance of using role-plays to enhance children's personal intelligences and strategies to guide children in improving their personal intelligences are discussed. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01