Earticle

It is evident that English classes in Thailand are overcrowded, as students frequently come from diverse backgrounds and have a variety of skills and interests. In response to this out-of-control circumstance, Howard Gardner's multiple intelligence (MI) theory proposes a new style of teaching that accounts for individual differences. This study seeks to investigate 1) the effects of MI-based instruction on English achievement and 2) the extent to which MI-based instruction fosters learner autonomy (LA). A quasi-experimental design was used to assess students' language achievement, while mixed-method research was used to assess students' LA. This study included 123 engineering faculty members from a university in the central region of Thailand. The English achievement test was used to assess their general English proficiency, while the adapted questionnaire from Murase's (2015) Measuring Instruments of Language Learner Autonomy (MILLA), the semi-structured interviews and the teacher's log were used to assess their LA. The results showed that the experimental group improved their listening, speaking, reading, writing and grammar skills, while their writing skills did not differ from the control group. There was no significant difference in the students’ level of LA after the MI-based instruction.

본 연구의 목적은 유아의 그림표현능력 증진을 위하여 다중지능이론에 기초한 아트프로펠 탐구모델에 따라 제작된 미술프로그램 활동의 효과와 원인을 알기 위하여 만 5세 유아 40명(실험집단 20명, 비교집단 20명)에게 16주 동안 20회(2012. 5. 11~8. 22)에 걸쳐 수행하였다. 검사 도구는 다중지능검사는 Shearer(1991)에 근거한 김숙경(2001)이, 그림표현능력 검사는 지성애(2001)에 근거한 김영혜(2005)검사법을 각각 사용하였다. 수집된 자료는 프로그램의 효과검증은 공변량 분석하고, 그림표현능력 변화 양상은 반복측정 분산분석을 하였다. 그리고 유아들의 강점 및 약점지능을 알아보았고 또 다중지능이 그림표현능력을 판별하는 정도와 그림표현능력 간의 상호관계를 알아보기 위해 판별분석을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 다중지능이론에 기초한 미술프로그램이 유아의 그림표현능력과 그 하위요인에도 긍정적인 영향을 미쳤다. 둘째, 미술프로그램에 참가한 유아의 그림표현능력 총점의 변화 양상이 회기에 따라 달랐다. 셋째, 다중지능은 유아의 그림표현능력을 예측할 수 있는 한 변인이었으며, 공간 지능이 유아의 그림표현능력을 예측하는 정도가 가장 높았다. 따라서 유아들은 미술요소를 중심으로 한 체계적인 미술 프로그램 활동을 통해 미술요소들이 유아의 다중지능을 기초한 반성적 사고과정을 거치면서 그림표현 관련지능들이 활성화되어 그림표현능력을 향상시켰음을 알 수 있었다.

The purpose of this study was to develop a program based on the multiple intelligence theory to promote children's ability of drawing expression, and to verify and analyze its effects and causes. The program was prepared according to the Arts PROPEL model based on the multiple intelligence theory focusing on the elements of art in order to achieve the objectives. The subjects of this research consisted of 40 five-year-old children(20 in the experimental group and 20 in the comparison group), over 20 times during a 16 week period from May 11, 2012 to August 22, 2012. The multiple intelligence development assessment scale of Shearer(1991) adapted by Kim(2001) and the drawing expression ability measurement of Ji(2001) modified and complemented by Kim(2005) were used as the tools in this study. The collected data were analyzed by the analysis of covariance to verify the effectiveness and the repeated measure analysis of variance to examine the patterns of the drawing expression ability. The intelligence strengths and weaknesses of the children were investigated and the discriminant analysis was used to examine the degree of impact of multiple intelligence on the drawing expression ability and the interrelationships between the multiple intelligence and the drawing expression ability. The results of this study were as follows: First, the art program based on the multiple intelligence theory had a positive impact on the children’s drawing expression ability and also on the knowledge of basic shapes, line merging, various colors, detailed depiction, harmonious configuration, various shapes, representations related to topics, creativity of representation, and the completeness of drawing, which are sub-areas of the drawing expression ability. Second, based on the art program, the total score of the drawing expression ability was continuously increased throughout the 5th to the 15th class and was maintained afterwards. Third, the multiple intelligence was one of the variables to predict the drawing expression ability of children and the result showed that spatial intelligence predicts the ability at the highest degree. This study indicates that the systematic art programs focusing on art elements help children to reconfigure elements through the process of reflective thinking. Also, results show that the element of spatial intelligence is most activated among the intelligences related to the drawing expression in the process of thinking based on the multiple intelligences which helps improve the drawing expression ability.

