The Multiple Intelligence Theory indicates that children can be intelligent in ways other than what can be measured on IQ tests.
Core Intelligences
Harvard University’s Howard Gardner proposed in his 1983 book, Frames of Mind: The Theory of Multiple Intelligences, the theory that while conservative descriptions of intelligence, or getting along in the environment basically calculated math, logical and language-based intelligence in conventional IQ tests, there are in fact now eight kinds of “core intelligences,” in each of us.
Many of the standard IQ tests measure forms of cognitive strength and intelligence. The most common instruments are the Wechsler WISC, the Otis-Lennon OLSAT-8, and the Stanford-Binet Intelligence Scales SB5. However, can cognitive ability tests measure intelligences beyond a child’s mathematical and verbal, and perceptual abilities?
While many curricula focus on the conventional problem-solving, writing, reading and mathematical kinds of intelligence measured by the tests named above, some educators and parents understand that children have different levels of intellectual strength within each of their multiple intelligences, and that personalized academic approaches and teaching resources are needed to meet each child’s fortes and weaknesses in each of the core intelligences. In this model, each child has the intelligences; it just becomes a question of how each is developed.
How Can Gifted Children Identified?
If Gardner is correct, many of the assumptions the academic world makes about identifying gifted children need to be expanded. For example, if a child scores in the average range on an IQ test, but plays the piano years beyond her actual age, is this a form of giftedness? Teachers and parents can easily observe that different children are good at some things and not good at others. Gardner refers to these as tendencies, and states that each of these tendencies fits into one of his or her core multiple intelligences.
Imagine what each child likes doing and does well. These are most likely that child’s preferred core intelligences. Is it reasonable to expect that each child is good at every task? Are adults good at all things? The answer is of course, no. Adults tend to choose jobs and professions that match what they “feel” they do well. If these adults are lucky, they will find jobs that makes them happy, because it involves an intelligence in which they are strong.
A good deal of discussion needs to take place in schools and at the federal level if every new form of giftedness is to recognized for possible entry into a program for gifted learners.
Resources:
Kuther, Tara. Multiple Intelligence Theory. May 3, 2001. Suite 101.com.
Parker, Douglas. Professional research.
