Intellectual Skills and Language.
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| Title: | Intellectual Skills and Language. |
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| Authors: | Hobson, Arline B., McCauley, Perry B., Arizona Univ., Tucson. Arizona Center for Educational Research and Development. |
| Peer Reviewed: | N |
| Page Count: | 194 |
| Publication Date: | 1976 |
| Sponsoring Agency: | Office of Education (DHEW), Washington, DC. |
| Document Type: | Guides - General |
| Descriptors: | Classification, Cognitive Development, Creativity, Curriculum Guides, Early Childhood Education, Imagination, Kindergarten, Language Acquisition, Learning Activities, Primary Education, Problem Solving, Teaching Methods |
| Abstract: | The learning activities in this handbook were taken directly from Tucson Early Education Model (TEEM) classrooms and designed to foster intellectual and language development. More specifically, these activities are designed to foster linguistic awareness, sensory perception, curiosity, and imagination, to guide the child in differentiating fantasy from reality, to foster the creative process, the habit of labeling, identification and discrimination, classification skills, spatial relations, time understanding, and the concepts of quantity and change. The concept of change includes spatial, temporal, textural, developmental, cyclic, atmospheric, mechanical and chemical changes. In addition, the activities are designed to produce awareness of cause and effect, to foster the practice of tentativeness, to teach how to make choices, to develop the ability to be relevant, to teach planning and to facilitate problem solving (social and intellectual). (MS) |
| Entry Date: | 1977 |
| Accession Number: | ED140931 |
| Database: | ERIC |
| Abstract: | The learning activities in this handbook were taken directly from Tucson Early Education Model (TEEM) classrooms and designed to foster intellectual and language development. More specifically, these activities are designed to foster linguistic awareness, sensory perception, curiosity, and imagination, to guide the child in differentiating fantasy from reality, to foster the creative process, the habit of labeling, identification and discrimination, classification skills, spatial relations, time understanding, and the concepts of quantity and change. The concept of change includes spatial, temporal, textural, developmental, cyclic, atmospheric, mechanical and chemical changes. In addition, the activities are designed to produce awareness of cause and effect, to foster the practice of tentativeness, to teach how to make choices, to develop the ability to be relevant, to teach planning and to facilitate problem solving (social and intellectual). (MS) |
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