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Whenever I hear "Multiple Intelligence" I am automatically reminded that every child possess their own unique way learning. According to Gardner(1993) human cognitive competence is better described in terms of sets of abilities, talents or mental skills which we call "intelligences"; cited by Gordon & Browne(2008). Young children from a very early age (some later than others) display their unique ability mostly during play while interacting with their peers. As early childhood educators, Gardner's Multiple Intelligence theory can be used very effectively in the learning environment. The most important role as an educator is to ensure that every child feels a sense of belonging. Therefore, the environment must be designed effectively by providing appropriate materials to meet the needs of every individual child. Hence, if a teacher has valuable information about the background of a child or observes that a child has special needs it will definitely contribute positively to meet their holistic needs. In a classroom an educator is usually challenged with implementing ways to cope with children from various diverse backgrounds.

Considering the various learning domains as described in Bloom's Taxonomy, I would address each of these domains using Multiple Intelligences as follows:

KNOWLEDGE - using a simple activity like labeling the parts of the body is how i would introduce or review this particular topic on verbs. I would incorporate it in a music based activity as a means of getting the child interested as I believe that music channels the intelligence of the child and get them interested in learning.

COMPREHENSION - by observing each child's reaction either during play time or while interacting with others in the learning environment I am able to understand a child's interpersonal intelligence which is critical in determining whether a child understands the concept clearly or not.

APPLICATION - I would apply the Bodily - Kinesthetic of each child by engaging them in an active task that requires them to use body movements to display what they have learned thus far and if they truly understand. in this case, they would be able to show actually show the examples of the verbs. 'Head and shoulders knees and toes' is a perfect example that can be used.

ANALYSIS - taking note of the child's linguistic intelligence in terms of how they are able to express themselves

SYNTHESIS - identifying the intrapersonal intelligence of each child by observing them and recording their capabilities and innate sense of what activities or tasks they can master or not.

EVALUATION - examining how the child is able to distinguish the difference with living and non living things and if they are able to identify what can infact move or not. In this way their interpersonal intelligences would be identified.

To incorporate my knowledge of Multiple Intelligence in my practice, as an early childhood educator, i would review my structure of the learning environment and make necessary implications to ensure every child has a fair opportunity in obtaining adequate knowledge and understanding. According to Gordon & Browne(2008). Teachers in early childhood use the theory daily as they individualize their environments, curricula and approaches.

Reference
Gordon A., Browne K. (2008). Beginning and Beyond: Foundations in Early Childhood Education (7th ed.) Thomson Delmar Learning
Harman M., Kordinak S., Bruce A. (2009). Intelligences: Current Trends in Assessment.

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I agree with your position that multiple intelligence requires the recognition of a set of abilities that a child should be assessed on to determine intelligence. Interacting with other children allows individual kids to show their set of skills and adopt a collective approach to development. While some children are gifted to develop without over-relying on others, there are some with some developmental disabilities and that acquire their skills by copying the approach of their peers....

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