18 Children do not shut themselves off from the strange, confused, complicated
world around them. They observe it closely, sharply, and tries to take it all in. 3. Experimental
Children do not merely observe the world around them but taste it, touch it, even break it. To find out how reality works, they work on it.
4. Bold Children are not afraid of making mistake.
5. Patient Children can tolerate confusion, ignorance, and suspense. They do not have to
have instant meaning in any new situation. They are willing and able to wait for meaning to come to them even if it comes very slowly.
From the explanation about the children’s characteristics, it is known that they are different from adult in the way of learning something. Therefore, it is crucial for
kindergarten teachers to analyze children’s characteristics and fix them in the lesson so that the learning experiences can run smoothly and meaningful.
4. Multiple Intelligences Theory
In a traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence. Multiple Intelligences theory, on the other hand,
pluralizes the traditional concept. Intelligence entails the ability to solve problems or fashion products that are consequence in a particular cultural setting or community
Brualdi, 1998. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 The theory of multiple intelligences was developed in 1983 by Dr. Howard
Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence,
logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and
naturalist intelligence. One of the most remarkable features of the theory of multiple intelligences is
how it provides eight different potential pathways to learning. If a teacher is having difficulty in reaching a student in the more traditional linguistic or logical ways of
instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning
http:www.thomasarmstrong.commultiple_intelligences.htm. It suggests that teachers be trained to present their lessons in a wide variety of ways using music,
cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. This theory can be applied in all levels, whether for kindergarten
teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest.
In learning, focusing on the strengths and skills of the child give the child motivation and opportunity to learn in the way that the child learns best. Gardner
20 1993 believes that everyone has different cognitive strengths. Children’s different
strengths may influence how they make sense of the world. There are several key points in multiple intelligences theory. First, every
individual possesses all eight intelligences. Some individuals possess higher level of certain intelligences than others do but the most important thing is that most of us are
highly intelligent in some, modestly intelligent in some, and underdeveloped in the rest Amstrong, 1994. Second, most people can develop each intelligence to a certain
intelligence by instruction and encouragement Amstrong, 1994. Third, intelligence usually works together in complex ways. They always interact one another
Amstrong, 1994. Fourth, there are many ways to be intelligent within each category. There is a great diversity of ways in which individuals can show their intelligence
Amstrong, 1994. The following table describes briefly about Gardner’s theory of multiple
intelligences:
Intelligence area
Is strong in Likes to
Learn best through
Famous examples
Linguistic reading,
writing, telling stories,
read, write, talk, tell
stories, reading, hearing
and seeing words, speaking, writing,
T.S. Elliot, Maya
Angelou, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 memorizing
dates, thinking in words
memorize, work at puzzle
discussing, and debating
Virginia Wolf,
Abraham Lincoln
Logical- mathematical
math, reasoning,
logic, problem solving,
patterns solve problem,
questions, work with
numbers, experiments
working with patterns and
relationships, classifying,
categorizing, working with the
abstract Albert
Einstein, John
Dewey, Susanne
Langer
Visual-Spatial reading maps,
charts, puzzles, imaging things,
visualization, design, draw,
build, create, daydream,
look at the pictures
working with pictures and
colors, visualizing using
the mind’s eyes, drawing
Pablo Picasso,
Frank Lloyd
Wright, Georgia O’
Keefe, Booby F.
22 Bodily-
kinesthetic athletic,
dancing, acting, craft, using
tools move around
touch and talk, body language
touching, moving,
processing knowledge
through bodily sensation
Charlie
Chaplin, Martina
Navratilova, Magic
Johnson Music singing,
picking up song,
remembering melodies,
rhythm sing, hum,
play an instrument,
listen to music rhythm, melody,
singing, listening to music and
melodies Leonard
Bernstein, Wolfgang
Amadeus, Mozart,
Ella Fitzgerald
Interpersonal understanding people, leading,
organizing, communicating,
resolving conflicts
have friends, talk to people,
join in group sharing,
comparing, relating,
interviewing, cooperating
Mohandas Gandhi,
Ronald Reagan,
Mother Theresa
23 Intrapersonal understanding
self, recognizing
strength and weaknesses,
setting goals work alone,
reflect, pursue interest
working alone, doing self-paced
project, having space, reflecting
Eleanor Roosevelt,
Sigmund Freud,
Thomas Merton
Naturalist understanding nature, making
distinctions, identifying
flora and fauna Be involved
with nature, make
distinctions working in
nature, exploring living things,
learning about plants and natural
events John Muir,
Charles Darwin,
Luther Burbank
Table 2.1 Gardner’s Multiple Intelligences Taken from: Developing Students’ Multiple Intelligences by Kristen Nicholson-
Nelson. 1998: 13 According to Gardner, although the intelligences are structurally separated
from each other, they rarely operate independently. In the individual, multiple intelligences are used congruently and in balance of one another as the person
develop skills or solve problems Brualdi, 1998. Gardner’s theory of multiple intelligences provides a theoretical foundation for recognizing that students possess
different abilities and talents Brualdi, 1998; Wiseman, 1997. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 Using multiple intelligences as a model of practice has the possibility to
accommodate all students’ way of learning and diversity of their experience. Students possess multiple intelligences. In this case, the role of the teacher is important from
the beginning of the process to the end. Teachers are the central of the establishment of a classroom culture. Additionally, social interaction in class is the core of teaching
and learning. Therefore, it is possible for teacher to accommodate every lesson to all the intelligences and learning styles of the students Brualdi, 1998. The teacher can
show students how to use their predominant intelligences to aid them in understanding.
Teachers then become curriculum developers, lesson designers and analysts, activity finders, or investor, and most critically orchestrators, or a rich array of multi-
sensory activities within the realistic constraints of time, space, and resources of the classroom. They have a role that is not only to improve the second language abilities
of the students but become major contributors to the overall developments of the students’ intelligences Christison, 1999:12.
In addition, the learners need to see themselves engage in a process of personality development above and beyond that of being successful language learners
Richards and Rodgers, 2001:120. The environment and the activities are intended to enable students to become better-rounded individuals and successful learners. “The
more awareness students have their own intelligences and how they work, the more they will know how they use those intelligences to access the necessary information
and knowledge from the lesson” Christison, 1997:9 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
5. The Application of Multiple Intelligences Theory to Kindergarten Classes
