perspectives & theories in oshc

Gardner - Multiple Intelligences

Gardner’s Multiple Intelligences helps OSHC educators recognise and respond to the many ways children are capable—beyond “good at school” measures. In this OSHC-ready module, you’ll explore the intelligences in plain language, hear a creative “voice of Gardner” narrative (educational purpose only), listen to educators plan how to apply the lens in programming and interactions, hear an Educational Leader interview on mentoring teams to design inclusive experiences, work through a realistic case study, and complete a critical reflection using the Circle of Change (revised) so learning becomes visible in everyday practice.
Format

Online
Module

Author

Belinda Wright

Duration

45 - 60 mins

Price

$49

About the module

OSHC is full of strengths that can go unnoticed in school-style environments: leadership in games, creativity in making, empathy in friendships, physical confidence, music and rhythm, nature knowledge, storytelling, humour, problem-solving, and deep interests.

Multiple Intelligences gives educators a strengths-based lens to:
  • broaden what counts as “ability” and “success”
  • design experiences that invite participation from different children
  • reduce comparison and deficit talk (“they’re not good at…”)
  • notice hidden strengths—especially in children who disengage from traditional activities
  • build confidence and belonging by valuing diverse ways of being capable
This module supports intentional practice without turning OSHC into school—by using the intelligences as a planning and observation lens, not a label.

Understand multiple intelligences

A clear intro to Gardner’s intelligences and how to use them as a strengths-based lens in OSHC (without labelling children).

See it in practice + leadership

Bring the theory to life through a “voice of the theorist” narrative, educator implementation dialogue, a real case study, and an Educational Leader interview on mentoring inclusive programming and observation.

Reflect → improve

Use the Circle of Change (revised): Deconstruct → Confront → Theorise → Think Otherwise, then consolidate in “What have I learnt?” with one next step to trial.

How this module works

This module follows a consistent, educator-friendly structure:
  • Introduction to Gardner + What is Multiple Intelligences?
    Plain-language overview with OSHC examples: different ways children show capability through play, relationships, creativity, movement, nature, and problem-solving.
  • “Let’s hear from Howard Gardner”
    A short creative narrative where “Gardner” speaks to recognising diverse strengths and designing environments that let them show up (educational purpose only).
  • Educator dialogue: implementing the lens
    A realistic conversation between educators after completing the module—brainstorming how to:
    - plan experiences that invite different intelligences
    - notice strengths in everyday moments (not just structured activities)
    - avoid “typecasting” children (“he’s sporty,” “she’s arty”)
    - use strengths to support inclusion, confidence, and engagement
    - talk about children in strengths-based, respectful language
  • Interview: Educational Leader perspective
    A grounded interview focused on:
    - how an Educational Leader mentors educators to notice strengths (especially in disengaged children)
    - how to design flexible programming that meets diverse interests and capacities
    - how to use MI as an observation lens without turning it into categories or “tests”
    - how to build team consistency in strengths-based documentation and language
  • OSHC case study: strengths and engagement in action
    A realistic scenario where educators rethink a child’s “behaviour” or disengagement through a strengths lens (e.g., a child who avoids craft thrives in building challenges; a child who struggles with group games excels in music/rhythm; a child labelled “bossy” shows leadership intelligence). Learners practise noticing, responding, and planning next steps.
  • Critical reflection (Circle of Change – revised)
    Deconstruct → Confront → Theorise → Think Otherwise to challenge assumptions (e.g., “smart = academic,” “they’re not trying,” “they’re lazy”) and redesign experiences that expand participation.
  • What have I learnt?
    A short consolidation step to name key takeaways and commit to one practical change to trial.
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The “Let’s hear from…” section is a creative narrative designed for educator learning and is not a direct quote from published works.

What educators will be able to do after this module

Educators who complete this module will be better able to:
  • Identify diverse strengths in everyday OSHC moments (not just activities)
  • Plan more inclusive experiences that invite wider participation
  • The skills you need to become a real professional. Thrive in your career.
  • Support children’s confidence by recognising and valuing capability in different forms
  • Reduce deficit talk and shift to strengths-based documentation and reflection
  • Use strengths to support behaviour guidance and belonging (e.g., roles, leadership, contribution)
  • Build consistent team language around “what children can do” and how to extend it

Who this module is for

  • OSHC educators wanting practical ways to design inclusive programs and notice strengths
  • Educational Leaders / service leaders mentoring teams to strengthen observation, engagement, and child confidence through a strengths lens
If you want to increase engagement by valuing different ways children are capable, this module will help.

Belinda Wright

Founder | Director of Learning | OSHCologist | Researcher

I’m Belinda Wright—an OSHC practitioner, leader, and learning designer with almost two decades in the sector. I’ve completed a Graduate Certificate in Education (Learning & Leadership) and I’m currently completing a Master of Education (Learning & Leadership), with research focused on educational leadership in OSHC. This course is designed to make theory practical—so educators can use it to deepen observations, strengthen pedagogy, and improve everyday practice.