The objective of this research study was to explore whether valid Multiple Intelligence profiles could be created for preschool children. This study was conducted over a three month period and included 16 preschool-aged participants. Research strategies included surveys (teacher, paraprofessional, and parent), naturalistic observations, and participant interviews. There were four key findings in this study. First, the teacher, the paraprofessional, and the parents had differing perceptions about which intelligences were dominant for each participant. Second, participants appear to have multiple, equally dominant intelligences. Third, participant's views related to their own dominant intelligences frequently differed from those reported by the teacher, paraprofessional, or parent. Fourth, participants appeared to have limited self-awareness related to dominant intelligences. Based on that information, it appears that observations and perceptions about dominance should be considered when creating classroom activities, but should not be expected to create a cohesive Multiple Intelligence profile.
","abstract_html":"<p>The objective of this research study was to explore whether valid Multiple Intelligence profiles could be created for preschool children. This study was conducted over a three month period and included 16 preschool-aged participants. Research strategies included surveys (teacher, paraprofessional, and parent), naturalistic observations, and participant interviews. There were four key findings in this study. First, the teacher, the paraprofessional, and the parents had differing perceptions about which intelligences were dominant for each participant. Second, participants appear to have multiple, equally dominant intelligences. Third, participant's views related to their own dominant intelligences frequently differed from those reported by the teacher, paraprofessional, or parent. Fourth, participants appeared to have limited self-awareness related to dominant intelligences. Based on that information, it appears that observations and perceptions about dominance should be considered when creating classroom activities, but should not be expected to create a cohesive Multiple Intelligence profile.</p>","abstract_has_math":false,"creators":["Capie, Jill Elizabeth"],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Santangelo, Tanya"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-09-25T07:00:00Z","date_published":"2006-09-25T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Early childhood education; Multiple intelligences","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/872","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santangelo, Tanya"]},{"key":"dc:creator","label":"Author","values":["Capie, Jill Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood education; Multiple intelligences","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/872"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The objective of this research study was to explore whether valid Multiple Intelligence profiles could be created for preschool children. This study was conducted over a three month period and included 16 preschool-aged participants. Research strategies included surveys (teacher, paraprofessional, and parent), naturalistic observations, and participant interviews. There were four key findings in this study. First, the teacher, the paraprofessional, and the parents had differing perceptions about which intelligences were dominant for each participant. Second, participants appear to have multiple, equally dominant intelligences. Third, participant's views related to their own dominant intelligences frequently differed from those reported by the teacher, paraprofessional, or parent. Fourth, participants appeared to have limited self-awareness related to dominant intelligences. Based on that information, it appears that observations and perceptions about dominance should be considered when creating classroom activities, but should not be expected to create a cohesive Multiple Intelligence profile.
"]},{"key":"dc:title","label":"Title","values":["Determining multiple intelligences in the preschool aged child"]}]}],"canonical_facts":{"dc:contributor":["Santangelo, Tanya"],"dc:creator":["Capie, Jill Elizabeth"],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["The objective of this research study was to explore whether valid Multiple Intelligence profiles could be created for preschool children. This study was conducted over a three month period and included 16 preschool-aged participants. Research strategies included surveys (teacher, paraprofessional, and parent), naturalistic observations, and participant interviews. There were four key findings in this study. First, the teacher, the paraprofessional, and the parents had differing perceptions about which intelligences were dominant for each participant. Second, participants appear to have multiple, equally dominant intelligences. Third, participant's views related to their own dominant intelligences frequently differed from those reported by the teacher, paraprofessional, or parent. Fourth, participants appeared to have limited self-awareness related to dominant intelligences. Based on that information, it appears that observations and perceptions about dominance should be considered when creating classroom activities, but should not be expected to create a cohesive Multiple Intelligence profile.
"],"dc:identifier":["https://rdw.rowan.edu/etd/872"],"dc:subject":["Early childhood education; Multiple intelligences","Disability and Equity in Education"],"dc:title":["Determining multiple intelligences in the preschool aged child"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:13:46Z"}