| Summary: | 碩士 === 國立中正大學 === 教育領導與管理發展國際碩士學位學程 === 107 === As the pressure and demand for getting high test scores and ranking are huge, schools of today put so much importance and the highest priority in developing the academic knowledge and skills of a young child, most specifically in the subject areas of Reading and Math. Teachers are tasked to “produce” not just highly competent individuals but also well-rounded 21st century learners who are critical thinkers, decision makers, good communicators, and problem solvers that employ creativity, innovation, and collaboration. With this, schools end up undermining the value of free play and thus lessen the amount of time reserved for children to play in the classrooms in lieu of lengthier time for delivery of core academic content and accomplishment of related paper-and-pen tasks. As such, this study reiterated the value of free play in the 21st century early childhood classrooms maintaining the position that opportunities to play are equally opportunities to learn. Likewise, this study highlighted the applicability and use of the Multiple Intelligences Theory not just with the teaching and learning of the 21st century learners but also in comprehensively assessing them, covering not just the cognitive domain but also taking into consideration one’s physical and affective domains, skills and abilities. As the theory calls for ecologically valid assessment, this study demonstrated how free play can be utilised in assessing a young learner as it provides a natural setting and a context universal to all children, regardless of gender, age, and geographical location. On this regard, this research ultimately contended that profiling a young learner’s intelligence is fundamental in constructing and modifying school curricula, learning activities, teaching pedagogies and assessment that are aligned to 21st century standards that will effectively meet and serve every learner’s need and ensure learning success.
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