Effect of Using the Interactive Approach on Improving Multiple Intelligences of Kindergarten Children in Jordan

This study aimed at investigating the effect of the implementation of the interactive approach on the improvement of Jordanian Pre-school children's multiple intelligence. The problem of the study was identified by the question: Are there any statistically significant differences at (?=0.05) between the performance means an the multiple intelligences test for Pre-School children due to type of approach (interactive traditional) and type of kindergarten (private ? government) The study sample consisted of 95 children (male and female) distributed in two groups: experimental (48 males and females) and control (47 males and females) For this purpose a multiple intelligence test was devised. The relevant validity and reliability were established. Reliability Kronbach Alpha was forwarded to be 0, 91 The findings of the study were as follow: 1. There was a statistically significant difference at (?=.0.01) in favour of the experimental group. 2. No statistically significant differences were found due to type kindergarten or group or interaction between them .This indicates that the results of the implementation of the interactive approach were better than the results of the traditional approach. 3. There were statistically significant differences at (?=0, 05) on all the dimensions (aspects) of the multiple intelligence test based on the study groups except musical intelligence at (?=0.07) in favour of the experimental group. 4. No statistically significant differences were found due to the type of kindergarten and the interaction between the group and the type of kindergarten on all the test dimensions. The study was concluded with a number of recommendallions in light of the findings