Think you know everything about the great minds behind early childhood education? Here are 7 fascinating, lesser-known facts about Vygotsky, Montessori, Erikson, Gardner, Steiner, and more. These influential thinkers shaped how we understand and nurture children’s development—and their stories are just as compelling as their theories!
1. Lev Vygotsky’s Brief Life
Did you know? Lev Vygotsky completed most of his groundbreaking work in just 10 years. He passed away at 37 from tuberculosis. Yet his theories—like the Socio-historical theory and Zone of Proximal Development—still shape education worldwide. Despite his short career, his ideas about social learning and scaffolding remain foundational. Bonus fact – he was a Marxist.
2. Maria Montessori’s Nobel Prize Nomination
Here’s a surprise! Maria Montessori was nominated for the Nobel Peace Prize three times for her educational methods. This emphasise peace, independence, and respect for the child. Montessori remains one of the most recognized early childhood theorists. Her work wasn’t just about classroom materials; it was a vision for how education could create a more harmonious world.
3. Erik Erikson’s Name Change
Fun fact! Erik Erikson wasn’t originally named Erikson. He was born Erik Salomonsen but later adopted the surname “Erikson” to reflect his identity as “the son of himself.” This personal journey of self-discovery perfectly aligns with his Stages of Psychosocial Development, particularly the focus on identity formation.
4. Vygotsky’s Influence on AI and Robotics
Did you know? Vygotsky’s Zone of Proximal Development has found applications far beyond the classroom. It’s widely referenced in Artificial Intelligence and Robotics to design systems that can assist humans. This connection between educational theory and cutting-edge technology highlights the enduring relevance of Vygotsky’s work among early childhood theorists.
5. Montessori’s War Efforts
A hidden history! During WWII, Montessori’s methods were banned by fascist governments because of their focus on independence and freedom. Montessori fled to India, where she trained thousands of teachers and introduced her methods globally. Her resilience ensured that Montessori education would thrive despite political challenges, a true testament to early childhood theorists’ influence.
6. Howard Gardner’s Unexpected Passion
Did you know? Howard Gardner, the father of the Multiple Intelligences Theory, initially wanted to be a pianist. His passion for music influenced the inclusion of Musical Intelligence in his groundbreaking theory. This expanded our understanding of how children learn and excel in diverse ways. Gardner remains a prominent figure among early childhood theorists.
A surprising twist! Rudolf Steiner, the founder of Waldorf Education, was also a philosopher of esoteric spirituality. His belief in anthroposophy—a philosophy connecting the spiritual and material worlds. It heavily influenced the holistic nature of Waldorf schools, where creativity and imagination play central roles. Steiner is another notable name among early childhood theorists.
Who knew these theorists had such unique stories behind their revolutionary ideas? Their lives remind us that education isn’t just about facts and methods. It’s about the passions, philosophies, and visions that drive us to create a better future for children.
Which of these stories surprised you the most? Let me know in the comments! If you’re fascinated by the lives behind the theories here is my resource on theories and theorists.
In early childhood education, how we think about intelligence shapes how we teach and support young children. Traditional views often define intelligence in narrow terms, like reading ability or mathematical skills. But Howard Gardner, a psychologist, challenged this idea in his book, Frames of Mind. He proposed the Theory of Multiple Intelligences, which suggests that intelligence isn’t one thing; it’s many things. I am reading Howard Gardner’s Frames of Mind book which explains in depth the theory of multiple intelligences. With so many insights to share, I will try to make an effort to explain it simply.
According to Gardner, each child has a unique combination of strengths. Some children are naturally good with words, while others understand the world best through music, physical movement, or connecting with nature. This theory is especially useful in early childhood when children are exploring the world and figuring out what they enjoy and excel at.
When educators recognise and nurture these different intelligences, they help each child learn in the ways that suit them best. In this article, we’ll explore the basics of Gardner’s theory, why it matters in early childhood education, and simple ways to use it in the classroom to support each child’s development.
Gardner’s theory suggests that intelligence is not just a single, general ability but a combination of different types, such as linguistic, logical-mathematical, and even musical or interpersonal skills. I will use this approach to recognise and nurture the diverse talents that children show from an early age.
The Origins of the Multiple Intelligences Theory
Gardner’s theory emerged from a unique confluence of influences. His work at Harvard, particularly at the Harvard Project Zero, focused on cognitive development and creativity. Inspired by the works of Jean Piaget, and by the growing body of neuropsychological research, Gardner sought to understand intelligence as a broader spectrum of abilities that extend beyond logic and language.
What is the Theory of Multiple Intelligences?
According to Gardner, children have unique combinations of various intelligences. These aren’t limited to just reading or solving math problems; they include skills like music, movement, and understanding nature. This approach gives educators a wider lens to see each child’s strengths. Gardner identified nine types of intelligence:
Linguistic Intelligence Children with strong linguistic intelligence enjoy words. They love reading, writing, and storytelling. Gardner describes this as “sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals” (Gardner, 1983, p. 81).
