Download - Multiple Intelligence in Children
HMCay 2013-20141st Semester
Trends and Issues
Prepared by:
BEEd-ECE IV
June 24, 2013
Abstract th
ought Understanding
Self-awareness
Communication
Reasoning
Learn
ing
Having emotional
knowledge
Reta
inin
g
Plann
ing
Pro
ble
m s
olv
ing
intelligenceis the ability to learn
about, learn from, understand, and interact with one’s environment
Abstract th
ought Understanding
Self-awareness
Communication
Reasoning
Learn
ing
Having emotional
knowledge
Reta
inin
g
Plann
ing
Pro
ble
m s
olv
ing
For learning to occur,
focusing on the strengths and skills of
the child gives the child
motivation and
opportunity to learn in the
ways that the child learns
BESTChildren’s different strengths may influence how children make sense of the world.
There are several key points in the Multiple Intelligences theory
that are worth mentioning.
Some individuals possess higher levels of certain intelligences than others do but most importantly, most of us are highly intelligent in some, modestly
intelligent in some and underdeveloped in the rest (Armstrong, 1994).1st every individual possesses all eight
intelligences.
2nd Everyone has the capacity to learn or become better in a certain intelligence
by instruction and encouragement (Armstrong, 1994).
most people can develop each intelligence to a certain level of competency.
3rd intelligences usually work together in complex ways. They are always interacting with one another (Armstrong, 1994).
4ththere are many ways to be intelligent within each category.
There is a great diversity of ways in which individuals can show us their intelligence within each intelligence (Armstrong, 1994).
Children smartcharacteri
sticsabilitie
s
and their
and
Verbal-Linguistic“Word Smart”
These are children with strong Verbal-Linguistic intelligence have a propensity to produce language and sensitivity to the nuances, order and rhythm of words.
Professionals with strong
VL intelligence will be
writers, public speakers,
teachers, and actors.
These students lve to read, write and tell stories. They have good memories for names, places, dates and trivia.
The writer/speaker
Some historical examples include
Charlton HestonAbraham LincolnUS Vice Presidentlawyer, politician
T.S. Elliotpublisher, playwright,
literary and social critic and "one of the twentieth century's major poet”
theatre and television actor political activist
Math-Logical“Number Smart”These children have the ability to reason deductively and can recognize and manipulate abstract patterns or relationships. They can easily solve simple problems, decipher and decode simple challenges, perform science experiments, participate in complicated board games or even take part in complex problem solving scenarios.
As they grow old, they may
become potential scientists,
mathematicians, computer
programmers, lawyers or
accountants
The scientist
Some historical examples include
Alexander Graham Bell
Albert Einsteingreat physicist and
mathematician
Nicolae Teslainventor, electrical
engineer, mechanical engineer, physicist, and
futurist
eminent scientist, inventor, engineer and innovator
Visual/Spatial“Picture Smart”These are children have the ability to create visual-spatial representations and can transfer them mentally or concretely. Students who exhibit this intelligence need a mental or physical "picture" to understand the information being presented. They like to draw and paint objects and figures. He or she may also like to design and solve complex pattern related problems.
typically they become graphic
artists, architects,
cartographers and sculptors as
they grow
The Builder
Some historical examples include
Bobby FischerFrank Lloyd Wrightarchitect, interior designer,
writer and educator
Pablo PicassoSpanish painter, sculptor, printmaker, ceramicist,
and stage designer
American chess grandmaster and the eleventh World Chess
Champion
Musical“Music Smart”
Children with strong Musical intelligence have great sensitivity to
the rhythm of sounds (e.g. pitch, timbre, composition). They like to
sig, hum, play, participate in musical events, play musical
instruments and compose songs and lyrics.
enjoy listening to music
and may ultimately
work as singers,
songwriters,
composers, or even
music teachers
The Composer
Some historical examples include
Wolfgang Amadeus Mozart
Ludwig van Beethoven
German composer and pianist
Johann Sebastian Bach
German composer, organist, harpsichordist,
violist, and violinist
prolific and influential composer of the Classical
era
Bodily-Kinesthetic
These children gravitate towards athletics; however, they also
may use their bodies to solve problems, or convey ideas and
emotions.
BK intelligence will include
athletes, surgeons, dancers and
even inventors
The Athlete
He or she is very versatile in acting, mimicking or even moving from one place to the other. They like to make a number of things and enjoy activities like sports, dancing and drama. They may be a quick learner as well.
They are good at physical activities, have good hand-eye coordination and
may have a tendency to move around a lot while expressing themselves.
“Body Smart”
Some historical examples include
Andre Agassi
Michael Jordan professional basketball player,
entrepreneur
Tiger Woods American professional golfer
American retired professional tennis player
Interpersonal“People Smart”
These children work effectively in a group and understand and
recognize the goals, motivations and intentions of
others. Students with this intelligence thrive in
cooperative, group work situations and are skilled at communicating, mediating and negotiating. They can
easily mix and gel with others.
Professionals in this
intelligence may be
teachers, therapists, and
salespeople
The Peacemaker
Some historical examples include
Ronald ReaganMohandas Gandhipreeminent leader of
Indian nationalism
Mother Theresa founder of the
Missionaries of Charity40th US president, radio, film and television actor
Intrapersonal“Me Smart”
Children who are strong in the Intrapersonal intelligence have the
ability to understand one's own emotions, goals and motivations.
These students have good instincts about their strengths and abilities. With this intelligence, they may be very adept at socializing with other people. They may be too extrovert by showing a sense of friendliness to others. They may want to lead
people and support other in the group.
This intelligence will be highly
developed in professionals who
work as philosophers,
psychiatrists or religious
leaders
The Philosopher
Some historical examples include
Sigmund Freud
Eleanor Roosevelt"First Lady of the World" in tribute to
her human rights achievements
founding father of psychoanalysis
Naturalist“Nature Smart”
This type of intelligence may make your child like working with living things like
animals, pets, plants and other creatures. They may also like to be alone with the
natural objects and things. This intelligence signifies that your child is
nature smart and interested in world of plants, animals and enjoys learning more
about them.
Some professions with
focus on this
intelligence will
include forest rangers,
botanists, farmers and
biologists
The Earth-lover
Some historical examples include
Charles Darwin John Muir naturalist, author, and early advocate
of preservation of wildernessEnglish naturalist
One little known part of MI theory suggests that each of the intelligences has its own developmental trajectory through the life
span.
Music seems to develop earlier than any of the
intelligences. We see five year olds performing and composing music (like Mozart). Music also stays robust until late in life. Eubie Blake, Igor Stravinsky, and Leopold Stokowski were all still musically active well into their eighties.
One little known part of MI theory suggests that each of the intelligences has its own developmental trajectory through the life
span.
We don’t see five-year-olds creating their own mathematical theorems. We DO see teenagers creating unique systems of mathematical thought. Blaise Pascal was sixteen when he came up with some ideas that are still used today by mathematicians. It seems that the most creative time for mathematicians is in adolescence and early adulthood. It’s been said that if a person hasn’t made an original contribution to math by the age of forty, he or she never will.
Logical-mathematical intelligence doesn’t develop as early as music but develops pretty early in the lifespan
One little known part of MI theory suggests that each of the intelligences has its own developmental trajectory through the life
span.
bodily-kinesthetic intelligence like Olympic-level gymnast may be over the hill at the age of eighteen
If you’re in midlife and want to reach high levels of accomplishment, then consider
linguistic, interpersonal, or intrapersonal intelligences.
Language Skills Linguistic
0-5 years 5 years to puberty
Decrease with time
Intelligences Wiring Window Enhancement Lifespan
Thinking Skills L-M Linguistic Naturalist
0-48 Months 4 years to puberty
Decrease over time
Physical Skills BK Spatial
0-24 months 2 years to puberty
Decrease over time
Music Skills Musical
0-3 years 3 to 10 years Decrease with time
Social Skills Interpersonal
0-48 months 4 years to puberty
Increase with practice
Emotional Skills Intrapersonal
0-48 months 4 years to puberty
Increase with practice
Developmental TrajectoryWindows of Opportunity
Albert Einstein was four years old
before he could speak and seven
before he could read.
Beethoven's music teacher
once said of him, "As a composer,
he is hopeless"
A newspaper editor fired Walt Disney because he had "no good ideas"
Abraham Lincoln entered the Black Hawk War as a captain and came out as a private.
Thomas Edison's
teachers told him he was too
stupid to learn anything.
Louisa May Alcott was told by an editor that she would never write anything that had popular appeal.
Mis
unders
tood
His
tori
cal Fi
gure
s
Children are like crayons. No matter what color, what size, what shape, what condition or how old they may be, both are capable ofbeautiful things when given a lovinghand to guide them.
Happy teaching! :)
References:http://scholar.lib.vt.edu/theses/available/etd-05032002-161255/unrestricted/Sonia_Thesis.pdf
http://wonderfulyearskindergarten.blogspot.com/2012/04/8-multiple-intelligences-in-children.html
http://infant-ssy-program.blogspot.com/2008/09/understanding-gardners-multiple.html
http://accessguide.doe.louisiana.gov/Literacy%20Library/Schiller%20Multiple%20Intelligence%20in%20the%20Early%20Childhood%20Classroom.pdf
http://institute4learning.com/blog/2012/08/23/multiple-intelligences-and-human-development/