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Our Multiple Intelligences Approach

We use this groundbreaking approach which recognises that intelligence isn't limited to a single dimension, which helps us come up with a programme that is richer and beneficial for young children.

About Multiple Intelligences

Multiple Intelligences (MI) is a theory proposed by psychologist Howard Gardner in 1983, challenging the traditional view of intelligence as a single, unitary construct measured by standardized tests like IQ. Gardner's theory suggests that intelligence is multifaceted and encompasses a diverse range of abilities and talents.


According to Gardner, individuals possess not one, but multiple intelligences, each representing a different way of processing information and solving problems. Each intelligence represents a distinct cognitive capability.


Linguistic intelligence involves sensitivity to language and the ability to effectively use words, while logical-mathematical intelligence entails logical reasoning and mathematical problem-solving skills.


Spatial intelligence involves the capacity to perceive and manipulate visual and spatial information, while bodily-kinesthetic intelligence relates to physical coordination and skill in using one's body.


Musical intelligence encompasses sensitivity to rhythm, melody, and pitch, while interpersonal intelligence involves understanding and interacting effectively with others. Intrapersonal intelligence refers to self-awareness and the ability to understand one's own emotions, motivations, and goals.


Naturalistic intelligence involves the ability to recognize and categorise patterns in nature.


“An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” 

– Howard Gardner in FRAMES OF MIND (1983)




Mathematical-Logical Intelligence






Bodily-Kinesthetic Intelligence







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1. Verbal Linguistic Intelligence: A part of the multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals, analyse information and create products involving oral and written language such as speeches, books, and memos.

2. Mathematical-Logical Intelligence: The capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically, develop equations and proofs, make calculations, and solve abstract problems.

3. Musical Intelligence: Those with the skill in the performance, composition, and appreciation of musical patterns, have an ability to recognize and create musical pitch, rhythm, timbre, and tone.

4. Visual-Spatial Intelligence: Features the potential to recognise and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.

5.  Bodily-Kinesthetic Intelligence: Having the ability to use one’s own body to create products, perform skills, or solve problems through mind–body union.

6. Intrapersonal Intelligence: Being able to understand oneself, to have an effective working model of oneself-including own’s desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

7. Interpersonal Intelligence: Knowing how to understand the intentions, motivations, and desires of other people and consequently to work effectively with others.

8. Naturalist Intelligence: This intelligence involves the expertise in the recognition and classification of the numerous species—the flora and fauna—of his or her environment.


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