The purpose of this study was to gain understanding of how children learn when they are engaged in child initiated, teacher guided activities. Specifically, children's learning processes were documented and interpreted based on how they use their multiple intelligences. Multiple Intelligences refers to Howard Gardner's model of multiple intelligences and his view of how children have many cognitive strengths. Ethnographic methodologies were used to observe, document, and interpret children's behaviors and interactions in the classroom. Seven children were chosen to be focused on for this study out of 15 participants in one preschool classroom at a university Child Development Laboratory setting. The researcher has been the head teacher for these 7 children for two years, which allowed the researcher to gain a better understanding of children's different intelligences and different ways of learning. After collecting and analyzing the data, the researcher found that the children's propensities for learning remained fairly consistent over the course of two years. It became evident that the role of the teacher is very important, as the teacher must be an intimate observer and listener of the children. Teachers and educators should be in constant communication with parents and each other about the child's growth and development and tendencies for learning. By providing children with learning opportunities for the child to use their cognitive strengths, teachers are motivating children and encouraging them to learn. If children see that they can succeed, they may continuously have the motivation to learn. / Master of Science

In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to the teaching and learning process using computers in Tanzania. With the current introduction of computers in the education system in Tanzania, the qualities of instruction and learner participation in learning computer application skills and achievement have not necessarily shown improvement (Nelson, Post,&Bickel, 2003; Tilya, 2003). It is imperative for computer teachers to know the pedagogical strategies that can help them use the current technology effectively. Researchers in instructional design have suggested instructional methods that incorporate methods that encourage the use of learner-centered instruction, incorporating activity oriented methods, and problem solving that are designed around real-world problems (Huba&Freed, 2000). Learners will be able use their knowledge effectively, reveal their uniqueness as learners, and learn computer application skills in a social setting (Gardner, 1983; Wiggins, 1993, 1998; Teele, 2000; Huba&Freed, 2000). The theory of multiple intelligences by Howard Gardner (1983) was used as the theoretical framework for this study. The theory postulates that that everybody has at least eight intelligences which reflect different ways of interacting with the world. In an effort to achieve quality learning, learning must be based on multiple approaches with a series of activities which are authentic in nature and have to be completed by the learners. The study was conducted in Tanzania using a qualitative research design. Four secondary schools were selected and 40 learners doing computer studies course participated in the study. Four intelligences from the theory of multiple intelligences were assessed: logic-mathematical, verbal-linguistic, visual-spatial and interpersonal intelligences. Assessment was done using performance assessment procedures. The findings indicated that there are distinctive intelligence profiles apart from the four intelligences that were investigated in this study. Despite the intelligence profiles of the learners, didactical issues that will enhance ICT adoption in the education environment are important. These include the use of authentic tasks, performance assessment to acknowledge learners unique performance abilities across several intelligences and teachers familiarization in the use of performance assessment procedures. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2008. / Curriculum Studies / unrestricted