Naturalist: Understands the characteristic world, including plants, creatures, and logical investigations. Perceive, name and characterize people, species and environmental connections. Collaborate successfully with living animals and perceive examples of regular life and powers. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay. Gardner (1996) included that the three learning styles are visual, aural, and sensory. To learn, we rely on our faculties to process the data around us. The vast majority will generally use one of their faculties more than the others. Adapted from Teacher Magazine, 8-89 (2009). However the above data has its own uniqueness, this internal and external research leads to more and more different styles of learning ability with more noteworthy critical issues, in the end, overall, we learn through more than one style, for example visual, naturalistic, relational, intrapersonal, sensorial, melodic, scientific and etymological. This article will introduce you to the idea of ​​transmitted knowledge in Gardner's Multiple Intelligences. Multiple Intelligences Lesson Plans Dr. Howard Gardner developed the theory of Multiple Intelligences in 1983 to help educators, psychologists, and parenting experts better understand how children process and learn information. Not only has the theory become a respected way of looking at learning, but it has also helped validate the work of other experts. Dr. Joseph Renzulli (2005), professor and director of the National Center for Research on Gifted and Talented People at the University of Connecticut, claims to have begun his work with intelligence years before Gardner's theory. But it was Gardner who spread acceptance of the idea. This helped draw attention to the Renzulli Learning System, which uses intelligence. A great admirer of Gardner, Dr. Renzulli (says, "The most important thing that the theory of Multiple Intelligences has done is to call attention to the way children express themselves." One of the areas of early childhood development was gross motor skills that at the age of four motor skills can be predicted until reaching school age and pregnancy was not a prediction of the later development of cognitive skills. Kindergarten students are expected to develop their skills numeracy and literacy and other areas will follow later that this is one of the important skills they will learn while following the kindergarten program Duncan (2007) showed another approach to distinguish kindergarten readiness factors and evaluate their importance by determining. which children's creative abilities estimated during kindergarten would anticipate subsequent study and results in mathematics. Work to distinguish factors related to kindergarten status with 6 longitudinal informative indices. Their findings identified kindergarten math and preparation and in-depth analysis as essential long-term indicators, however, they found no effects stemming from social skills or disguised and externalized behavior. We combined measures of motor skills from 3 informative indices and found that motor skills are a very robust indicator of subsequent outcomes. Using one of the collections of information, we also anticipated later science scores and joined earlier evidence of general learning about the physical and social world as an indicator. We found that the General Information Test was by far the most grounded indicator of science and,.