This study is a collaborative teaching/learning pedagogy that offers an alternative teaching approach to curriculum development for early childhood education in an effort to explore how to best teach a child in English language arts classroom. This study, based on Gardner's Multiple Intelligences theory and Vygotsky's Zone of Proximal Development theory, emphasizes observing children closely, identifying children's areas of strength, and using those existing ones as the basis for an individualized educational curriculum along with facilitation from instructors, peers, and parents to maximize each child's learning potential. Through the use of local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies. The study advocates that the teaching strategies to be employed should stress learning through class activities and through the instructors and parents. Classroom observation and parents' interview were conducted. Based on the positive findings, the combination of instructional strategies is continued. (Contains 2 figures.)