Determining multiple intelligences in the preschool aged child

<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>

Name thesis:degree_name

M.A. in Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2006

Author dc:creator

• Capie, Jill Elizabeth

Contributors dc:contributor

• Santangelo, Tanya

• Early childhood education; Multiple intelligences
• Disability and Equity in Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/872

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1866