Parental understanding of Multiple Intelligences theory and the programme

This part presents findings related to what and how the parents as participants in this study understood MI theory and the Kindergarten’s MI programme.

5.3.1 Understanding Multiple Intelligences theory and the programme

Regarding their understanding of MI theory, six parents said explicitly that they knew only ‘a little bit’ or ‘not much' about it. For example, Lili’s and Jing’s mothers both had similar opinion. For example, Lili's mother said: 'I am not an expert, so I don't really know much about it'. The other four parents said they

‘knew something about it’. For example, Kai’s mother understood MI theory to be:

…a test for fully getting to know the strengths and weaknesses of children's abilities in eight different areas…it emphasises overall development rather than one single area.

By contrast, three parents, Tao’s mother, Nan’s mother and Ming’s mother, gave almost accurate explanations. In particular, Ming’s mother showed her relatively deep understanding of MI theory in discussing the high requirements of implementing the MI programme, such as 'positive teacher-child ratios', 'qualified and well-trained staff' with 'good skills in observation'. She said she had gained her knowledge and understanding because 'I have read some books about it before'. It seems that the parents’ understanding of MI theory were at different levels. It is worth noting that, while six out of nine parents did not really know much about or understand MI theory, all parents highly praised its 'advantages' without identifying any criticisms.

As regards the MI programme, all parents were aware that the MI programme was based on MI theory although six of them did not know much about MI theory. For instance, Susu's mother said: 'I know the kindergarten's programme is based on MI theory'; and Lili's mother also said: 'I know their curriculum is underpinned by MI theory'. And the parents further explained their understanding of the programme. It was most clearly exemplified in the teaching model of areas of play provision (区域游戏) and 'theme-based' (主题活动) whole

class activities (集体教学). As Tao’s mother stated:

The MI programme…um…it seems to be about… setting up different

play areas for children to freely choose what they like…for example, each morning, Tao comes to classroom to choose the area he wants to play in…also, they have the monthly theme-based whole class activities…

Nan’s mother said: 'What I understood is that different play areas are set up in the classroom based on Multiple Intelligences theory'. Kai’s mother explained:

I think…it [the programme] is implemented by the means of classroom areas of play provision…and the whole class activities of

teaching and learning…maybe, I am not very sure…

Fei’s mother similarly expressed the view:

About the MI programme, what I basically know is that they set up different areas in the classroom for the children to play in. Then, they do different activities or play in different areas depending on children's interests.

The nine parents displayed a range of understandings of the MI programme. Only three of them had detailed knowledge, but others did not. They mostly considered the areas of play provision to be the most important feature of the MI programme.

particular attention to respecting children and their interests. For example, Lili’s mother stated:

I think they respect children a lot… As regards discipline, there's a good balance and they also let the kids do what they prefer doing…So I do like the way they teach.

Fei’s mother made the same point: 'they do different activities or play in different areas depending on the children's interests'. Tao’s mother also said 'the MI programme involved…setting up different play areas so that children could

freely choose as they liked…' These parents all showed respect for their children’s rights to make decisions and develop their interests.

5.3.2 Understanding the curriculum and pedagogy

5.3.2.1 Curriculum

Five parents elaborated on their understanding of the curriculum. For instance,

Fei’s mother thought the teaching content was 'rich and varied' and focused on

‘all-round development’:

I think it helps my child’s development in terms of intelligence, social skills, I mean good communication, and morals …also the

programme content is rich and varied…it emphasises all-round development.

Tao’s mother also highlighted that the MI programme placed emphasis on ' integrated and holistic teaching and learning…' of 'language, maths…games,

sports and other various areas…' Similarly, Qiqi’s mother pointed out:

They teach children artwork, singing and dancing… pay attention not

only to academic knowledge, but also… it’s a kind of integrated and

holistic learning.

learning’ involving not only ‘learning academic knowledge’, such as ‘language’ and ‘maths’, but also ‘artwork, singing and dancing’.

5.3.2.2 Pedagogy

Regarding views about the pedagogy of the kindergarten, all parents highlighted 'learning through play'. For example, the mothers of Kai, Susu and Jing all mentioned that young children should ‘play more’ and kindergarten should be ‘a place for play’. As Qiqi’s mother stated:

I knew this Newton kindergarten implements the MI programme, but I did not really understand it in the beginning. It felt strange. Why did the teacher not teach children academic knowledge? Then, I asked the teacher, and was told that children learn through play here…

Tao’s mother also mentioned that:

It [the MI programme] provides children more opportunities to play…children learn by games, sports activities and various other activities in different play areas…

She explained more in detail in relation to this issue:

For example, in terms of the monthly theme, children learn by bringing their own toys related to the theme to show to each other, or drawing relevant pictures, or making artwork, or discussing related interesting things and so on, rather than just the teacher telling and the children listening…There are also kindergarten trips, this is

another way of learning… In general, they learn in various ways. I

think this is very good.

It seemed that these parents all acknowledged the importance of ‘play’ in children’s learning in the early years and were therefore satisfied with the play- based pedagogy of the MI programme.

Three parents also considered the teacher’s role in the MI programme as an important aspect of pedagogy and to be that of ‘inspiring’ and ‘guiding’ the