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Development of Multiple Intelligences

Multiple intelligences in Bilingual Educaction

The basis of our school’s education is diversified teaching. By using Howard Gardner’s Theory of Multiple Intelligences we are able to change the view on children’s intellectual abilities and create a new quality of bilingual education.


Gardner’s Model shows that every person has a combination of different intelligences that are developed at different rates, depending on the environment that the person was raised in. H. Gardner characterized eight of them.  Our bilingual education is based on all of them.


Multiple Intelligences Education – our own work concept


Multiple intelligences education is a work concept with children at an early age developed by Dr. Aldona Kopik and Monika Zatorska, as an answer to the need of changes in the early education system.


This concept is based on five sections:

  • Howard Garner’s Theory of Multiple Intelligences,

  • Widely accepted diagnosis and recognition of children’s abilities,

  • Individualization of education,

  • Creating an inspiring educational environment- Play Land, where children discover and begin understanding the world  and their own education

  • The dialogues between all  members of the educational process as well as children.


The basis of the concept is the  humanistic theory of multiple intelligences developed by Howard Gardner, a psychologist and neurologist (specialist in cognitive psychology)  professor in Harvard University, laureate of over twenty honoris causa doctorates in different universities in many countries.


According to Gardner, intelligence is a biopsychological potential, which serves to transmit specific information in a particular way. Gardner lists 8 primary intelligences which create unique profiles for each person. This profile is dynamic and is prone to constant changes.  Defining the profile by recognizing our strengths and weaknesses and identifying our skills allows us to develop and use of all of our abilities.


We are able to create a new vision of education thanks to Gardner’s theory which changes the views on people’s intellectual abilities.


We hope that our teachers get acquainted with this theory , developing and enriching it for the good of our children. We have observed that using this theory provides excellent results, positive changes and satisfaction. It also supports growth and activates motivation and dedication. We hope that this theory becomes the basis for unleashing creativity, thinking outside the box, and providing an opportunity for changes in teaching, especially for creative and active teachers.


Symbols and Summaries of Howard Garner’s Intelligences:

Linguistic Intelligence - the capacity to use language to express yourself and to understand other people. The world is understood by words.


Logical/Mathematical Intelligence - expressing interest in manipulate numbers, quantities, and operations. The world is understood by numbers and the casual system.


Bodily Intelligence - the ability to use your body, movement and different objects. The world is understood by movement and physical contact.


Visual-Spatial Intelligence - the ability to represent the spatial world internally in your mind. The world is understood by spatial form and images.


Musical Intelligence - the ability to create music and recognize musical forms. The world is understood by sounds, rhythm and melody.


Naturalist Intelligence - sensitivity to features of the natural world and living things (plants, animals). The world is understood by environment and society.


Interpersonal Intelligence - the ability to interact with other people and communicate with them and understand them. The world is understood through others.


Intrapersonal Intelligence - having an understanding of yourself, recognizing your own emotions, feelings, interests and needs and searching for answers. The world is understood by looking at ourselves.

Our teachers make child’s intelligences profile diagnosis on various stages of education, what helps them to organize educational process according to children needs.


The profile is determined on the basis of observation and it entails:

  • strong and weak sides of child’s nature,

  • child’s interests and the way the child expresses  these interests,

  • recommendations on  how to develop child’s abilities and how to use strong sides to support weak sides,

  • proposals of methods and forms of bilingual education, taking into account child’s dominant intelligences.

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