Multiple intelligence theory and diversity in early childhood education.

1. GREAT
EXPECTATIONS
Multiple Intelligence and Diversity in Early
Childhood

2. Brain is Nothing Without Touching

3. GROUP MEMBERS
MERVEGÜL
BAYRAM
(21)
Research
Assistant
TALİTA HAMUR
(22)
Group Leader
BETÜL TEMİZER
Communication
Manager (20)
SELEN
YAVUZ
(19)
Technical
Assistant
MEETING PLACES
• North Study Room
• K-park Cafe
• North Canteen
MEETING DATES
• Every monday
• at 2 p.m
Average age: 20.5

4. The aim of project
Fishbone Diagram
Matrix Diagram
Gantt Card
Literature Review
Survey Results
Conclusion
Suggestion
References
C
O
N
T
E
N
T

5. Teachers can help children to find out their
talents. Therefore, our purpose is to create
awareness that teachers can change children’
lives with little touching.
THE AIM OF OUR PROJECT

6. Intelligence is
the ability to
think abstractly
or to solve
problems
effectively.
(Stregberg,
1997)
www.edutopia.org
The purpose of school should be to develop intelligence and to
help people reach vocational goals that are appropriate to their
particular spectrum of intelligences. People who are helped to
do so feel more engaged and component, and therefore more
inclined to serve he society in a constructive way.
(Gardner, 1993)
http://www.famouspsychologists.org/robert-sternberg/
LITERATURE REVIEW

7. Children’s exceptional talents can be identified at an early age and
that the profile of abilities exhibited by preschoolers can be clearly
distinguished from one another. We also consider some of the
educational implications of an approach that focuses on the early
identification of areas strength and weakness. ( Gardner p.87)
LITERATURE REVIEW
www.johnston.k12.ia.us.com

8. MULTIPLE INTELLIGENCE
CHARLIE
CHAPLIN-
Body–
kinesthetic
Intelligence
MOTHER
THERESA-
Interpersonal
Intelligence
SIGMUND
FREUD-
Intrapersonal
Intelligence
CHARLES
DARWIN-
Naturalist
Intelligence
LAO TZU-
Spiritual-
existential
Intelligence
www.jurnal.md.com www.imgkid.com www. 1000kitap.com www.wikipedia.org www.searchquotes.com

9. MULTIPLE INTELLIGENCE
ABRAHAM
LINCOLN -
Linguistic
Inteligence
FRANK
LLOYD
WRIGHT -
Visual-
Spatial
Intelligence
MOZART -
Musical–
rhythmic and
harmonic
intelligence
STEPHEN
HAWKING -
Logical–
mathematical
intelligence
www.wikipedia.orgwww.telegraph.co.uk www.classictic.com www.healtydebates.com

10. CLASSFAMILY
CURRICULUM FINANCIAL SUPPORT
consciousness
corner of interestsparticipation
size
controlling
practice
materials
books
Why isn't the
necessary
importance given
to multiple
intelligence in
ECE?
FISHBONE DIAGRAM

11. MATRIX
DIAGRAM
CURRICULUM FAMILY
FINANCIAL
SUPPORT
CLASS
28 12 18 21
7 5 4 3
7 1 4 6
100% 42.85% 64.28% 75%
7 3 5 6
BETÜL
MERVEGÜL
SELEN
TALİTA
TOTAL
PERCENTAGE
7 3 5 6

12. 0
5
10
15
20
25
30
TOPLAM

13. www.kazanmakisteyenler.com

14. GANTT CARD
STEPS WEEKS 5 March 10 March 15 March 20 March 25 March 31 March 5 April 10 April 15 April 20 April 28 April
Identify topic
Approval
Literature review and target identification
Cause-affect analysis
Approval of the main cause
Solutions for the future
Determined solution topic
Preparing survey & starting data collection
Analysis of data
Conclusion & suggestions
Preparing PPT & report
Self-assessment
Plan
Do
Check
Act
presentation
EXPECTED
OBSERVED

