Multiple Intelligence Profiles among Kindergarten Children in Light of Some Demographic Variables from the Perspective of Their Teachers

Abstract

        The study aimed to identify the level of multiple intelligence profiles among kindergarten children, and to reveal the  indication of significant differences according to the variables (gender, academic level, and kindergarten) from the point of view of their teachers. The study employed the descriptive analytical approach, and the study sample consisted of (80) kindergarten teachers who raise and educate children in kindergarten institutions in the municipality of Andalusia neighborhood in the city of Greater Tripoli. The researcher used the scale of surveying multiple intelligence profiles for the kindergarten stage. The results of the study showed that the multiple intelligence profiles of kindergarten children came in very high and high degrees arranged in descending order as follows: Bodily-kinesthetic  intelligence  came in the first place  with a relative weight of (90.25%); visual intelligence came in the second place came with a relative weight of (86.24%), linguistic intelligence  came  in the third place with a relative weight of (79.02%), natural intelligence came in the fourth place with a relative weight of (78.89%), social intelligence came in the fifth place with a relative weight reached 76.57%, mathematical intelligence came in the sixth place with a relative weight of 73.4%, musical intelligence came in the seventh place with a relative weight of 73.25%, and self-intelligence was in the last place with a relative weight of 70.45%. The study also showed that there were no statistically significant differences between the average scores of the multiple intelligence profiles of kindergarten children according to the variables (gender, educational level, and kindergarten) according to their scores on the multiple intelligence profiles survey questionnaire; and that their scores were close