Multiple Intelligences and the Kindergarten …
Multiple Intelligences and the Kindergarten Curriculum
Introduction
Utilizing multiple intelligences when designing lessons from curriculum is essential in teaching Kindergarteners. Young learners are so diverse, visual, and active that integrating different activities that embody one or more of the intelligences will provide students with opportunities to learn successfully. “By providing and encouraging a variety of experiences, teachers can help students to discover and gain confidence.” (Quigley, 12)
The theory of seven intelligences was developed by Howard Gardner and include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Linguistic intelligence involves the use of words both orally and in writing. The use of numbers, reasoning and ability to think critically and logically is included under logical-mathematical intelligence. Spatial intelligence allows a person to visualize the world and objects in it. Musical intelligence helps the brain distinguish musical forms, such as tone and rhythm, and appreciate music. When a person produces things or expresses ideas through his/her body and hands, this is a demonstration of bodily-kinesthetic intelligence. Interpersonal intelligence involves social skills, like cooperative learning, interpretation of other’s feelings and awareness of nonverbal cues. Intrapersonal intelligence is an awareness of self through feelings, choices, and knowledge.
Why should teachers know and understand the different intelligences when designing lessons? The current education setting requires that no children be left behind, and that teachers meet the needs of all students. Kindergarten teachers can take one skill, one idea and provide multiple activities that stimulate different intelligences, therefore, giving all students a chance to acquire information and not be left behind. The next question is how do Kindergarten teachers incorporate the intelligences into the curriculum?
Literacy
Kindergarten is a pivotal time to learn letters, sounds, and words. Traditionally, phonics curriculum has required students to memorize letter names and sounds. Utilizing multiple intelligences provides young minds with a variety of ways to acquire basic letter information. Linguistically, kindergarteners are exposed to a variety of oral and written work when learning phonics. They examine the shape of letters (spatial) and can recreate that shape using clay, blocks, food, etc. Many songs and rhymes are taught in conjunction with letters and sounds (musical). Students can form letters with their bodies or hands (bodily-kinesthetic).
Reading, word work, and writing curricula incorporate the seven intelligences in many of the same ways listed above. While kids are learning sight words, they can clap and stomp the letters as they spell them out (bodily-kinesthetic). They can develop reading and writing skills using sound knowledge learned linguistically. Spatially, kids can look at the shape of different words. Interpersonal intelligence plays a huge role as young children learn to work together and share ideas, i.e. turn and talks. Along with discussions, is the development of critical thinking skills in regards to stories. Any kindergarten literacy curriculum would include opportunities for buddy reading and writing, as well as, independent work time. Another aspect of writing in kindergarten would include drawing pictures with details to accompany writing (spatial). This is especially important in the first part of the year as students’ pictures tell the story before the words do.
Interpersonal and intrapersonal skills allow children to connect literacy learning to what they see at home, in the store or search for around the school. They can share with their peers and family what they have learned. They can make personal and emotional connections in writing and reading to their lives.
Math
Another time of building fundamentals in Kindergarten is learning numbers and building number sense. Many of the newer curricula are incorporating different ways for students to gain math skills that would incorporate the intelligences. Math is no longer memorization and drill. It is now about developing number sense and a deeper understanding through exposure to math skills in a variety of contexts. Logical-mathematical intelligence’s relationship to math curriculum is obvious. Counting alone can be presented and demonstrated in a variety of ways. Numbers can be written as symbols or words, counting stories can be read, and oral number stories can be solved (linguistic). There are many songs that portray math skills, from counting to multiplication (musical). Just as with letters, kindergarteners can form numbers, patterns, and count with their hands and bodies (bodily-kinesthetic). Math curricula offer many opportunities to demonstrate spatial intelligence. Students can explore number shape, pictorial representations of number stories, math puzzles, and graphing to name a few. Interpersonal intelligence and skills are useful as students are put in pairs or small groups to cooperatively solve math problems. They can discuss and share their understandings of math concepts.
Science & Social Studies
Currently, curricula and standards are focusing on literacy and math and moving away from science and social studies, especially in half day kindergarten programs. Both subjects are still very important to developing well-rounded learners. At the kindergarten level, skills and ideas are very basic, but kids can still make personal connections (intrapersonal). History is a great way to evaluate and discuss social understandings (interpersonal). Students often develop great interest in science and history and enjoy discussing their learnings and discoveries. Spatial (art projects), musical (songs), bodily-kinesthetic (acting out), and linguistic (content words, read alouds, journals) activities regarding a specific scientific concept or historical knowledge will only aid Kindergartners in understanding and inspire interest.
Conclusion
A look back at the original question, why diversify lessons from the curriculum according to multiple intelligences theory? Students become more well-rounded learners and school becomes a fun and engaging place where students can succeed. (Quigley, P. 11) School should be a fun place for students to discover ideas and experience concepts in different ways. Helping to link these skills and concepts to various intelligences will provide applications for real world experience. Center time, math games, and literacy activities are a culminating way to combine curricula, multiple intelligences, and student choice. We can use the seven multiple intelligences as a map for making sense of the ways in which children learn. (Armstrong, 28) Children can also discover themselves as learners and think about their own thinking. Each of the seven intelligences work together as puzzle pieces to form a complete picture of the child’s mind and learning style; a complete picture of how to develop the whole child.
References
Armstrong, T. (1994, January 1). Multiple Intelligences: Seven Ways to Approach Curriculum. Educational Leadership, 52(3), 26-28. (ERIC Document Reproduction Service No. EJ492907) Retrieved November 4, 2008, from ERIC database.
Ediger, M. (1997, January 1). Multiple Intelligences and Their Implementation in the Elementary School. . (ERIC Document Reproduction Service No. ED409089) Retrieved November 4, 2008, from ERIC database.
Mettetal, G., Jordan, C., & Harper, S. (1997, January 1). Attitudes Toward a Multiple Intelligences Curriculum. Journal of Educational Research, 91, 115-22. (ERIC Document Reproduction Service No. EJ574506) Retrieved November 4, 2008, from ERIC database.
Quigley, K. (1994, December 1). Multiple Intelligences in the Schools. . (ERIC Document Reproduction Service No. ED378523) Retrieved November 4, 2008, from ERIC database.
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