It became popular in China three or four years ago.

The role of multi-intelligence education kindergarten

The theory of multiple intelligences holds that if the strengths and weaknesses of children's intelligence can be discovered early, it can help children develop or make up for it moderately. Kindergarten education can be designed and arranged through such discovery and understanding: when, where, what content and methods to help children. What kind of kindergarten can achieve such a goal and complete such a person?

Kindergartens with multiple intelligences should have the following characteristics:

All learning activities in activity kindergartens that conform to balanced development must conform to the concept of multiple intelligent learning and provide a complete learning model. Through the discussion of "themes" or "special topics", children can learn about useful and interesting themes related to life. At the same time, they can also carry out small-scale experiments and operations and experience valuable learning such as diversification, personalization and cooperation.

In addition, we should provide a rich environment to stimulate the development of multiple intelligences, learn traditional subjects in non-traditional ways, and provide children with diverse expressions, including oral English, writing, art, music, body dance and so on. And record the learning process and operation process to catalyze the development of children's multiple intelligences.

Individual learning multiple intelligences attaches great importance to "individual" learning, that is, respecting children's own experience, interests and intellectual tendencies. Traditional teaching only pays attention to a single standard learning method, which makes many children think they are incompetent or incompetent. On the other hand, because of different interests, I feel bored and give up discussion and research. Kindergartens that attach importance to individualized learning include all individual differences in intelligence and their final results, so that education and intelligence can cooperate with each other and stimulate learners' greatest potential.

Community-based learning and multiple intelligence education emphasize "real" life experience as learning content to help children adapt to the future world. Therefore, learning must start from the living environment and experience, and kindergarten becomes the first laboratory.

In kindergarten, we should learn to accept others, understand the differences between others and ourselves, learn to interact with others, from understanding ourselves to understanding the community and society, and then adapt to society. In order to give children a real life experience, kindergartens that emphasize multiple intelligence education not only bring children into the community, but also bring the community into the school. Through visiting and participating, they actually entered the community and got in touch with the real living environment.

Free exploration and complete record discovery exploration are very important and precious in children's learning process. Kindergarten that emphasizes multiple intelligence education will not only design a rich learning environment to inspire children's intelligence, but also allow children to explore and operate freely and encourage children to ask questions. Through exploration, we can develop the ability of logical reasoning, operational activities can cultivate fine motor skills, and interaction with people can cultivate the ability of language dialogue.

In the multi-intelligence kindergarten, the teacher plays the role of the designer of the environment and the observer of learning. In the process of activities, teachers should observe and take notes at any time, and record children's development truly and completely as a reference to help children grow up in their own intellectual fields that they are good at and not good at.

The multiple intelligences of professional teachers with correct ideas are an idea. To realize the ideal and practice of multiple intelligence education, teachers should first reform their educational concepts. As far as the role of teachers is concerned, traditional teachers are the task of imparting knowledge, teachers with multiple intelligences are the enlighteners of awakening intelligence, traditional teachers are the authorities, and teachers with multiple intelligences are designers, tutors, observers and helpers. With the demand of multiple intelligence education, teachers' abilities must have more diverse abilities and play more diverse roles.

Good interaction between parents and teachers. Teachers need to inform parents of the evaluation results regularly. On the contrary, when necessary, parents should also carry out continuous intelligence assessment on their children, so as to monitor their all-round growth for a long time and discuss targeted education plans together. By analyzing the evaluation results, the multi-intelligence evaluation system will reflect the intelligence distribution of each child and draw a typical multi-intelligence spectrum type, which is convenient for teachers to design courses according to children's conditions and achieve the goal of "teaching students in accordance with their aptitude".

The ideal multi-intelligence kindergarten will adopt different models of multi-curriculum and different ways to let children learn and understand various disciplines and life skills, and encourage children to apply these knowledge to life problems and social adaptation, and at the same time encourage children to play their unique intelligence or combine different intelligence to play a greater potential. In addition, they will make the campus and classrooms as novel and charming as museums, libraries, communities and zoos, with a free and respectful atmosphere, so that children can explore happily, integrate various guidance methods, and encourage children to draw inspiration and conduct in-depth research in an unrestricted and targeted environment.

In recent years, with the change of social concept of intelligence and the deepening of quality education, the concept of multiple intelligence education has also spread from abroad and been accepted by more and more preschool teachers. Looking at the contents, methods, goals and flexible learning of preschool education, it is obvious that more and more attention is paid to the all-round development of children's interests and intelligence. It is hoped that kindergartens will provide rich and colorful opportunities for children, do meaningful intellectual training according to the needs of society, help children develop their personal potential and comprehensively cultivate their multiple abilities.