1. GREAT EXPECTATIONS Multiple Intelligence and Diversity in
Early Childhood
2. Brain is Nothing Without Touching
3. GROUP MEMBERS MERVEGL BAYRAM (21) Research Assistant TALTA
HAMUR (22) Group Leader BETL TEMZER 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. Childrens 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
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 BETL
MERVEGL SELEN TALTA 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 childrens 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
childrens 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. n 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 ZEKERYA KMRC 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 ocuk Baarl Olmak in Bir ansa Sahiptir:
Zekann ok Boyutlulugu oklu Zeka Kuram. Hacettepe Universitesi Eitim
Fakultesi Dergisi, 24, 224-233. Kksal, M. (2006). Kavram retimi ve
oklu Zeka Teorisi. Kastamonu Eitim Dergisi, 14, 473-480 .pred
104