DETERMINATION OF PRESCHOOL CHILDREN’S DOMINANT AND NON-DOMINANT TYPES OF INTELLIGENCE WITH REGARD TO “THE THEORY OF MULTIPLE INTELLIGENCES”: A QUALITATIVE EVALUATION

Ramazan GÜRBÜZ ¹

In this article, we described how intelligences areas can be defined and how these intelligence areas can be activated. Moreover, the role of the teacher and also the design of learning environment in the period of determination of preschool children’s dominant intelligence areas and the activation of it were discussed in this paper. Therefore, it is important to determine every children’s dominant and non-dominant types of intelligence and theirs individual differences during the preschool education. If learning activities are carried out by regarding the children’s dominant types of intelligence after preschool education, learning would be more meaningful and effective. Case study research methodology was used in this study. The sample of the study was consisted of 12 children in a preschool located in district. Dominant and non-dominant types of intelligences of a child in the sample was investigated and presented in detail. In order to collect data, interviews with parents and class observations were used. Results showed that the environmental factors and the behavior of parents also affects the development process of ones’ different types of intelligence as well as the genetic factors.

Keywords
Multiple Intelligence, Intelligence Area, Preschool Education, Preschool Education, Preschool Education,