Intelligences Introduction Dr. Howard Gardner, a
Harvard professor, first proposed the Multiple Intelligences. Dr. Gardner noted
that humans are made up of multiple intelligences, the main eight intelligences
being: linguistic intelligence, logical-mathematical intelligence, spatial
intelligence, bodily kinaesthetic intelligence, musical intelligence,
interpersonal intelligence, intrapersonal intelligence, and naturalist
intelligence. This theory emphasized that kids’ intelligences can be unleashed
to a higher level with education. The Multiple Intelligence theory strongly
influenced and helped to revolutionize the American education system successfully.
Intelligence Linguistic intelligence is
the ability to use language to express what's on our minds and to understand
other people. Educator notes that kids of 2-8yrs are sensitive to learn
language. Therefore, our daycare ensures that every day kids have numerous
opportunities to use language in authentic and increasingly skillful and
diverse ways. For example, in the Circle Time, kids are invited to share,
listen, and respond, and during those casual yet
meaningful conversations with teachers about the world and their place in it,
linguistic intelligence is throughout the procedure. Our teachers are quick to
be playful with language, bringing the joy of words into these interactions.
Intelligence LM intelligence encompasses the ability to think
logically and to use and manipulate numbers, quantities, and operations. For
example in Canada, the beautiful autumn, we let kids count numbers while
picking up maple leaves, and then they learn how to sort and count the leaves
by color. This situation learning is the easiest way for kids, it can enhance
their ability to count numbers and think logically. And beyond counting? There
is sorting and categorizing, measuring, recognizing patterns.
Intelligence Like all the intelligences, BK involve more
intentional or purposeful use of fine and gross motor abilities to “solve a
problem” or “make a product”. The product might be expressing an idea through
choreography or dance. BK is movement with meaning — movement with a purpose,
be it in the athletic (e.g. agility), artistic (e.g. expression), or scientific
(e.g. precision) realms. Our teachers think about setting up the environment
and activities so that they can put kids’ BK to use with intention to solve and
Every day at Top Mandarin Daycare, our teachers play games with kids (e.g.
“What’s the time Mr. Wolf”), music and movement exercises (e.g. “find cats”),
and interactive games (e.g. “Rainbow Umbrella”). These types of simple
activities can help achieve long-reaching skills that will assist children
later in life.
Intelligence Musical intelligence involves perceiving and understanding patterns of
sound and includes creating and communicating meaning from sound. Therefore, its
reach goes beyond the domain of music. Like other intelligences, musical
intelligence works in combination with other intelligences, in everyday
activities and in specialized activities and domains. For most kids, singing is
as natural as talking. Even very little kids can be observed swaying, bouncing,
or moving their hands in response to music or other rhythmic sounds they hear.
Many kids make up songs, and with no self-consciousness, sing to themselves as
they work and play.
Kids in Top Mandarin Daycare have “Music Moment” every day. They sing songs in
English and Chinese. Our teachers know that there are many reasons children
need to have musical experiences in their lives. One is that it helps them build
up confidence, and singing together helps children come together as a
community. When children sing together in groups, they are learning to take
direction, practicing self-discipline, working as a team, and just having fun!
Intelligence Spatial intelligence runs
high in the arts, for example the visual arts; and in the sciences, for example
geology. Daily, we use spatial intelligence to find our way to a destination,
read a map, rearrange toys; plan a garden and so on. In the everyday context of
free play, kids at Top Mandarin Daycare explore spatial relationships in a
number of ways, using a variety of learning materials and tools. When kids are
building with Lego or wooden blocks, they are developing geometric and
scientific as well as spatial thinking. Our classroom environments by their
very design – materials rich – and our daily schedule – long blocks of time
with the freedom to choose – give children numerous opportunities to perceive
and represent the visual and spatial world with increased accuracy.
Intelligence Every day, kids in Top Mandarin Daycare interact
with their peers and their teachers, learning valuable lessons about themselves
and the people around them. The most effective tool that our teachers use to
help children understand the meaning of being sensitive to others is modeling. For
example in the “Make a Call” game, our teachers model interpersonal
intelligence by inviting kids to interact with them by phone, speaking
politely, being an active listener, engaging in conversations frequently, and
providing verbal encouragement to children as they refine and expand their
understanding of the meaning of being sensitive to others thoughts, feelings, and
Intelligence Intrapersonal Intelligence
is the capacity to understand oneself ---one’s thoughts and feelings --- and to
use such knowledge in planning and directing one’s life. Top Mandarin teachers
help kids develop their Intrapersonal Intelligence by encouraging them to
identify and communicate their thoughts and moods with phrases like “Tell me
how you are feeling,” “Use your words to tell her what you need,” and “Is there
any other ways you can choose to solve this problem?” Our teachers consciously
work to help children develop both their personal intelligences (intra and
inter), know their strengths, and know how they are perceived by others.
Intelligence Naturalist intelligence
involves understanding and working well with the natural world, distinguishing
and using features of the environment, and keen observational and
discrimination skills. Our teachers value the time that kids spend outdoors as
much as they value class time. Not only does outdoor time nurture the
naturalist in every kid, it also provides an opportunity for kids to bond with
the natural world, and understand and care for nature. For example, we take
kids to find flowers in spring, look for the home of ants in summer, pick
apples in autumn and see snowflakes in winter etc.