Expressive Language in Early Childhood Education: key for stimulation of multiple intelligences

Language is a key cognitive process higher in early childhood education, by the direct influence of the teaching-learning process and the development of other cognitive abilities as Multiple Intelligences. The objective of this research is to study the relationship between expressive language and multiple intelligences in early childhood education. To this end, we selected a sample of 32 students of both sexes, aged 2 to 3 years of age, enrolled in a public school in Lleida, who have been administered the test Articulation Fonemas (PAF) Valles (1990) to measure the expressive language and multiple intelligences Questionnaire Armstrong (2006) to assess multiple intelligences. A descriptive, correlational and ex post facto design is used. The results show that there is significant positive relationship between expressive language and multiple intelligences of students. Consequently, these data are relevant to the design of linguistic intervention programs that promote multiple intelligences in early childhood education.