Development of A Child's Multiple Intelligences

The Peek-A-Boo education project is based on Howard Gardner’s contribution to psychology and educational intervention. This psychologist, researcher, and professor from the United States argues that defining intelligence by IQ has become too limited and limiting. Howard Gardner explains that IQ tests, which regulate most educational programs in our schools, are relatively accurate predictors of students’ academic success.

However, this success is only determined by the ability to solve logical-mathematical and linguistic problems, and doesn’t predict the potential professional success of the students when they are finished with school.

Once the enter into a professional environment, they will need a much wider array of aptitudes to be able to stand out.

For this reason, Gardner proposes to pluralize the concept of intelligence, offering a more fair and contemporary view of human potential. He describes 8 types of innate intelligence that should be developed equally in order to achieve full development:

• Linguistic Intelligence
• Logical-Mathematical Intelligence
• Bodily-Kinesthetic Intelligence
• Visual-Spatial Intelligence
• Intrapersonal Intelligence
• Interpersonal Intelligence
• Naturalist Intelligence

The evolutionary path of each one of these intelligences begins as a latent ability in the first years of life of every child. The development of each kind of intelligence depends on the innate characteristics of each child and the education they receive. The degree of ability and the combination of skills is what makes exceptional individuals.

Based on this approach, our preschool provides a space where children have the opportunity to explore in different directions, to develop their maximum potential, to get excited about what they do and discover for themselves their own particular interests and abilities. It is the beginning of a long journey in which their foundation and values determine the direction of their educational path.

We develop our educational methodology based on the Theory of Multiple Intelligences and the stimulation of creative thought, understanding that learning and development do not happen in a vacuum, but rather are acquired in a manner that is expansive, spontaneous, multidirectional, and most importantly, comprehensive.

We want our preschoolers to have a strong foundation; we want them be enthusiastic about what they discover and we want them to feed their own curiosity and love of education by following a process of natural learning which is rigorous and flexible at the same time.

Center of Interest Projects

Our methodology uses interests and exploration as a starting point.

The doctor and educational psychologist Ovide Decroly names the method based on this premise “Active Observation and Research through Centers of Interest.” This method consisted of coming up with themed projects directly related to the lives of the children, building a learning process through active experimentation in their real surroundings.

Some of the projects are based on general ideas of child interests, but also frequently include new variables that arise according to the unique makeup of each group.

These ideas or interests can be divided into themes that are studied via a process simililar to the scientific method and include 3 different phases: observation, association, and expression.

We start with elements or concepts that surprise and interest them in their daily surroundings. First there is a multisensory observation and examination: they taste, smell, touch, look, and listen. They experience the new concept with all five senses.

Thanks to this thorough, perception-based observation; in addition to introducing basic concepts like colors and shapes, they are introduced in a natural way to ideas about weight, length, position, volume, capacity, etc.

The next phase is association. Children begin to use comparison to discover differences, similarities, patterns, order, typification, generalities, and abstractions.

Lastly, children use expression to communicate their discoveries and what they have learned. On one hand, spoken language allows children to share their observations with their group during the process. On the other hand, graphic and creative expression implies, by way of synthesis or conclusion, an interpretation of what the child discovered.

When we work on projects, we build a research process that approaches learning from all different areas of knowledge and uses the distinct languages and tools offered by each area.

Our mind activates different parts of the brain each time we use it, and this dynamic use of the brain is what stimulates significant progress in development, creating new connections between ideas. Einstein concluded that the dynamic nature of intelligence is what allows you to achieve intellectual development and creativity. In other words, the nature of intelligence is to use analogies and comparisons between different fields of knowledge. In this way, we can take an interdisciplinary approach to research subjects and questions with a creative and curious spirit, in the distinct learning spaces which we will discuss in more detail later

Psychomotricity

Psychomotricity is an integral part of our educational program. We don’t consider it an isolated subject, but a cross-curricular method of learning. From our educational psychology perspective, we understand psychomotricity as an essential part of the comprehensive education of the child. The child builds their own image through the influence of their first physical and psychological experiences, feelings, and sensations that help develop their body image.

That is why we stress that it is not just physical exercise, but a way to develop multiple cognitive, socio-affective, and motor skills.

More specifically, psychomotor work helps to stimulate not just bodily movement and control; posture, balance, coordination, and time-space orientation, but also affirms the child’s laterality (human preference for the left or right side of the body.)

At a cognitive level, it helps to encourage habits that make learning easier. It sharpens discrimination, exploration, and perception of surrounding objects. It strengthens memory, concentration, and attention; and stimulates creativity. It also introduces basic conceptual ideas of space-time through experience and play.

At the socio-affective level, it re-affirms self-esteem and self-image by offering a space where children can test their own limits and abilities. It encourages them to overcome their fears and achieve emotional security. At the same time, it fosters group play and social relationships while offering a time to release pent-up energy. All of this is done through play, movement, music, and fun.

Early Childhood Education

Another one of the tools we use to help our students reach their full potential is from the Early Childhood Education programs developed by the neurologist Glenn Doman.

The main goal is to aid in the formation process of the brain structure by providing adequate and timely stimulation during the child’s first years of life.

To give a concrete example, we use The Complete Reading Method, a reading program that teaches them to read at an early age. We use the Intelligence or Encyclopedic Knowledge Program that favors brain development and neurological maturation while teaching common sense and stimulating curiosity. We also use resources from the Math Plan to stimulate thought and logical reasoning.

Typical Day at Peek-A-Boo Preschool in Barcelona