The Unity of Pamplona and Pasacao Preschool Parents Organization towards the

Development of Children’s Multiple Intelligences

Andrey Rose B. Rubio, Aileen Z. Juanillo, Janice L. Justiniana and Maria Hanna B. Rodel

https://orcid.org/0000-0002-4150-7508

aijuanillo18@gmail.com; janicejustiniana@gmail.com; m.rodel20@yahoo.com;

rubioandreyrose@gmail.com

Department of Graduate Studies, University of Nueva Caceres

Naga City, Bicol, Philippines

Abstract

Gardner’s Multiple Intelligences Theory brought massive impact to the educational field for
the holistic development of children. This special project focused on helping parents
understand the importance of knowing their children intelligences, become oriented how
these multiple intelligences incorporated to the new educational system of our country and
the advantage of knowing their children preferred interest would benefit them, especially, for
their brighter and happy future life. To accomplish the project’s purpose, thirty-eight (38)
preschool mothers attended the seminar-workshop that implemented four modules about
parenting styles, orientation about multiple intelligences, creating core group as a support
system and appreciation of God’s gift through mindfulness exercise. The participants filled up
the Multiple Intelligences Survey, MIDAS-KIDS Inventory and Parenting Styles Questionnaires.
Descriptive observational and survey design were used for qualitative analysis of the study.
Almost all of the participants implemented authoritative parenting styles approach but
during group discussion, some participants were discovered of their authoritarian approach
to their children. There were only six mothers knew about multiple intelligences and almost
all of them thought that multiple intelligences were manifested to professional work only.
Knowing about multiple intelligences brought awareness and acceptance of different
intelligences, especially, for their children’s unique intelligences. Mindfulness Exercise helped
the participants learned to concentrate and regained their focus in life.

Key Words: Parenting Styles, Multiple Intelligences, Core group, Mindfulness Exercise