15.  Q1) Do you know what multiple intelligence
is?
62%
0%
38%
Agree
Disagree
Not sure

16.  Q2) Do you think that every child has different
kinds of intelligence?
85%
15%
Agree
Disagree
Not Sure

17.  Q3? Do you think curriculum of early
childhood education measure up to find out
children’ intelligences?
50%
10%
40%
Agree
Disagree
Not Sure

18.  Q4) Do you pay attention children’s desire
and wants in activities?
80%
20%
Agree
Disagree
Not Sure

19.  Q5) Are there different tools in your class that
children can prove their talents?
80%
20%
Agree
Disagree
Not Sure

20.  Q6) Do you make something when you are
aware of children’ talents?
75%
25%
Agree
Disagree
Not Sure

21.  Q7) Do you communicate with parents about
children’ talents?
90%
10%
Agree
Disagree
Not Sure

22.  Q8)Do you give time for children to make
activities individually?
30%
70%
Agree
Disagree
Not Sure

23.  Q9)Do you think that you have enough
materials that children can discover their
talents?
50%
20%
30%
Agree
Disagree
Not Sure

24.  Q10) Do you work with parents about
children’ talents?
50%
15%
35%
Agree
Disagree
Not Sure

25.  SURVEY RESULTS
 In our survey, we found that most teacher are
aware of that every child is special.
 Many teacher give time children to think,
discover, produce or create.
 However, few of them do not have adequate
materials to help children to find their talents.
 Also, some teachers do not deal with parents
about children’s intelligences and it causes to hide
children’ talents.
 However, most teachers have a difficult to help
children due to curriculum because it does not
give an enough importance different intelligences. http://www.cumlesozluk.com/word/984/result.html

26. SUGGESTIONS
 We found that curriculum which does not have rich content effects children’
intelligences negatively. To remove this negative effect, our suggestions are:
 Teachers should have rich materials and do activities which can improve 9
different kinds of intelligences.
 FOR;
 Verbal/Linguistic Activities to create newspaper, write their own
stories and play word games
 Math/Logical Activities to solve mysteries using deductive reasoning
and number or logic puzzles.
 Spatial Activities to play a Pictionary-style game, art activities such as
painting and play dough

27. SUGGESTIONS
 Musical Activities to create songs or rhytms, perform dance routines
 Kinesthetic Activities to use different body parts to measure objects,
learn folk dances that represent different cultures
 Interpersonal Activities to work in small groups on a project, team
building exercises.
 Intrapersonal Activities to work independently, keep a journal as
drawing.
 Naturalist Activities to go on nature walks, collect items from nature

28. Every child is unique. We should know and be aware
of that they need our help to discover their talents
because only with this way they can be creative,
innovative and productive so we as a teacher should
be a guide for children. İn addition, when children
come to our class, we should have rich curriculum to
colour their life. For permanent influence, we should
work with parents.
To sum up,
BRAIN IS NOTHING WITHOUT TOUCHING.
CONCLUSION

29. SPECIAL THANKS TO DR. HAYAL KOKSAL
www.bilisimcimartilar.com

30. SPECIAL THANKS TO
ZEKERİYA KÖMÜRCÜ TO
PREPARE OUR LOGO
www.makingdifferent.com

31. REFERENCES
 Imece Circles Methodology by Hayal Koksal, Istanbul 2014
 http://kids.lovetoknow.com/wiki/Classroom_Activities_for_Multiple_Intelligences
 www.tegm.meb.gov.tr
 Gardner H.(1993), Multiple Intelligences the Theory in Practice.United States of
America:BasicBooks
 Tugrul, B. & Duran, S. (2003). Her Çocuk Başarılı Olmak İçin Bir Şansa Sahiptir:
Zekanın Çok Boyutlulugu Çoklu Zeka Kuramı. Hacettepe Universitesi Eğitim
Fakultesi Dergisi, 24, 224-233.
 Köksal, M. (2006). Kavram Öğretimi ve Çoklu Zeka Teorisi. Kastamonu Eğitim
Dergisi, 14, 473-480
 .pred 104