Multiple Intelligences and its Development in Three Early Education Contexts

Abstract

In this article we compare the teaching strategies that teachers from three Colombian contexts have developed to promote multiple intelligences in four to five years old children. The study was conducted in three child development centers located in three areas: one peasant, one indigenous and one urban. A qualitative method with phenomenological design based on the application of semi-structured interviews, observation techniques and analysis of educational planning was applied to understand how the intelligences in each environment are conceived, and also to understand the teaching strategies applied by teachers, the intelligences that are favored according to the socio-cultural characteristics and training objectives. The results indicate that intelligences are associated directly with the social and cultural conditions of communities, so that from the earliest years some of them are fostered in classrooms and others are restricted. This perspective allows us to reflect, strategize and pose more comprehensive training processes that consider not only local needs and expectations but also prepare for a world in constant transformation and equip early childhood education with more diversity.