A forward thinker in educational play, Headu embraces Howard Gardner's Multiple Forms of Intelligences to create a more holistic learning experience through play; meticulously constructing the learning value of its games and puzzles to encompass multiple modalities of learning.
DESIGNED IN ITALY, MADE IN ITALY
All Headu's puzzles and games are designed and made in Italy.
THE THEORY OF MULTIPLE INTELLIGENCES
The Theory of Multiple Intelligences was first proposed in 1983 by Dr Howard Gardner, a developmental psychologist and a Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. He theorized that students possess different kinds of ‘minds’ and therefore, learn, remember, perform, and understand in different ways. These learning modalities comprise the verbal-linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, naturalistic, inter-personal and the intra-personal. Where individuals differ is in the varying strengths in each of these ‘intelligences’, and in the ways in which these ‘intelligences’ are invoked and combined to carry out tasks and solve problems.
These very differences in students challenge an educational system that assumes everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Gardner argued that a contrasting set of assumptions is more likely to be educationally effective, as students learn in ways that are identifiably distinctive.
Detractors counter that these ‘intelligences’ are merely traits or talents but it is undeniable that Gardner’s theory has provided a useful theoretical foundation for recognizing the different abilities and talents of students. Indeed, as currently constituted, our educational system is heavily biased toward the linguistic and the logical-quantitative modes of instruction and assessment, possibly precluding children with different skills-sets from a successful and rewarding educational experience.
THE HEADU METHOD
Headu recognises and stimulates children's multiple forms of learning modalities through a variety of innovative teaching devices, organized according to a menu of competencies devised to heighten a child's capacity for permanent learning. Many of its puzzles are oriented not just to stimulate one specific mode of learning but incorporate as many modalities as is feasible to both broaden and deepen a child’s understanding of the problem at hand. With Headu's games and puzzles, learning is not an end in itself, but instead, a means for collecting fresh information, analysing complex contexts, and making conscious decisions. 'Learning to learn' is thus, the core competency that Headu seeks to drive, renewing our own attitudes towards early education in this day and age.