The Development of Fundamental Skills in Mathematics of Preschool Children by Using Multiple Intelligence Approach

Abstract

The purposes were to develop fundamental skills in mathematics of preschool
children and to compare fundamental skills in mathematics of preschool children before
and after using multiple intelligence approach and to study the early childhood behavior
after using multiple intelligence. The subjects were 25 preschool children who studied in
the second semester of academic year 2012 at Pa Sang Na Ngoen School, Mae Fah Luang
district. The research instruments comprised of 25 multiple intelligence approach lesson
planes and the observation student’s behavior forms that were checked by 3 experts.
The fndings revealed that the lesson plan effciency were as follows: the frst
lesson plan name’s Fruits was 81.33/91.33 the second lesson plan name’s Toy was
80.67/93.33 the third lesson plan name’s Day Time and Night Time was 81.33/93.33 the
fourth lesson plan name’s Tree of Love was 81.33/93.33 the ffth lesson plan name’s
Butterfly was 81.33/93.3. In addition the lesson plan effciency were higher than the preset
criteria of 80/80. The comparison fundamental skills in mathematics of preschool
children after using multiple intelligence approach were higher than before using multiple
intelligence approach. The student score before and after using multiple intelligence
approach were 43.07/83.87 and the early childhood behavior after using multiple
intelligence was at a high level consistent with the hypotheses.