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Multiple Intelligences and how Children Learn: An Investigation in one Preschool Classroom

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dc.contributor.authorMehta, Sonia R.en
dc.contributor.committeechairFu, Victoria R.en
dc.contributor.committeememberStremmel, Andrew J.en
dc.contributor.committeememberHill, Lynn T.en
dc.contributor.departmentHuman Developmenten
dc.date.accessioned2014-03-14T20:34:53Zen
dc.date.adate2002-05-23en
dc.date.available2014-03-14T20:34:53Zen
dc.date.issued2002-04-15en
dc.date.rdate2003-05-23en
dc.date.sdate2002-05-03en
dc.description.abstractThe purpose of this study was to gain understanding of how children learn when they are engaged in child initiated, teacher guided activities. Specifically, children's learning processes were documented and interpreted based on how they use their multiple intelligences. Multiple Intelligences refers to Howard Gardner's model of multiple intelligences and his view of how children have many cognitive strengths. Ethnographic methodologies were used to observe, document, and interpret children's behaviors and interactions in the classroom. Seven children were chosen to be focused on for this study out of 15 participants in one preschool classroom at a university Child Development Laboratory setting. The researcher has been the head teacher for these 7 children for two years, which allowed the researcher to gain a better understanding of children's different intelligences and different ways of learning. After collecting and analyzing the data, the researcher found that the children's propensities for learning remained fairly consistent over the course of two years. It became evident that the role of the teacher is very important, as the teacher must be an intimate observer and listener of the children. Teachers and educators should be in constant communication with parents and each other about the child's growth and development and tendencies for learning. By providing children with learning opportunities for the child to use their cognitive strengths, teachers are motivating children and encouraging them to learn. If children see that they can succeed, they may continuously have the motivation to learn.en
dc.description.degreeMaster of Scienceen
dc.identifier.otheretd-05032002-161255en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05032002-161255/en
dc.identifier.urihttp://hdl.handle.net/10919/32137en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartSonia_Thesis.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectyoung childrenen
dc.subjectpreschool childrenen
dc.subjectReggio Emilia approachen
dc.subjectprofilingen
dc.subjectintelligence profilesen
dc.subjectlearning stylesen
dc.titleMultiple Intelligences and how Children Learn: An Investigation in one Preschool Classroomen
dc.typeThesisen
thesis.degree.disciplineHuman Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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