INTRODUCTION

Every child born in this world is
endowed by God with intelligences that
make him/her unique as a person.
Intelligence is the ability to learn from
one’s experiences, acquire knowledge,
and use resources effectively in adapting
to new situation or solving problem. Way
back in century old, educators in France
realized that there were students who
needed more help than others. But
educators needed to identify these
students and French psychologist named,
Alfred Binet was asked by the French
Ministry of Education to design a formal
test of intelligence. Binet and his
colleague, Theodore Simon, discovered
that the key element for testing
intelligence was the child’s mental age,
the average age of a child. Thus, Binet’s
Mental Ability Test was the first formal
intelligence test that developed to help
children for remedial education. Another
American psychologist, Terman, a
researcher from Stanford University,
revised Binet’s test by adding
chronological age and the resulted score
called intelligence quotient, thus, the
Stanfrod-Binet Test was
developed(Ciccarelli & Meyer, 2006).
Many psychologists followed and develop
their own test; however, some
psychologists and researchers discovered
that the existing intelligence tests mostly
focused into two kinds of intelligences:
the linguistic and logical-mathematical
skills (Orosa, 2014). Also, the typical
standard of intelligence test was
measured through pencil and paper test
which used to predict success in school
(Hammond, etc, al., 2003). Researchers
and psychologists proposed definitions
and ways to measure intelligence.
Different views of intelligences arose,
thus, emerged the development of
different theories of intelligences. One of
those intelligence theories which made
massive impact to education was the
Multiple Intelligences Theory of Howard
Gardner.
Howard Gardner, an American
psychologist, tremendously changed the
perspective of human intelligence.
Instead of asking, “How intelligent you
are?” Gardner appropriately emphasized
that it should be, “What is your
intelligence?” He believed that human
composed of natural intelligences that
must be discovered and develop with the
proper stimuli in the environment of the
child. According to him, there were nine
(9) multiple human intelligences:
Visual/Spatial, Verbal/Linguistic,
Mathematical/Logical,
Bodily/Kinesthetic, Musical/Rhythmic,
Intrapersonal, Interpersonal, Naturalist
and Existential (Edukasyon sa
Pagpapakatao 7, 2012; Orosa, 2014).
Gardner’s Multiple Intelligences Theory
considered and valued the individual
divergence of intellectual operation that
earned better appreciation for all
different talents, abilities and preferences
(Orosa, 2014). These nine intelligences
are needed to productively function in a
society.
Though Multiple Intelligences
Theory did not describe nor prescribe
how to organize a curriculum, design
instruction or assess learners, there was
massive impact to the educational field as
most schools started to incorporate in
their school curriculum and some even
start a school using multiple intelligence
approach for the holistic development of
children (Orosa, 2014). Since children do
not learn in the same way, they cannot
assess in the same way. Knowing how
each student learns will allow the teacher
to properly assess the child’s progress
(Herming, 2008). The context of
education and students’ achievement,
multiple intelligences are especially
powerful because they help parents and
teachers understand education
holistically. Gardner said multiple
intelligences persuaded parents to
examine their own ideas and assumptions
about achievement and consider various
parenting styles. This suggestion provides
a powerful lens to analyze multiple
intelligences in the context of secondary
students’ performance (Hersell, 2005).
In Norway, the Multiple
Intelligences were introduced through
media and visiting educators from other
nearby country that was already
practicing Multiple Intelligence such as,
Denmark. It helped Norwegian educators
made more vaguely defined educational
concrete and expand their teaching
practice that reduced the “Knowledge
Promotion” pitfall of teaching for the test,
but teach for life. In Australia, the Multiple
Intelligences had two impacts: 1. they
design of curriculum materials for the
gifted students and regular classroom
settings 2. Providing a means to more
broadly define and identify giftedness in
students across all economic and cultural
groups. In the Special Education, the
teachers moved away from focusing in
the children deficits instead look for
relative strengths. In Asia, particularly in
South Korea, the Multiple Intelligence
Theory contributed the schools to
develop creative, balanced and become
ethical members of the society to their
students as intrapersonal and
interpersonal intelligences were limited
in that country. While in China, due to the
beliefs that developing child’s intelligence
is a responsibility shared by parents, the
Multiple Intelligences educators held
evening classes and weekends for parents
to help understand the multiple
intelligences theory and its application in
the classrooms (Abaquin & Knoop, 2007).
With the prevalence of multiple
intelligences, researchers continued to
investigate how children develop their
intelligences, if it is heredity or nurture by
the environment and if the sexual
differences influences intelligence. Based
on many studies conducted, boys are
generally good in Bodily/Kinesthetic and
Visual/Spatial Intelligences, while girls
are generally good in Verbal/Linguistic
Intelligence that was why girls are
sociable (Ciccareli & Meyer, 2006;
www.encyclopediaofcounseling.pdf)
Parenting styles was also one of the
things to consider as the child was born,
he/she belongs to a family that has
greater influence than peers and society.
The influence of family, especially,
parents are very crucial to the
development of personality, moral values,
growth and development of child’s talents
and skills. Parent, particularly mothers,
can provide positive interactions with
their child to promote positive
development in intelligence and
attachment (Barnard & Solchany, 2002).
Parental involvement in their child
educational process is essential as well as
to their future career in the society.
Parents’ perception of their children’s
intelligence could invest awareness to the
children (Hessell, 2005).
Zahedani, et al. (2016) in a study of
the influence of parenting style on
academic achievement and career path
showed that there was a significantly
positive relationship between parents’
firm parenting style and students’ career
path. Therefore, they concluded that
parents have an important role in
identifying children’s talents and they
should guide their children.
In the Philippines, the perception
of intelligences depends on the college
degrees attained by the child, such as,
medicine, law or engineering. Filipino
parents believed that having professional
degrees considered as success and would
bring a brighter future for their children.
Arts and music were considered hobbies.
Thus, Filipino children were affected the
way their parents’ perceived success and It is for this purpose that the
intelligences. But with the emergence of proponents of this project would like to
Multiple Intelligences Theory, Filipino conduct this study to help parents
educational system was changed and understand the importance of knowing
children were allowed to access more their children intelligences, become
information and be recognized to their oriented how these multiple intelligences
strengths in diverse learning areas. incorporated to the new educational
Finally, intelligence is seen inclusive system of our country and the advantage
instead of exclusive to a few (Abaquin & of knowing their children preferred
Knoop, 2007). interest would benefit them, especially,
for their brighter and happy future life.
The educational system of the
To achieve this purpose, the
Philippines is turned to a new approach,
proponents will start to do such task to
the Enhanced Basic Education Act or K TO
the preschool parents; mostly, mothers
12 Basic Education. This new educational
are the one nurturing the younger
system focuses on the performances of
children. These mothers are struggling to
the students which they could explore
the demanding role as parent, helping
their preferred learning that would reflect
their children to adapt and adjust in the
their intelligences, especially, in choosing
school setting and pressure to other
track to pursue when they reached their
responsibilities. Thus, this seminar
Senior High School years. This helped the
workshop is opportune time to their
child to choose their preferred interest
present situation.
that could lead them to the job they want
to work in the future. In early childhood
This project aims to orient, guide
education, the government required
and strengthen our preschool mothers in
parents to enroll their children in
their significant role by attending
Kindergarten before pursuing elementary
seminar-workshop that focused on
education.
parenting styles, orientation about
multiple intelligences, creating core group
However, despite of the effort of
as a support system and appreciation of
orienting and educating the parents and
God through mindfulness exercise.
students regarding the changes and
advantage of the new educational system
OBJECTIVES
of our country, still many parents and
students do not understand nor
The seminar-workshop aims to
appreciate that this could help them.
help our participants to:
Filipino parents perceived that adding
1. Identify their parenting styles.
two more years to the basic education of
2. Parents discover their own
their children is a burden instead of
multiple intelligences as well as of
directly going to tertiary education. Some
their children’s multiple
parents still believed that children do not
intelligences.
need to enter the Kindergarten instead
3. Organize core group to support the
directly enrolled to elementary.
early childhood education in Day
Care Center.
 4. Appreciate God’s given
intelligences through living a
meaningful life.
METHODOLOGY
The seminar-workshop was one
day activity. The Pamplona and Pasacao
were separately attended the activity. The
consent for conducting seminar-
workshop in each town was approved by
the municipal mayor. The venue for the
municipal of Pamplona was in San Gabriel
Elementary School with twenty-three
(23) participants while in municipal of
Pasacao was in TLDC Building with fifteen
(15) participants. This project used
descriptive observational and survey
design for the qualitative analysis. There
were four (4) modules implemented to
the seminar –workshop. The first module
was entitled, “Knowing Oneself as
Parent”, which had two activities. The
first activity was about parenting styles
and the participants filled up the
Parenting Styles Questionnaires that
identify their parenting approach to their
children. The Parenting Styles
Questionnaire is a Likert-scale consists
four categories of different parenting
styles. In each category, the test taker
need to rate how often such parenting
styles practices. Approximately 20-30
minutes to complete the questionnaire.
The results are used as preferred
parenting styles. After computation of the
questionnaire, group discussion followed
to analyze the result.
Second activity was the Multiple
Intelligences Survey which was the
participants filled up to discover their
own multiple intelligences. The Multiple
Intelligences Survey is a Likert-Scale
consists of ninety (90) activities, skills
and interests that fall to nine (9)
categories of intelligences. Approximately
45 minutes to complete. The results are
used by the parents as reference tools in
knowing his/her multiple intelligences.
The second module was entitled,
“Discovering Intelligences, Guide of a
Good Parent” which the participants filled
up the Multiple Intelligences
Development Assessment Scale Inventory
(MIDAS-KIDS, “My Young Child”). The
Multiple Intelligences Development
Assessment Scale (MIDAS-KIDS, “My
Young Child”) is a Likert-scaled inventory
that consists of eight activities
(intelligences), skills, and interests as it
relates to each child. It inquires about
developed skills and levels of
participation and enthusiasm for a wide
variety of activities in daily life. Each
inventory is written in a fourth/fifth
grade level, takes approximately 25
minutes to complete, and has 70
questions. The results are used by the
parents as reference tools in knowing the
child’s multiple intelligences.
The third module was entitled,
“Unity to contribute for the Community
Progress”, which the participants was
organized as one core group and elected
their organization’s officers. The
participants created their group’s name,
vision, mission and objectives. Then, they
had the oath taking ceremony of the
officers. The organization served as
support system for preschool mothers.
The fourth module was entitled,
“Honoring your Talent, Glorifying the
Lord”, which the participants experienced
the mindfulness exercise and mindfulness
with spirituality. The participants was
able to concentrate and regained focus of
what was really matter in life, letting go of
defeating thoughts, and appreciate
oneself as well as the role of God in their
lives.
RESULTS AND DISCUSSION
Figure 1
Figure 1 shows the percentage of
Parenting Styles of the thirty-eight (38)
participants. The highest percentage of
the participants parenting style was 96%
under authoritative; while the lowest
parenting style was 4% under
authoritarian. No participants fall into
permissive and neglectful parenting style.
One’s parenting style is very important
factor in developing the child’s multiple
intelligences that could reflects in the
child’s talents.
The result of parenting styles
questionnaire made the participants
realized that being too much strict with
their children in disciplining was not good
anymore. They realized that they should
learn to listen to their children first
before being mad and they wanted to be a
good parent to their children. Also, couple
participation in disciplining was shared.
Cherry (2018) stated that it was essential
for father and mother to cooperate as
they blend their different parenting styles
to avoid conflict and children to favor the
permissive parent. Majority of the groups
shared similar parenting styles and
realizations.
Figure 2
Figure 1 shows the results of the
Multiple Intelligences Survey of Pamplona
and Pasacao participants. The highest
rank belongs to Existentialist Intelligence
with 33% of the participants and second
rank belongs to Interpersonal Intelligence
with 22% of the participants. Third rank
is the Logical/Mathematical Intelligence
with 16% of the participants. Fourth rank
belongs to Intrapersonal Intelligence with
8% of the participants and fifth rank has
6% of the participants belongs to Verbal/
Linguistic Intelligence. The lowest rank
composed of three Intelligences: the
Bodily/Kinesthetic, Musical/Rhythmic
and the Naturalist who have 5% of the
participants. No participant belongs to
Visual/Spatial Intelligence.
One very important observation at
the beginning of the seminar workshop
was the participants in Pamplona
Municipality, when a dance video was
played to dance along they were
enthusiastic to dance along without
shyness. While in Pasacao Municipality,
they were hesitant and shy to dance along
to the dance video. After both participants
had the results of their multiple Figure 3
intelligences, it was noted that no
participant in Pasacao belonged to
Kinesthetic and Musical Intelligences.
There were two participants from
Pamplona belonged to Kinesthetic
Intelligence and other two participants
belonged to Musical Intelligence which
the reason why other participants in
Pamplona were influenced to dance
without shyness as these four
participants led their group in dance
video. The speaker explained about
Multiple Intelligences Theory of Howard
Gardner. The participants listened Figure 3 shows the result of the
attentively and kept looking on the Multiple Intelligence Development
results of their survey as the speaker, one Assessment Scales Inventory of the
by one, explained the category of participants from Pamplona and Pasacao
intelligences. The speaker was aware that Municipalities. The highest percentage of
majority of the participants were mothers participants’ perception of their
and some were not working children’s intelligence is the
professionally. Thus, she emphasized to Bodily/Kinesthetic with 42%. Second to
the participants that multiple the highest percentage is the
intelligences was not only for professional Interpersonal Intelligence with 21%,
people but in everyday living (Herndon, followed by 17% of Verbal/Linguistic
2018). Intelligence. The Musical/Rhythmic and
Logical/Mathematical Intelligences are
Majority of the groups shared that both 4% while the lowest percentages of
it was very important to know one’s the children’s intelligences results are
multiple intelligences so that she had Visual/Spatial and Naturalist. The
knowledge about herself, pursued her Intrapersonal and Existential
passion and shared the God’s given Intelligences have not manifest to the
intelligences to benefit her and others parents’ perception of their children’s
(https://en.m.wikipedia.org; multiple intelligences.
www.goodtheraphy.org).
The Multiple Intelligences
Developmental Assessment Scale
Inventory (MIDAS-KIDS) helped our
participants to determine their children’s
multiple intelligences that would serve as
guide for them in creating learning
environment at home and be involved in
their children’s education
(www.multipleintelligencesoasis.org;
Lim, 2014; Lee, 2018).
 TABLE 1

Multiple Intelligences Developmental Assessment Scale

PAMPLONA PASACAO TOTAL
MULTIPLE INTELLIGENCES
Male Female Male Female Male Female

Number of Children 9 14 6 9 15 23

Logical/Mathematical 3 1 2 1 5 2

Verbal/Linguistic 3 2 3 1 6 3

Visual/Spatial 2 1 0 0 2 1

Musical/Rhythmic 0 2 0 0 0 2

Bodily/Kinesthetic 4 6 2 4 6 10

Intrapersonal 0 0 0 0 0 0

Interpersonal 0 3 0 2 0 5

Naturalist 0 1 0 0 0 1

Existentialist 0 0 0 0 0 0

Table 1 shows the Multiple Intelligences Developmental Assessment Scale (MIDAS-

KIDS, “My Young Child”) Inventory result of the participants’ perception of their children’s
multiple intelligences. There are twenty-three (23) children perceive by their parents in
Pamplona Municipality which consist of nine (9) males and fourteen (14) females. In
Pasacao Municipality, there are fifteen (15) children perceive by their parents which
consist of six (6) males and nine (9) females. Only the highest score in the result of the
multiple intelligences is counted. There are children who possess two intelligences because
both intelligences have the same highest scores while other children possess three
intelligences which three intelligences have the same scores. The highest intelligence result
in Pamplona for male is Bodily/Kinesthetic while in Pasacao is Verbal/Linguistic. Both
Pamplona and Pasacao have the highest intelligence results in Bodily/Kinesthetic for
female. The lowest intelligence result in Pamplona for male is the Visual/Spatial while
Pasacao, the lowest intelligences results are Logical/Mathematical and Bodily/Kinesthetic.
Overall, males’ highest intelligences results are in Verbal/Linguistic and Bodily/Kinesthetic
while females’ highest intelligence result is the Bodily/Kinesthetic. The males’ lowest
intelligence result is the Visual/Spatial while females’ lowest intelligences results are
Visual/Spatial and Naturalist.
There were children who possessed two
intelligences because both intelligences
had the same highest scores while other
children possessed three intelligences
which three intelligences had the same
scores (https://www.parentree.in; Lim,
2014; Lee, 2018). Notably, both males and
females were highest score in
Bodily/Kinesthetic but generally, boys
were aggressive physically than girls.
Other surprising results were first, the
male was highest in verbal/linguistic
when generally, they were not good in
verbal skills unlike the girls; second, the
boys possessed better visual/spatial skills
than girls but the result showed that
males’ lowest intelligence was in
Visual/Spatial. But Piaget’s
Preoperational stage emphasized that
preschool age was the time children
develop language and concepts
(www.encyclopediaofcounseling.com).
Several parents commented to the
group sharing that their children were
just in preschool, it would change as the
child’s got older. This was true as the
child grew, cognitive learning develops
and matured. The observation of the
participants to their children’s changes
proven in the Cognitive developmental
Theory of Piaget which described the
different stages of cognitive development
of infancy to adulthood
(www.encyclopediaofcounseling.com).
In the group sharing, the parents
shared their children’s multiple
intelligences and discussed ways to
support the development of their
children’s intelligences. One of the
participants shared that she would
improve her parenting styles since she
learned and realized many things from
the first activity. Another participant
mentioned that she would monitor her
child’s school activities and attend PTA
meeting. Several participants shared that
they would teach their young children at
home to do their school assignments, they
would read story books, and they would
support their kids to join to school
activities, such as, dancing and poster
making contest though it was expensive
(St.John, 2018;
https://learningandthebrain.com).
In Module 3, the participants
focused on the creation of an organization
of parents that united to help their
children’s develop their intelligences that
someday their children would be their
greatest contribution to the progress of
the community. Majority of the
participants came to the seminar-
workshop with their fellow parents
whom they developed friendship as their
children attending the same Day Care
Center, this proven the Propinquity
Theory of Hormes that people formed as
group because the geographical
proximity of the participants (Jao & Tria,
2014).
Notably, those participants who
seemed highly educated, well off, well
dress and oldest to the rest of her fellow
participants led their friends and
confidently talked with other
participants. There were participants who
seemed loner, just followed the group and
enjoyed watching other participants in
leading the group. The different
personalities of these participants could
manifest the one who had the power,
strong influence and who would show
obedience in the group (Forsyth, 2014,
https://www.wilderdom.com/Group.hmt
l).
Duncan (2019) suggested that
mothers should find support system who
is positive people so that she would not
be overwhelmed straight for burned out.
This support system could be other
mothers who are wonderful resource
because they can relate to exactly what
she is going through as a mother. Mothers
could create or join the school parents’
association as group could provide
support, encouragement and other
member of the group could serve as role
model Cherry (2018). Mothers could gain
hope, not alone in her struggles, and be
strengthen that could boost her self-
confident.
During the implementation of first
module, there was an ice breaker activity
which entitled, “Kumusta Ka”, which was
an opportunity to meet five new fellow
participants. This activity let the
participants get to know each other which
characterized Forming, the first stage of
Tuckman’s Theory of Group Development
(Forsyth, 2014; Jao & Tria, 2014).
During the group sharing about
the parental styles and realization, the
participants were grouped into four. Each
group had to choose one to represent the
group in reporting of their group’s
sharing. Several of the participants
encouraged one participant in their group
to become the representative which was
an example of emergent role in the group
(www.wilder.com/Group.html). Other
participants in the group were just
looking, sitting and hesitant to say
something yet to the group. Some
participants refused to be the group’s
representative. This characterized the
Storming Stage of the group because they
did not yet unify to their group members
(Forsyth, 2014; Jao & Tria, 2014).
In group sharing and planning of
their role play for the parenting styles and
intelligences, the participants worked
together and started to like the group
they belonged. Also, the participants
agreed to create an organization with
vision, mission and aims, this
characterized as the Norming Stage of the
group as they volunteer to cooperate with
the group and found similarities of their
situations. Good communication between
members of the group was evident as
they agreed to what they had planned to
report and role to play in the parenting
styles drama (Forsyth, 2014;
https://www.livestrong.com/Lifestyle).
The role play of the parenting
styles and performance of the group’s
intelligences showed the Performing
Stage of Group Development as the group
was involved and exerted effort to make
the group’s effectively done their tasks.
They performed as a team because the
members learned how to work together
for the success of their role play (Forsyth,
2014).
The group cohesiveness showed
when the participants shared and found
similarities in their parenting styles and
intelligences with their group members.
Also, when they created an organization
and swore their oath as member of the
organization, they agreed to do their role
in the organization (Jao & Tria, 2014;
https://www.wilderdom.com/Group.htm
l).
The group resources were visibly
seen as the oldest in the group, the one
with strong influence to the group
because of her strong personality, the
educated, the well off and well dress
became the group’s representative or
leader (Forsyth, 2014;
www.wilderdo.com/Group.html).
 The group norms were showed
when the participants drafted their
vision, mission and aims of the
organization they created (Forsyth, 2014;
Jao & Tria, 2014).
Adjourning Stage happened to the
participants as the objectives of the
seminar-workshop were achieved and the
group was dissolved as the seminar-
workshop ended (Jao & Tria, 2014;
Forsyth, 2014;
www.wilderdom.com/Group.html).
The name of the group is
Organization of Pamplona and Pasacao
Preschool Parents Association (OPPPA).
In module 4, the participants
followed the mindfulness exercise and
mindfulness with spirituality. The
participants, who were all mothers, were
busied taking care of their children and
doing house chores and some are
working. Our participants had no enough
time for themselves since most of the
time they were exhausted of daily
demands of their responsibilities (Scott,
2018).
The Mindfulness Exercise which
instructed the participants to close their
eyes, breathed in and out, naturally, and
observed how the breathings brought the
warm sensations of fresh air entered to
the specified parts of their bodies
(www.mindfulness.pdf; www.script-
mindful-breathing.pdf). The mindfulness
meditation activity helped our
participants to experience awareness in
the present moment and be calm to
acknowledge their feelings, thoughts and
bodily sensations without judgments
(www.mindful.org). Gaining self-
awareness in the mindfulness exercise
verified the Existential Theory that
human is capable of becoming aware to
self and to the things around, thus, lead to
sense of existence (Covey, 2009).
One participant commented that it
was relaxing which reduced her feelings
of burned out to the mother role
(www.positive psychologyprogram.com).
This confirmed Humanistic Theory that
man longs freedom from chaos and strong
need for solitude to appreciate life
(Covey, 2009).
Another participant shared that it
made her heavy emotions became light
within her which confirmed that
Mindfulness Exercise alleviated stress
emotion which confirmed the study of