Logical-Mathematical Intelligence These children excel in reasoning and problem-solving. They like puzzles and exploring how things work. Gardner states, “Logical-mathematical intelligence entails the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically” (Gardner, 1983, p. 144).
Spatial Intelligence Children with spatial intelligence think in images. They enjoy drawing, building, and visualising ideas. Gardner defines this as “the ability to visualise and manipulate objects, imagine the appearance of things, and accurately reproduce or construct objects” (Gardner, 1983, p. 173).
Musical Intelligence These children are attuned to sounds and rhythms. They love music, whether it’s singing, playing instruments, or remembering melodies. Gardner describes musical intelligence as “the capacity to discern pitch, rhythm, timbre, and tone… and the sensitivity to music and rhythm” (Gardner, 1983, p. 104).
Bodily-Kinesthetic Intelligence Physical activity is key for these learners. They express themselves through movement, such as dance, sports, or building things. Gardner characterises this intelligence as “using one’s own body to solve problems or make products, or using the body to express oneself” (Gardner, 1983, p. 207).
Interpersonal Intelligence Children with interpersonal intelligence understand others well. They are empathetic, enjoy group activities, and often take on leadership roles. Gardner defines it as “the ability to understand and interact effectively with others” (Gardner, 1983, p. 238).
Intrapersonal Intelligence These children are introspective. They understand their own feelings and work well alone. Gardner states, “Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself, including one’s own desires, fears, and capacities” (Gardner, 1983, p. 243).
Naturalistic Intelligence A love for nature defines these learners. They’re drawn to plants, animals, and outdoor activities. Gardner added this intelligence later, describing it as the “ability to recognise, categorise, and draw upon certain features of the environment” (Gardner, 1999, p. 48).
Existential Intelligence Some children ponder deep questions about life and human existence. They’re curious about big ideas and enjoy discussing them. Gardner describes this as “the capacity to locate oneself with respect to the furthest reaches of the cosmos, the infinite and the infinitesimal” (Gardner, 1999, p. 65).
What do I think about this theory?
Gardner is one of my favourite theorists. I think his ideas are very beneficial for education and pedagogy. While working as a preschool teacher, I had a few children in the room who demonstrated their strengths (intelligence) quite distinctively, e.g. one student liked to dance, create with loose parts and tell elaborate stories; other preferred numbers and we made multiple number books; Locky loved to pull things apart with a screwdriver and was inclined to work with tools; Dean loved cooking and anything sensory; Kurt was a very active child and physical intelligence was his strength. I remember teaching siblings on a few occasions and they ALWAYS had different intelligences, e.g. one was very good at telling stories and drawing, while the other was a meticulous writer, into details, but not so verbally inclined. I know my own strengths or MI quite well – I have musical, linguistic, intrapersonal and interpersonal intelligences developed first, and now I am developing nature intelligence; while spatial intelligence was never my strength, I am relatively ok with physical skills and learned to ride a scooter, snowboard quite easily. Howard Garder’s theory helps to recognise these differences and adjust my teaching strategies and pedagogical practice to different children’s needs and interests. I actively use this approach in planning and programming.
Applying Gardner’s Theory in the Classroom
Using Gardner’s theory, educators can create an inclusive environment that celebrates different strengths. Here’s how I bring these principles into daily teaching:
Mix in hands-on projects, storytelling, music, and outdoor exploration. This variety helps children engage in ways that align with their strengths.
Let children show their learning in different ways. For example, after a nature walk, some children might write about their experience, while others might draw or tell a story.
Pair children with complementary skills for activities. For instance, a child who enjoys drawing might work with a peer who loves storytelling to create a picture book together.
Outdoor learning helps naturalistic and bodily-kinesthetic learners thrive. Use nature walks and gardening as part of the curriculum.
Use songs for transitions, dance for expression, and rhythms for math lessons. Physical movement and music help many children connect with new ideas.
Include quiet time for reflection or independent activities. Journaling or drawing can help children with intrapersonal intelligence process their thoughts.
Fun facts about Howard Gardner
During his work at Harvard, Howard worked closely with two other prominent theorists – Erik Erikson and Jerome Bruner. At some stage, he worked with young children (as part of his research) and with people with mental health problems.
Why Gardner’s Theory Matters for Educators
Gardner’s Theory of Multiple Intelligences encourages us to see children as whole individuals with unique strengths. It aligns with modern educational values that emphasise inclusion, diversity, and individual growth. As Gardner notes, “Education should be less concerned with children accumulating knowledge and more concerned with helping each child find and develop his or her own unique set of talents” (Gardner, 1983, p. 301). This theory allows educators can foster a classroom where every child has the chance to shine in their unique way.
Want to learn more about different theories? Get my Theorists pack
References
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
