دور الأركان التعليمية في تنمية الذكاءات النمائية المتعددة لدى أطفال الروضة من وجهة نظر الأمهات

Abstract EN

This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view.

The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens.

To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used.

The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium.

The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners.

The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences.