إستراتيجية مقترحة قائمة على أنشطة الذكاءات المتعددة لتنمية بعض مهارات الكفايات اللغوية لدى الطالبات معلمات رياض الأطفال
The research aimed to develop some language proficiency skills (speaking-writing) among female kindergarten teachers in the second year by using a proposed strategy based on multiple intelligences activities. The research sample consisted of (50) female student teachers at the Faculty of Education, Arish University. The research tools consisted of: a list of language proficiency skills for female kindergarten teachers, a language proficiency skills test (speaking-writing), a university student bag, and a university teacher's guide. The researcher applied the language proficiency test pre-test, then implemented the proposed strategy, which was presented in the form of a training program based on some multiple intelligences’ activities, then applied the language proficiency test post-test to the members of the research group. The results showed noticeable progress in the language proficiency skills (speaking-writing) targeted in this research among the sample members; as the differences were statistically significant at a significant level of (0.05) and with a large effect size of (0.92). (Published abstract)