MULTIPLE INTELLIGENCES AS A PEDAGOGICAL STRATEGY IN EARLY CHILDHOOD EDUCATION

Abstract

In 1983, psychologist Howard Gardner proposed a new perspective on intelligence that differed significantly from the traditional views widely accepted in psychology at the time. His proposal, known as the Theory of Multiple Intelligences, expanded the concept of intelligence by suggesting that individuals possess different types of cognitive abilities rather than a single general intelligence. The introduction of this theory generated considerable debate in academic circles, receiving both criticism and support, while also stimulating interest in its application within educational contexts. In this sense, the present study aimed to analyze Gardner’s Theory of Multiple Intelligences in Early Childhood Education through a bibliographic review. The research is characterized as qualitative and descriptive, based on the analysis of books and academic works from authors in the field of Pedagogy, particularly those focused on gifted education and multiple intelligences. Gardner’s theory assumes that all individuals possess various forms of intelligence that can develop differently according to personal experiences and educational opportunities. Recognizing these diverse abilities is essential in the educational process, as it allows educators to adopt teaching strategies that value students’ individual potentials. Therefore, incorporating approaches that stimulate multiple intelligences in early childhood education can contribute to more inclusive and meaningful learning experiences, promoting equal opportunities for students while respecting their individual differences.