LANGUAGE DEVELOPMENT IN CHILDHOOD AND TEACHER TRAINING: INTERSECTIONS BETWEEN MULTIPLE INTELLIGENCES, EMOTIONAL INTELLIGENCE AND LITERACY PRACTICES
DOI:
https://doi.org/10.66104/ha4yeb13Keywords:
Language development; Teacher training; Multiple intelligences; Emotional intelligence; Literacy; Early childhood education.Abstract
This study examines language development in childhood in relation to teacher training, drawing on Howard Gardner’s Theory of Multiple Intelligences and Daniel Goleman’s concept of Emotional Intelligence, with a focus on literacy practices developed within the contemporary educational context. The study is based on a qualitative, descriptive-analytical literature review, conducted through the analysis of national and international scientific publications related to child development, language practices, teacher training, and teaching-learning processes. The research highlights that language development in childhood goes beyond the purely technical dimension of literacy, involving cognitive, emotional, social, and cultural aspects that require integrative pedagogical practices and methodologies capable of recognizing children’s multiple potentials. The results indicate that teacher training is a central element for the consolidation of innovative, inclusive literacy practices that are sensitive to different forms of learning. Furthermore, it is evident that the integration of multiple intelligences, emotional intelligence, and linguistic development fosters more meaningful, collaborative, and humanized educational processes. It can be concluded that valuing multiple languages and social-emotional skills in the school environment contributes to strengthening learning, intellectual autonomy, and the child’s holistic development, while also requiring teacher training that is critical, reflective, and aligned with contemporary educational demands.
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