Abstract
The paper aims to make a systematic analysis of the literature that addresses the relationship between dance and multiple intelligences in order to identify the main theoretical aspects that underpin the design and implementation of educational interventions for institutionalised children to learn dance. This category of children is a permanent concern for specialists in the field of education sciences who are interested in finding the most effective methods and means of training that can support the educational and institutional efforts for the social integration of these children. Following the review of the literature provided by the main databases, a correspondence was made between the types of intelligence described by Gardner (1983) and the effects of dance on these intelligence modalities. The bibliographic analysis had as organisational criteria: multiple intelligences, dance, children at risk and the effects of dance on their growth and development. The correlative analysis has revealed a number of dance characteristics susceptible to have a positive influence on different types of intelligence and can serve as benchmarks in the interdisciplinary design of dance activities in general and dancesport in particular. As a result, the theoretical model presented in this paper represents a methodological benchmark for the implementation of enhanced programmes for the personal development of institutionalised children and the creation of additional conditions for their school and social integration.
Highlights
The study of multiple intelligences is a highly topical issue addressed by specialists in various educational fields, including physical education and sport
Pair or group dance training develops the social intelligence of institutionalised children, which is expressed through social ability, as well as the ability to interact and empathise
The outcomes of participating in dancespecific activities create the prerequisites for obtaining physical, motor, cognitive and socio-emotional benefits
Summary
The study of multiple intelligences is a highly topical issue addressed by specialists in various educational fields, including physical education and sport. The theory of multiple intelligences was soon adopted by teachers specialising in various fields of science, and by education systems interested in increasing their own efficiency Such an approach was clear evidence of surpassing the stage where only verbal and rational intelligences were considered as essential to characterise an individual (Nacakci, 2009). 2020 Volume 11, Issue 4, Supplementary 1 based on the learner’s types of intelligence: optimal learning time, stability of learning outcomes and ability to put into practice the acquired knowledge These modalities delimit distinct methods and means of training that are able to meet the learner’s need for knowledge. Brualdi (1996) shows in a study how a child with highly-developed musical intelligence can learn history by producing various sounds associated with war This explains the quick way in which children can learn different contents if they are presented in different forms.
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