The Application of Multiple Intelligences Theory and the Whole Language Approach in Theme-Based Chinese Language Teaching for Young Children: A Case Study of Dadi International Kindergarten (Srinakarin Campus) in Thailand

บทคัดย่อ

With the continuous development of international Chinese education, there has been a noticeable trend of younger learners engaging in Chinese language study in Thailand. However, Chinese language instruction for young children in Thailand faces multiple challenges, including complex multilingual environments, fragmented content, underdeveloped teaching systems, and a lack of diversified teaching methods. Therefore, how to effectively enhance young children's Chinese language proficiency while simultaneously promoting their multiple intelligences has become a research-worthy issue. This study aims to explore: (1) whether the integration of Multiple Intelligences Theory and the Whole Language Approach can improve the effectiveness of Chinese language instruction for young children; (2) the changes in children’s multiple intelligences before and after the teaching intervention; and (3) whether the Whole Language Approach contributes to the development of children’s Chinese reading and writing skills. Grounded in Multiple Intelligences Theory and employing the Whole Language Approach, this research designed thematic teaching activities and implemented them through observational and experimental methods, centering on the theme “vegetables.” The teaching experiment was conducted at Dadi International Kindergarten, Srinakarin Campus, Thailand. The findings reveal that the application of the Whole Language Approach based on Multiple Intelligences Theory can significantly enhance classroom effectiveness, promote the development of multiple intelligences in young children, and improve both their oral and written Chinese language skills. This study provides pedagogical insights into early childhood Chinese language education in Thailand and opens up new dimensions for the diversification of language instruction for young children in multilingual contexts.