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This article is based on the result of the research project Stimulation of neurodevelopment in early childhood children that is carried out at the University Carlos Rafael Rodríguez of Cienfuegos. It responds to the claims of studies to stimulate the integral development of early childhood children in Cuba. In this sense, its objective was to analyze the guide for the exploration of linguistic intelligence in children between five and six years of age, based on the results obtained from the study of the Terré protocol for the evaluation of the potentialities of the multiple intelligences in the infantile neuropotential, with a view to its contextualization. Hence, theoretical methods such as analytical-synthetic and inductive-deductive were used; within the empirical ones the documentary analysis, the interview and the scientific observation. As a result, indicators were obtained for the exploration of linguistic intelligence that are contextualized in the education of children aged five to six years in Cuba and the standards for their application by educators. These elements will allow educators to identify the potentialities of students in this regard and transform their intervention strategies., Este artigo é baseado no resultado do projeto de pesquisa "Estimulação do neurodesenvolvimento" em crianças da primeira infância, que é realizado na Universidade de Cienfuegos "Carlos Rafael Rodríguez". Responde às demandas dos estudos para a estimulação do desenvolvimento integral da primeira infância em Cuba. Nesse sentido, pretende apresentar um guia para a exploração da inteligência linguística em crianças de cinco a seis anos de idade, com base nos resultados obtidos no estudo do protocolo Terré para avaliação das potencialidades das inteligências. neuropotencial infantil, com vistas à sua contextualização. Para tanto, foram utilizados métodos teóricos como analítico-sintético e indutivo-dedutivo; dentro dos empíricos, a análise documental, a entrevista e a observação científica. Como resultado, foram obtidos os indicadores para a exploração da inteligência linguística, que são contextualizados na educação de crianças de cinco a seis anos em Cuba e os padrões para sua aplicação pelos educadores. Esses elementos permitirão aos educadores identificar o potencial dos alunos nesse sentido e transformar suas estratégias de intervenção., El presente artículo parte del resultado del proyecto de investigación "Estimulación del neurodesarrollo" en los niños de la primera infancia, que se lleva a cabo en la Universidad de Cienfuegos "Carlos Rafael Rodríguez". Responde a los reclamos de los estudios para la estimulación del desarrollo integral de los niños de la primera infancia en Cuba. En tal sentido, tiene como objetivo presentar una guía para la exploración de la inteligencia lingüística en los niños de cinco a seis años de edad, basada en los resultados obtenidos a partir del estudio del protocolo de Terré para la evaluación de las potencialidades de las inteligencias múltiples en el neuropotencial infantil, con vistas a su contextualización. De ahí que se emplearon métodos teóricos como el analítico-sintético y el inductivo-deductivo; dentro de los empíricos el análisis documental, la entrevista y la observación científica. Como resultado se obtuvieron los indicadores para la exploración de la inteligencia lingüística, que se contextualizan en la educación de los niños de cinco a seis años en Cuba y los estándares para su aplicación por parte de los educadores. Estos elementos permitirán a los educadores identificar las potencialidades de los educandos en este sentido y transformar sus estrategias de intervención.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners. The anatomy of language developmentcan help in understanding how linguistic behavior is developed and shaped later on in children’s lives. At the same time, it can be an indicator of how language and literacy develop at different stages. This awareness about the process of language developmentcan eventually help educators in providing necessary ingredients and creating conducive conditions for nurturing students’ linguistic and academic skills in schools and beyond.

The study analyse the multiple intelligence skills of LIS professionals in working government and private universities in Tamil Nadu. Data were collected through questionnaire method. Totally 441 questionnaire were collected from 114 in traditional, 291 in Professional and 36 in Multi-discipline subjects. The study reveals that the private universities LIS professionals are more compare than government universities. The respondents from Government Universities are better skilled than their counterparts from private universities in all the 17 linguistic intelligence skills. Both government and private ranked first in the statement better stock verification. It is also clearly understand the respondents of Government universities are better skilled than their counterparts at private universities in respect of their bodily-kinaesthetic intelligence. The study found that in the statement “I enjoy working with other LIS professionals” ranked with first both government and private universities in the Interpersonal Intelligence skills. A well equipped library professional good at many skills is an asset any institution he/she works in. His/her multiple intelligence skills may bring drastic changes and positive impacts both in the library landscape and library services. The study suggested that professional bodies / learned societies in the field of library and information science may join hands with universities and other non-governmental organizations to organize various soft skills / multiple intelligence skills training programmes taking a survey beforehand. A well groomed library professional good at many skills is an asset any institution he/she works in. His/her multiple intelligence skills may bring drastic changes and positive impacts both in the library landscape and library services.