The purpose of this study was to identify the effects of nutrition education on elementary school students based on the theory of multiplex intelligence. Of the 56 elementary school students that participated in this survey, 37 (66.0%) had no siblings. The number of students whose mothers had jobs and those whose mothers did not work were 37 (67.9%) and 18 (32.1%), respectively. Food consumption with ordinary diets was normal in 23 students (41.1%) and the average frequency of snack intake and eating-out was determined to be twice a day (41 students, 73.2%) and once or twice per week (36 students, 64.3%), respectively. The most popular type of food consumed when eating-out was 'fast foods' in 28 students (50.0%). It was determined that on average, 39 students (69.6%) snacked between lunch and dinner time and 31 (55.4%) selected snacks based on information obtained through 'mass media'. Analysis of the effects of nutrition education revealed an increase in the number of correct answers to the question 'foods with high nutritional value are high calorie foods,' with significant difference, but not in other questionnaires. In addition, the correct information for calcium (p<.05), good dietary habits (p<.001), food poisoning (p<.05), and six groups of nutrients in foods (p<.001) improved after nutrition education, with significant differences. As a result, the ratio of correct answers increased after nutrition education, with a significant difference (p<.001). After the education, the experimental group had a higher total score than the control group, with significant difference (p<.01).

본 연구는 MI이론(Multiple Intelligence Theory)을 적용한 집단통합예술치료가 아동의 다중지능과 자아탄력성에 미치는 효과를 알아보는 데 그 목적이 있다. 연구 대상은 S시에 있는 G초등학교에 재학 중인 4~5학년 아동들로 담임교사와 상담교사의 추천 및 부모의 동의를 얻고 자발적으로 프로그램 참여 의사를 보인 실험집단 8명을 의뢰받아 구성하였다. 프로그램은 2014년 1월 2일에 사전검사를 실시하였으며, 2014년 1월 6일부터 2014년 2월 27일까지 주 2회씩 50분씩 총 16회기에 걸쳐 진행되었다. 또한 사후검사는 2014년 3월 6일에 실시하였다. 연구의 효과를 검증하기 위한 측정도구로는 다중지능검사(MK-Kids)와 자아탄력성척도(ERS)검사를 사용하였으며, 통계분석 자료는 SPSS 20.0(Statistical Package for Social Science)프로그램을 사용하여 분석하였다. 본 연구의 결과를 정리하면 다음과 같다. 첫째, MI이론을 적용한 집단통합예술치료가 아동의 다중지능에 긍정적인 효과를 나타냈다. 둘째, MI이론을 적용한 집단통합예술치료가 아동의 자아탄력성에 긍정적인 효과를 보였다. 이상의 연구결과를 통해 임상현장에서 활용할 수 있는 효과적인 통합예술치료 접근법임을 알 수 있었으며, 심리치료현장에서의 활용가능성을 시사한다.

This study desires to examine the effects of group integrative arts therapy with Multiple Intelligence(MI)Theory on multiple intelligence and ego-resilience of children. Objects of the study are fourth and fifth yearstudents of G Elementary School, and this study is formed by 8 students in an experimental group whowant to participate in the program. A preliminary inspection of the program was conducted January 2,2014, and was followed by a total of 16 50-minute sessions administered twice a week from January 6, 2014to February 27, 2014. In addition, post-inspection was conducted on March 6, 2014. To verify the effects ofthe study, data collected through the MK-Kids and Ego Resilience Scale(ERS) Test were analyzed usingSPSS 20.0. The results of this study indicate that group integrative arts therapy with MI Theory has apositive effect on multiple intelligence and ego-resilience of children. This study demonstrates that thistherapy is an effective approach of integrative arts therapy that can be used in the clinical field, and theresults imply the possibility of application in the field of psychotherapy.

