摘要：AbstractThis study aimed to find out multiple-intelligence (MI) approach for education's impact on cognitive maturity of pre-school children. Research methodology was quasi-experimental with post-test and pre-test design. In this study, independent variablewas a plan written based on MI approach and dependent variable was the rate of cognitive development which was evaluated by Venita Kaul test. Forty female, pre-school students constituted the experimental and control groups. For statistical analysis, we used descriptive data processing and inferential statistics such as: independent and correlated t tests. Applying MI approach in the classroom as a educational method results increasing in all five domains of pre-school children‘s cognitive development with 99% significance.