Donald and Atkins (2016) that
mindfulness reduced stress
(www.positive psychologyprogram.com).
Remarkably, one participant
shared that it was the first time she had a
time for herself as Mindfulness is the
ability to become fully present and
become aware of self (www.mindful.org).
This confirmed the Existential Theory
that being a person is discovering self and
finding sense in existing for becoming
what ought to be (Covey, 2009).
The Mindfulness Exercise with
Spirituality helped our participants to re-
evaluate their personal relationship with
God (www.mindful.ca).
These experiences of the
participants verified the good
combination of meditation and Cognitive-
Behavioral Therapy because it helped the
participants to change their self-defeating
thoughts due to the demands of their
responsibilities and roles in life
(https://www.helpguide.org).
CONCLUSION
In Module 1: Activity 1, the
parenting styles helped our participants
to realize their own weaknesses and
strength as a parent. Majority of the
participants’ approach in parenting styles
was authoritative. The seminar-workshop
about parenting brought awareness on
different parenting styles and learning of
how to become better parents to their
children as their big concern is their
children’s welfare.
In Module 1: Activity 2, the
participants learned about Multiple
Intelligences Theory as they took the
Walter McKenzie Multiple Intelligences
Survey. Through the Multiple Intelligence
Survey, they discovered their own
multiple intelligences and would be
guided how to identify their children’s
multiple intelligences. As the participants
known their own multiple intelligences
and performed, they will be guided to
proper techniques of developing and
enhancing their children’s intelligences.
In Module 2, the inventory
conducted for parents to assess their
perceived intelligences of their children
created awareness of their own
approaches as parents. The participants
gained understanding and appreciation of
their own children’s unique intelligences.
The discussion of parents’
influence and role of raising kids with
multiple intelligences provided our
participants with guide to their role as a
parent. The participants’ learning and
insights were shared in the group sharing
manifested their willingness to be
involved in their children’s development
of intelligences at home and at school.
In Module 3, the group dynamics
experienced by the participants,
especially, in the creation of their
organization, development of
organizations’ vision, mission and aims
helped our participants to realize the
importance of collaborating to each other
and work as team for the betterment of
their children and of the school.
The participants developed
friendship and camaraderie with fellow
preschool mothers. The organization of
the group became a support system of a
mother who had the same experiences
and struggles that could empathize and
help her, especially, when she was burned
out from her responsibility of taking care
children and house chores.
In Module 4, the mindfulness
exercise helped the participants to
become aware of what is really happening
inside of themselves and things around
them. It taught the participants to
appreciate self, letting go of unwanted
emotions that brought suffering which
affect their lives. Most of all, the
participants learn acceptance of self,
things that happened and gained spiritual
perspective that enlightened their
understanding of their responsibilities as
a person, wife, mother, the world she lives
and become reconnected with God. Thus,
the participants become a better person
and parent; They become responsible
member of an organization that
contributes to the betterment of our
society and being daughter of God who
helps to develop the God’s given talents in
themselves, in their children and in the
community that glorify the Lord.
RECOMMENDATION
The proponents highly
recommended this project to the school
guidance counselor, teachers and parents
who nurture and cultivate young
children’s characters and dreams in life.
The parenting styles bring
awareness to the parents and could learn
the proper approaches to their millennial
young children.
The multiple intelligences
emphasize the importance of discovering,
recognizing and supporting their
children’s multiple intelligences which
makes a person unique.
The organization of preschool
parents serves a support group to the
fellow parent, teachers and pupil who
could contribute to the betterment of the
community by helping to maintain,
improve and funding the needs for quality
education in early childhood.
The mindfulness exercise and
mindfulness with spirituality could help
the mental, physical and spiritual well-
being of person by finding sense of
existence and meaning in life.
Modification or improvement of
the four (4) modules in addressing the
needs of the participants in the seminar-
workshop is highly encouraged to do so.
ACKNOWLEDGMENT
This special project was funded by
the four proponents and donations from
the municipal mayors of Pamplona and
Pasacao.
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