Howard Gardner(하워드 가드너)는 교육자가 학생들의 다양한 재능을 어떻게 찾아내고 계발할 수 있을지에 대한 답으로 다중지능이론을 제안하였다. 인간의 지능이란 인간을 이해하기 위한 결과물로서 각 학생들이 갖고 있는 배경, 강점과 약점, 흥미 등을 파악한 후 이러한 학생 프로파일을 바탕으로 교육을 해야 한다고 하였다. 다중지능에 의하면 학습자는 자신에게 보다 적합한 방식을 통하여 외부의 세계와 지식, 정보를 처리하고 이해한다고 설명하고 있으며, 그동안 다중지능이론은 교사들에게 교육을 하는 하나의 중요한 방법으로 인식되어 왔다. 이와 관련하여 본 연구에서는 체육 수업을 통한 다중지능의 발달 가능성을 살펴보고, 이를 바탕으로 새로운 관점에서 체육의 효과를 제시하고자 하였다. 본 연구를 진행한 결과 체육 수업을 통해 학생들은 여덟 가지 다중지능 즉, 언어적 지능, 논리 수학적 지능, 공간지능, 음악지능, 신체운동지능, 대인관계지능, 개인이해지능, 자연지능이 모두 발달될 수 있음을 구체적인 사례를 들어 밝혔다. 이러한 결과는 체육 교육의 중요성을 알리는 데 매우 중요한 역할을 할 것으로 판단되며, 이러한 연구를 통해 축적된 지식은 많은 이들로 하여금 체육에 대한 고정관념을 변화시켜 그들을 체육(스포츠) 문화에 입문할 수 있도록 비계의 역할을 할 것으로 판단된다. 따라서 앞으로 체육과 다중지능이론의 관계에 관한, 그리고 체육을 통한 다중지능의 발달에 관한 구체적이고 심도 있는 연구가 이루어져야 할 것이다.

Howard Gardner proposed multiple intelligence theories as an answer to how educators can find and develop different talents. Human intelligence is the result of understanding the human being, and it is necessary to grasp the background, strengths, weaknesses, interests, etc. of each student and educate them based on these student profiles. According to the multiple intelligences, learners process and understand the external world, knowledge, and information in a way that is more appropriate for them. In the meantime, teachers has been recognized multiple intelligence theory as one important way of educating. In this regard, this study examined the possibility of the development of multiple intelligence through physical education class and suggested the effect of physical education from a new point of view. As a result of this study, through specific cases, it is found that the students are able to develop eight kinds of multiple intelligences: linguistic intelligence, logical mathematical intelligence, spatial intelligence, music intelligence, physical exercise intelligence, interpersonal intelligence. These findings are expected to play a very important role in informing the importance of physical education. The knowledge accumulated through these studies will enable many people to change stereotypes

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

본 연구의 목적은 다중지능이론에 기초한 표현활동이 초등학생의 리듬표현활동 능력에 미치는 효과를 알아보는것이다. 이를 위해서 최근 교사들의 수업에 대한 새로운 패러다임 변화인 교수학습공동체를 구성하였다. 리듬표현활동에서 나타나는 여러 가지의 문제점들을 의논하고 이를 해결하는 과정에 교사들이 직접 참여하게 하고자교사들과 함께 다중지능에 기초한 표현활동 프로그램을 구축하였다. 이러한 과정 중에서 교수학습공동체 구성원중 1인 교사는 본인이 재직하고 있는 학교 4학년 학생 63명을 실험대상으로 선정하여 다중지능이론을 기초로 한표현활동 프로그램을 8주간 실행하였다. 또한 통제집단으로 동일한 학교 4학년 학생 60명을 선정하여 기존 교과서의 표현활동 프로그램을 실행하였다. 실험 결과, 통제그룹보다 실험그룹의 평균 리듬표현능력이 재미요인을 통하여 더 높은 것으로 나타났다. 또한, 재미요인의 하위요인인 미적체험, 자신감, 즐거움 그리고 협동성함양 신장에도 긍정적 효과가 있음을 확인하였다.

The purpose of this study is to examine the effect of expression activities based on the multiple intelligence theory on the rhythm expression ability of the elementary students. For the research, I constituted a teaching and learning method community which is a new paradigm for the educational method. With this teachers’ community, we, together, developed a detailed expression activity program based on the multiple intelligence theory in order to discuss various problems of rhythm express activities for the elementary students and to involve the teachers directly in the problem solving process. During the process, a teacher in the teaching and learning method community selected 63 4th grade students in Gwang-ju area that she was teaching, and implemented the expression activity program for eight weeks. And for the control group, 60 students from the same school were selected and we implemented the program in the current textbook. The test results show that the average rhythm expression ability of the experimental group students is higher than that of the control group students through the enjoyment factor. And, there are the positive influence upon the sub-factors of dance course enjoyment which are esthetic expression experience, self-confidence, satisfaction and the sprit of team work.