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator., El Aprendizaje basado en Juegos (AbJ) es una metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los usuarios adquieran aprendizajes de forma motivadora. Aquí, se evalúa el Proyecto Jugar para Aprender, orientado a promover el uso de serious games y juegos digitales para potenciar el desarrollo de las Inteligencias Múltiples (IM), que involucró a 119 escolares de primaria. Los docentes evaluaron el nivel registrado por los alumnos en cada inteligencia, antes y después de participar en el proyecto, utilizando un instrumento cualitativo. Finalmente, tras el análisis correspondiente, utilizando técnicas estadísticas descriptivas, correlaciones bivariadas y ANOVA, los resultados muestran diferencias significativas entre los niveles alcanzados por el alumnado en las inteligencias lógico-matemática, naturalista y lingüística.

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator., El Aprendizaje basado en Juegos (AbJ) es una metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los usuarios adquieran aprendizajes de forma motivadora. Aquí, se evalúa el Proyecto Jugar para Aprender, orientado a promover el uso de serious games y juegos digitales para potenciar el desarrollo de las Inteligencias Múltiples (IM), que involucró a 119 escolares de primaria. Los docentes evaluaron el nivel registrado por los alumnos en cada inteligencia, antes y después de participar en el proyecto, utilizando un instrumento cualitativo. Finalmente, tras el análisis correspondiente, utilizando técnicas estadísticas descriptivas, correlaciones bivariadas y ANOVA, los resultados muestran diferencias significativas entre los niveles alcanzados por el alumnado en las inteligencias lógico-matemática, naturalista y lingüística.

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator., El Aprendizaje basado en Juegos (AbJ) es una metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los usuarios adquieran aprendizajes de forma motivadora. Aquí, se evalúa el Proyecto Jugar para Aprender, orientado a promover el uso de serious games y juegos digitales para potenciar el desarrollo de las Inteligencias Múltiples (IM), que involucró a 119 escolares de primaria. Los docentes evaluaron el nivel registrado por los alumnos en cada inteligencia, antes y después de participar en el proyecto, utilizando un instrumento cualitativo. Finalmente, tras el análisis correspondiente, utilizando técnicas estadísticas descriptivas, correlaciones bivariadas y ANOVA, los resultados muestran diferencias significativas entre los niveles alcanzados por el alumnado en las inteligencias lógico-matemática, naturalista y lingüística.

Today’s frontier is knowledge. Brain has taken precedence over brawn; our physical struggle for existence has been replaced by intellectual struggle, and knowledge of words has become the most valuable tool for this struggle. Words are the very cornerstone of any language. With a good vocabulary, which indicates scope of knowledge, we can grasp the thoughts of others and be able to communicate our own thoughts to them. As Stahl (1999) argued, discussion of words is discussion of knowledge of the world, and knowledge of the world is knowledge of who we are and where we stand in the world. Also, the importance of words in foreign and second language learning is beyond question. Vocabulary knowledge is one of the language skills crucial for fluent language use (Nation, 1993). Vocabulary size is an indicator of how well the second language (L2) learners can perform academic language skills such as, reading, listening, and writing (Bear, Invernizzi, Templeton and Johnston, 2008; Treiman and Casar, 1996). Numerous studies have documented the strong and reciprocal relationship between vocabulary knowledge and reading comprehension (Baker, Simmons, & Kame’enui, 1995; Beck, McKeown, & Kucan, 2002; Graves, 2000; Stahl & Fairbanks, 1987;) as well as general reading ability (Stanovich, Cunningham, & West, 1998). Likewise, Saville-Troike, (1984) concluded that vocabulary knowledge is the single best predictor of students’ academic achievement across subject matter domains. Also, there is a strong agreement among researchers that promoting vocabulary growth is an important and often neglected component of a comprehensive reading program (Baumann & Kame’enui, 2004; National Reading Panel, 2000; Vaezi & Fallah, 2010).

Today’s frontier is knowledge. Brain has taken precedence over brawn; our physical struggle for existence has been replaced by intellectual struggle, and knowledge of words has become the most valuable tool for this struggle. Words are the very cornerstone of any language. With a good vocabulary, which indicates scope of knowledge, we can grasp the thoughts of others and be able to communicate our own thoughts to them. As Stahl (1999) argued, discussion of words is discussion of knowledge of the world, and knowledge of the world is knowledge of who we are and where we stand in the world. Also, the importance of words in foreign and second language learning is beyond question. Vocabulary knowledge is one of the language skills crucial for fluent language use (Nation, 1993). Vocabulary size is an indicator of how well the second language (L2) learners can perform academic language skills such as, reading, listening, and writing (Bear, Invernizzi, Templeton and Johnston, 2008; Treiman and Casar, 1996). Numerous studies have documented the strong and reciprocal relationship between vocabulary knowledge and reading comprehension (Baker, Simmons, & Kame’enui, 1995; Beck, McKeown, & Kucan, 2002; Graves, 2000; Stahl & Fairbanks, 1987;) as well as general reading ability (Stanovich, Cunningham, & West, 1998). Likewise, Saville-Troike, (1984) concluded that vocabulary knowledge is the single best predictor of students’ academic achievement across subject matter domains. Also, there is a strong agreement among researchers that promoting vocabulary growth is an important and often neglected component of a comprehensive reading program (Baumann & Kame’enui, 2004; National Reading Panel, 2000; Vaezi & Fallah, 2010).