Intelligence development in children is an individual job of every adult working and spending time with children. Surely, parents together with professionals working with children should be observing development of an individual child and his interests. All children are different, and yet so similar in their needs. Many scientists, doctors and theorists nowadays have their own views on the development of child intelligence. This thesis describes theories of intelligence development, from the classical period to modern methods of multiple intelligence. As the theories of intelligence development were developing, the ways of measuring intelligence were also changing. Throughout the history of intelligence tests, we get to see how intelligence was perceived by some of the theorists and psychologists. To some of the theorists only the result matters, while in Piaget’s theory the process of getting results is important. After Garner’s discovery that there is no such thing as only one intelligence, questions about multiple intelligence opened up. When an adult is able to properly recognise a certain type of intelligence and accordingly introduce it to a child we are halfway through the successful child’s intelligence development. No person has only one intelligence developed. They are all interwoven with some of them more distinguished than others. Potential lies in every child, and whether it gets activated and how, it depends on several factors. With an overview of each one of the eight intelligence, recommendations and tools are provided for a particular type and these are underpinned with photographs of preschool children. In addition to early stimulation starting from prenatal period, both stimulation and prepared environment are important for the intelligence development in children. Children can get stimulated through a diversity of integrated movements and ways of movement such as yoga for children, tai chi or brain gym.