The purpose of this study is to form a comprehensive program that adapts multiple intelligence theory that can develop various talents to the Korean folk play that repeats organic process of body while all children play and have fun. In addition, this study adapts this Korean folk play programs based on the multiple intelligence theory to the elementary school physical education class to verify the effect of the program on the intrinsic motivation and physical education class satisfaction. By doing so, this study will be able to provide a basic document for comprehensive physical education class for every student with different level of intelligence. The study result is as follows. First, the Korean folk play programs based on the multiple intelligence theory improved the level of intrinsic motivation of the elementary school students. By sub-categories of the intrinsic motivation, the experiment group showed significant difference (p<.01) in the factors of ‘effort-importance’, ‘competency’, and ‘interest-fun’ while there was no significant difference in the factor of ‘tension-pressure’. The control group showed significant difference (p<.01) only for the factor of ‘interest-fun’. Second, the Korean folk play programs based on the multiple intelligence theory improved the satisfaction level of the physical education class. By sub-categories of the satisfaction level of the physical education class, the experiment group showed significant difference (p<.01) in the factors of ‘psychological satisfaction’, ‘educational satisfaction’, and ‘physical satisfaction’. However, the control group showed significant difference (p<.01) only for the factor of ‘physical satisfaction’. The result shows that both the intrinsic motivation and physical education class were improved when they had the physical education classes with the Korean folk play programs based on the multiple intelligence theory. Therefore, it is considered that the multiple intelligence theory has a sufficient value as a method of the physical education class. The multiple intelligence theory claims that each areas of human intelligence all have the same value without one being better than others. When it is adapted to the physical education, many students with variety of talents displayed their own talents and positively cooperated with each other without anyone being neglected and formed their confidence and self-respect. As they continuously do those activities that brought them with positive recognition and experience, they could strengthen their intrinsic motivation and improved the satisfaction level of the physical education class. This researcher estimates that the physical education class based on the multiple intelligence theory will improve the problem of estrangement of the students with poorer physical ability and contribute to raising a well-rounded person as it balances knowledge, virtue, and physique of all students. Therefore, there should be continuous researches on various physical education classes based on comprehensive multiple intelligence theory to improve the quality of elementary school physical education as well as to achieve the educational purpose.

우리는 본 연구에서 2015 개정 교육과정 초등학교 영어 교과서를 대상으로 다중지능의 유형을 반영하고 있는 지 비교 분석하고자 한다. 분석 대상으로 초등학교 5학년 영어 교과서 중 3종을 선택하여 프로젝트 활동, 게임 활동, 문화 활동을 포함한 3가지 영역에서 다중지능 이론의 각 지능 유형이 어느 정도 반영하고 있는지를 분석하였다. 또한 출판사 별로 다중지능 영역의 반영 정도를 비교 분석하였다. 3종 교과서의 각각 활동 영역에 대한 다중지능 유형의 비중을 분석한 결과, 프로젝트 활동의 경우 언어적 지능, 대인 관계 지능, 공간적 지능을 높은 비중으로 반영하고 있 었다. 게임활동은 언어적 지능, 대인 관계 지능, 공간적 지능, 신체 운동적 지능을 높은 비중으로 반영하고 있었다. 문 화 활동은 언어적 지능과 공간적 지능이 높은 비중으로 반영하고 있었다. 우리는 본 연구의 결과를 바탕으로 교과서 를 개발할 때 언어적, 공간적, 신체 운동적 지능과 같이 일부 지능 유형에 편중된 것 보다는 다양한 유형의 지능이 골고루 포함될 수 있도록 영어 교수 학습의 연구가 필요함을 제시하였다. 뿐만 아니라, 다양한 다중지능 요소를 반영 할 수 있는 영어 교수 학습을 개발하여 교과서 활동을 제시할 필요가 있다.

We aim to investigate whether the activities in the 2015 revised elementary English textbooks are reflected in terms of Multiple Intelligences. Specifically, we analyze three types of activities including project, game, and cultural activities in three types of the 5th grade English textbooks. Additionally, we compare the differences in the Multiple Intelligences according to three different publishers. The data includes three different sorts of fifth-grade English textbook activities. We found that verbal-linguistic intelligence, interpersonal intelligence, and visual-spatial intelligence are heavily involved in project activities. Verbal-linguistic intelligence, interpersonal intelligence, visual-spatial intelligence, and kinesthetic intelligence are all utilized in game activities. Lastly, cultural activities demonstrate verbal-linguistic and visual-spatial intelligence. In consideration of the diversity of students, we suggest that English textbooks need to consider diverse and well balanced approach to incorporating Multiple Intelligences in order to make the textbooks to meet the needs of the diversity of learners.

