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Abstract
The purpose of this qualitative study was to determine if multiple intelligences were exhibited by preschool children between the ages of two and four while attending a child care center in western Nebraska.
The research goal for this qualitative study was to discover whether preschool children exhibited preferences for multiple intelligences (specifically the seven intelligences identified by Howard Gardner) and if those preferences paralleled a specific style of learning (specifically the 4MAT learning style model developed by Bernice McCarthy).
The qualitative research process involved the following objectives: (1) To examine multiple intelligences through actual observations, videotapes, and interviews while preschool children were actively engaged in a child care center during self-selection time. (2) To analyze the multiple intelligences of preschool children between the ages of two and four and identify a probable preference in learning style using the 4MAT model.
A total of twelve children between the ages of two and four were selected to make up the population of this study. The grounded theory qualitative analysis involved the collection of data during self-selection time held between 7:15 and 9:00 a.m. in the child care center. All field work and collection of data through character descriptions, videotapes, logs, observations, and interviews took place in the Chadron State College Child Development Center as preschool children were actively engaged in experiences.
In order to develop the researcher's theory that multiple intelligences may be exhibited by preschool children as young as age two, the researcher documented known characteristics of Howard Gardner's multiple intelligences theory that focused on children almost five years old and older. A documentation of Bernice McCarthy's 4MAT learning styles model was also utilized to assist with determining another portion of the researcher's theory that a relationship exists between intelligences and learning style characteristics.
Based on the findings of this study, it was concluded that individual preschool children exhibited characteristics for at least three multiple intelligences that can be interpreted to describe a relationship between individual or personal learning style.
