"Multiple Intelligences among Kindergarten Children in Jubail Industrial City" Marwa Hassan Adham Samia Mokhtar Shahpo Ph.D. in Special Education Ph.D. in Child Psychology Lecturer in kindergarten department Lecturer in kindergarten department College of Education in Jubail College of specific education Imam Abdulrahman bin Faisal University Zagazig University Research Summary (1) Introduction: Interest in kindergarten is one of the most inferred by the crystallization of community awareness and the sophistication of society, as caring for children is part of the interest in both the present and the future, as children are the most dangerous and important segment of any society. The study of the development of a child's abilities and the development of intelligence was and continues to be one of the areas of great interest in the field of psychology, and until recently mental abilities were a vague focus of philosophical discourse, and the studies did not take the form of a scientific nature, which depends on experimental approach, and thanks to the efforts of scientists The continuous psychology of identifying these abilities, studies have gone beyond the description stage, to the stage of precise scientific identification. The theory of multi-intelligence provides a broader concept of human capacity and contributes to the development of the educational process, emphasizing that the most important contribution that learning can make to the development of children is to direct them to areas that are appropriate for their excellence in terms of satisfaction and competence, and therefore they have created Theory is a strong movement in the direction of developing teaching in general and teaching with the aim of developing intelligence and thinking in particular. Knowledge of the most widespread intelligence, as well as the less widespread or more discouraging has become a pressing necessity, a necessity to get us to put our feet on solid ground, to start on a scientific basis in the preparation of programs and activities suitable for kindergarten children, as confirmed by many studies such as "Lazear", 1992 And a study (Armstrong, 2000) and a study (Sarah Al-Kareem & Basma Al-Helou, 2014). The problem of the research: The problem of research can be formulated in the following questions: 1 - What are the most common intelligence among kindergarten level 3 kindergarten children in Jubail Industrial City? 2- Are there any statistically significant differences in the most common types of intelligence in kindergarten children in Jubail Industrial City due to the sex of the child (male-female)? The significance of the research: 1 - The importance of the current research lies in the importance of the side that addresses the study, as it seeks to study the types of intelligence most prevalent among kindergarten children at the third level in kindergartens Jubail Industrial City. 2 - Stand on the intelligence that needs to develop plans and programs to develop in children. 3- Detecting the existence of statistically significant differences that can be attributed to the sex factor (male-female). The purpose of the research: 1- Identify the most common intelligence among kindergarten children at the third level in the kindergartens of Jubail Industrial City. 2 - Identify the presence of statistically significant differences in the types of multiple intelligences most common in kindergarten children in Jubail industrial city due to the sex of the child (male - female) or not. The sample of the research: The present research was carried out on a sample of 155 male and female children aged 5–6 years with an average age of 5.52 months and a standard deviation of 0.48 degrees. The tools of the research: The following tools were used to achieve the research objectives: 1- General data form for the collection of information on the child, annex (1). 2- Kindergarten Multiple Intelligence Survey Questionnaire, Supplement No. (2). The methodology of the research: The present study followed the descriptive design. The results of the research: The results revealed that the ranking of multiple intelligences according to the degree of prevalence among children was as follows: intra-personal, musical, visual, linguistic, logical, and spatial intelligences. The results showed no statistically significant differences among children due to gender in verbal / linguistic, bodily/ kinesthetic, musical, intra-personal, and social intelligences. However, there were statistically significant differences among children in logical/ mathematical, and visual / spatial intelligences due to gender of the child (male-female).