This study examined how vocabulary teaching and learning based on the Multiple Intelligences(MI) Theory can affect Korean middle school learners’ reading comprehension, vocabulary recall/retention, and several affective factors. The experiment was conducted with 106 articipants (experimental group with 71 and control group with 35) out of total 176 third grade middle school students. The experimental group was involved in the seven-week intervention of vocabulary instruction based on the MI Theory. The assessment of MI based on K-MIDAS was used to obtain individual student’s MI profile and a questionnaire test was used to find the affective factors. The results are as follows: First, there was a significant difference in the academic achievement for reading comprehension between the experimental group and control group; Second, the students in the experimental group had higher scores in vocabulary recall/retention test; Third, the results of questionnaires showed that the students in the experimental group became more positive in respect to self-confidence and class participation than those in the control group. Findings suggest that teaching vocabulary using different activities based on students’ strong intelligences is a desirable way to develop their English reading comprehension and to motivate students to study English harder. (Chungryul Girls’ Middle School․Kongju National University)

본 연구는 다중지능이론에 기초한 유치원 교수 학습방법 연구의 일환으로， 유치원 교사들 의 새로운 이론에 대한 지식구성 및 관심의 변화 과정을 살펴보는 데에 그 목적을 두었다． 연구를 위해 서울시 소재 J대학 부속유치원의 교사들과 연구진이 교사협의회를 구성하여 2004년 1월부터 6개월간 10회의 모임을 실시하였으며， 연구모임에서의 이야기를 녹취하여 교사들의 이론에 대한 이해의 과정을 질적으로 분석하였다．연구결과，교사들이 다중지능이론을 이해해 가는 과정의 시작은 교육과정을 변화해야 하 는 이유를 찾기 위한 갈등으로부터 출발하였으며，이론에 대한 학습적 이해，수업적용을 위 한 개인적 갈등과 조심스런 시도의 단계를 거쳤다．이후，교사들은 이론에 비추어 자신의 교육과정을 비판할 수 있는 관점의 변화가 나타났으며 교육과정 변화를 위한 자신의 주장을 할 수 있었다．이 모든 과정은 비교적 단계에 따라 순차적인 변화가 나타났으나，모든 단계 에서 교사 개개인의 이론에 대한 이해수준 및 경험에 따라 순환적으로 나타났음을 알 수 있었다．

This research is the study of teaching and learning methods based on a multiple intelligence theory at kindergarten, and aimed at examining the changing process of how kindergarten teachers organize knowledge about a new theory and show interest in the theory. For this goal, a conference, composed of researchers and the teachers of M college kindergarten in Seoul, was held ten times for six months from January, 2004. Every discourse was recorded for analysing the process of the teachers' understanding on the theory. This study revealed that the teachers' comprehension on the multiple intelligence theory started from mental conflicts to seek for the reasons why their curriculums should be modified, and proceeded through the procedure of the academic understanding of the theory, personal difficulties in class application and a careful attempt. Afterward, the teachers could make comment on their own curriculums in critical points of view and give their opinion to make alteration in curriculums. Although the movement to the next step was generally in sequence, a leap to the higher stage required "a back and forth movement" on the serial steps, according to the degree of each teacher's apprehension and experiences.

본 연구에서는 다중지능이론과 자원기반학습이론을 기반으로 대통령기록물을 활용하여, 아동․청소년의 다중지능 발달 을 위한 대통령기록관 교육프로그램을 개발했다. 교육프로그램 개발을 위한 연구방법으로 국내외 대통령기록관의 교육프 로그램에 대한 문헌조사․분석 및 담당자 면담을 시행하였다. 이를 통해 미국과 국내의 대통령기록관 교육프로그램을 다중지능영역측면에서 비교․분석을 통하여 다양한 다중지능영역을 만족시킬 수 있는 교육프로그램 구성을 제안하였다. 본 연구를 통한 기대효과는 크게 두 가지이다. 첫째는 학습자의 학업능력을 신장시킬 수 있으며 둘째로는 대통령기록물의 중요성을 인식하고 활용도를 증진시킬 수 있다.

