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Contrasts Gardner’s adult-oriented intelligence framework with play’s prominence in childhood, arguing that play educates broadly and deeply across the life span.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/playing-with-the-multiple-intelligences-how-play-helps-them-grow/592419/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/playing-with-the-multiple-intelligences-how-play-helps-them-grow/592419.png","ImageObject",300,407,{"name":42,"@type":43},"McGucket","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does play help develop multiple intelligences according to the article?","Question",{"text":63,"@type":64},"The article links play to growth in verbal, interpersonal, intrapersonal, logical, spatial, musical, bodily-kinesthetic, and naturalist intelligences through language games, music and rhyme, spatial exploration, and physical activities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What criticism does the article make of traditional IQ testing?",{"text":68,"@type":64},"It argues that early psychometric tests measured mainly verbal and computational skills, leaving out much of mental, physical, and social ability, and that traditional testing became viewed as narrow and biased.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the article say play is missing from Gardner’s demonstrations?",{"text":72,"@type":64},"It suggests Gardner focused on intelligence’s adult end state rather than development, while play is primarily associated with children, which shaped his attention away from play in his key works.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592419,1792165801,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Playing with the Multiple Intelligences  \nHow Play Helps Them Grow  \n•  \nScott G. Eberle  \nHoward Gardner first posited a list of“multiple intelligences” as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study Frames of Mind (1983). Play has appeared only in passing in Gardner’s thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhancesand exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play. Keywords: bodily-kinesthetic intelligence; Howard Gardner; interpersonal intelligence; intrapersonal intelligence; logical intelligences; multiple intelligences; musical intelligence, naturalist intelligence; spatial intelligence; verbal intelligence  \nPlaying pays dividends by developing our mental, physical, and social skills. The insights we derive from “This Little Piggy”and E=MC2 are both rooted in play. Rarely do we deliberately set out to learn by playing. Yet play educatesus broadly and deeply early on and throughout our lives. At the very beginning of our lives, we learn language in game-like interchanges with fluent speakers. Later we sharpen our vocabularies with wordplay. We explore the concepts of number and sequence in games. We tune our ears with song, chant, and rhyme. We play with our sense of space and train our appreciation of color with finger paints and computer graphics. We learn to appreciate our orientation, our location and position, and our sense of the space around us by climbing a tree, catching a ball, casting a lure, or jumping a rope. We explore the natural world by scrambling through a leaf pile, snapping a fragrant sassafras stem, chasing an ant with a stick, toasting a marshmallow, or collecting rocks. At play with others, we negotiate our place in the world and sort out our sense of ourselves as we take stock of our capabilities.  \n19  \nAmerican Journal of Play, volume 4, number 1. © The Strong.  \nContact Scott Eberle at [seberle@thestrong.org](seberle@thestrong.org)  \nBecause the kinds of play vary so widely, tallying the profit in play requires that we take a broad view of human capability and talent. And because we tend to view talent instrumentally, according to the end it serves, that broad view does not come naturally or easily. In fact, the traditional psychometric tests invented early in the twentieth century relied heavily on measuring just two aspects of human aptitude—verbal and computational skills—and left out the bulk of mental, physical, and social ability. By the 1980s, dissatisfaction with the shortcomings and inequities of traditional intelligence tests incited one cognitive psychologist, Harvard University’s Howard Gardner, to posit an alternative constellation first of seven, then of eight fundamental aptitudes that define the human mental range. He initially listed linguistic intelligence, interpersonal intelligence, intrapersonal intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, and a bodily-kinesthetic intelligence that met a series of criteria (or, as he called them,“signs.”). In the mid-1990s, Gardner, persuaded by new neurological evidence, found that a naturalist intelligence passed his test, and so he included that, too, among the endowments that lay at the human core.1 The democratic character of Gardner’s list heartened critics who thought the three-quarter-century-old, statistical science behind traditional Intelligence-Quotient (I.Q.) testing narrow, biased, and even racist.2 They found in Gardner’s aptitudes a way to appraise human ability more broadly, more pr","cbCairQbqPzk0zrp","https://ap.wps.com/l/cbCairQbqPzk0zrp","pdf",184822,33,"English","# Playing and Multiple Intelligences\n## Gardner’s Theory and Intelligence Testing\n## Why Play Matters in Development\n## Play’s Limited Role in Gardner’s Work","[{\"question\":\"How does play help develop multiple intelligences according to the article?\",\"answer\":\"The article links play to growth in verbal, interpersonal, intrapersonal, logical, spatial, musical, bodily-kinesthetic, and naturalist intelligences through language games, music and rhyme, spatial exploration, and physical activities.\"},{\"question\":\"What criticism does the article make of traditional IQ testing?\",\"answer\":\"It argues that early psychometric tests measured mainly verbal and computational skills, leaving out much of mental, physical, and social ability, and that traditional testing became viewed as narrow and biased.\"},{\"question\":\"Why does the article say play is missing from Gardner’s demonstrations?\",\"answer\":\"It suggests Gardner focused on intelligence’s adult end state rather than development, while play is primarily associated with children, which shaped his attention away from play in his key works.\"}]","Playing with the Multiple Intelligences - How Play Helps Them Grow | PDF",1792074545,83]