| Summary: | This thesis examines the impact and outcomes of a Multiple Intelligences (MI) project on the children, teacher and parents in a kindergarten in Thailand. The design employed non-participant observations of children, children's portfolio, and semi-structured interviews with a teacher and parents. All participants were chosen as purposive sample in a kindergarten in Thailand. The study clearly suggests that the MI project, dedicated to improving children's engagement levels, parents' supporting roles and teacher's professional practice, enabled the children to develop a wide range of skills and competences and to have more opportunities to learn through hands-on activities and working with friends, which fostered their co-operative learning. Learning environments in the school and the children's home environment, and the nature of family support, were changed to support children's MI. The project not only involved all children in exploring and learning through the sets of activities, but also increased the chances to discover their areas of strength and areas to develop. Evidence suggests that it would be the duty of both the school administrator and the teachers to find an appropriate way to ensure best practice in the delivery of the curriculum. Teachers and specialists need to be trained, with the appropriate early childhood curriculum consistently matched with individual child's needs, interests and levels of competence.
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