This study proposes an education program using presidential archives to develop the multiple intelligence of children and the youth based on the multiple intelligence theory and the resource-based learning theory. To accomplish this, we performed a literature review and interviews with an archivist working in the Presidential Archive in Korea. This study compared and analyzed the Presidential Archives’ education programs between the U.S. and Korea. This study can be useful and valuable in developing education programs in two areas, with the first area being the fact that the proposed program could help learners improve academic abilities by developing multiple intelligence and the second area being the fact that the program could increase the awareness of the importance of presidential archives. With the proposed program, the utilization of presidential archives can be facilitated.

연구 목적 : 본 연구는 Gardner의 다중지능이론과 유아기 발달 특성, 관찰평가 관련 논의를 토대로 유아 다중지능 관찰·반응 평가체계(MICORE: Multiple Intelligence Competency Observation and Response)의 구성 체계를 마련하기 위한 기초연구를 수행하는 데 목적이 있다. 연구내용 및 방법 : Gardner의 다중지능이론, 유아발달, 관찰평가 및 루브릭 평가 관련 국내외 문헌을 분석하였으며 유아의 생활과 놀이 맥락 속에서 반복적으로 나타나는 행동 특성을 중심으로 핵심 영역과 하위측정요소를 도출하였다. 분석 결과, MICORE는 언어지능(L), 논리수학지능(LM), 공간지능(VS), 신체운동지능(BK), 음악지능(M), 대인관계지능(IE), 자기이해지능(IA), 자연탐구지능(N)의 8개 영역으로 구조화되었다. 또한 각 영역은 핵심 개념, 하위측정요소 및 연령별 발달위계와 연결되도록 구성되었다. 또한 연령별 발달위계 분석 결과, 만3세는 관심·반응·시도 중심, 만4세는 관찰·구분·연결 중심, 만5세는 비교·설명·추론·조절 중심의 발달 흐름으로 구조화되었다. 이를 바탕으로 동일한 영역일지라도 연령 증가에 따라 행동의 조직 수준과 표현 방식이 달라질 수 있도록 연령별 문항 예시를 구성하였다. 또한 본 연구에서는 기존 관찰척도와 루브릭 평가의 장단점을 비교·분석하여 행동의 반복성과 발달 수준의 질적 차이를 함께 반영할 수 있는 하이브리드 평가구조를 제안하였다. 결론 및 제언 : 본 연구는 유아의 능력을 제한된 수행 결과보다 생활과 놀이 속에서 반복적으로 나타나는 행동 특성과 발달 흐름 중심으로 이해하고자 하였다는 점에서 의의를 가진다. 특히 실제 관찰 가능한 행동 특성과 연령별 발달위계를 반영한 MICORE의 구조를 제시함으로써 향후 유아 다중지능 검사지 개발과 현장 적용을 위한 기초 자료를 제공하였다는 점에서 의미가 있다.

Purpose of Research : The purpose of this study is to conduct foundational research to establish the structural framework of the Multiple Intelligence Competency Observation and Response (MICORE) system for early childhood multiple intelligences, based on Gardner's theory of multiple intelligences, developmental characteristics of early childhood, and discussions related to observation and evaluation. Research Content and Method : This study analyzed domestic and international literature on Gardner’s multiple intelligences, early childhood development, and observational/rubric assessments to derive core domains and sub-elements from children's daily lives and play. Consequently, the MICORE framework was structured into eight domains (L, LM, VS, BK, M, IE, IA, N), linking each to core concepts and age-specific developmental hierarchies. The developmental flow was defined by age: 3-year-olds focus on 'interest, response, and attempt'; 4-year-olds on 'observation, differentiation, and connection'; and 5-year-olds on 'comparison, explanation, reasoning, and accommodation,' with item examples reflecting these age-dependent behavioral changes. Finally, by comparing existing observation scales and rubric assessments, this study proposed a hybrid assessment structure capable of capturing both behavioral repeatability and qualitative developmental differences. Conclusion and Suggestions : This study is significant in that it sought to understand the abilities of young children based on behavioral characteristics and developmental flows that appear repeatedly in daily life and play, rather than limited performance results. In particular, it is meaningful in that it provided foundational data for the future development and field application of multiple intelligence tests for young children by presenting the structure of MICORE, which reflects actual observable behavioral characteristics and age-specific developmental hierarchies.