Educators use formal intelligence tests to try and assess
childrens thinking skills. Test helps educators understand and meet
students educational needs First intelligence test was developed by
psychologist Alfred Binet in 1905 Main goal was to help students
with school work 1916- Lewis M. Terman of Stanford University made
a major revision The new test is now called the Stanford-Binet
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Terman developed a mathematical formula that could be used to
give a childs intelligence a number value The Intelligence quotient
(IQ) is the number taken by comparing a childs test results to
those of other children the same age Average of any age is between
90 and 110 IQ tests are comprised of tasks and questions that
correspond to what is expected of children at different ages 2 year
olds test may include blocks, identifying parts of the body,
putting shapes in the same shape holes
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Educators must use IQ tests with caution The National
Association for the Education of Young Children (NAEYC) is
dedicated to improving the wellbeing of children from birth through
age 8 No child's placement in school should be based on a single
test Schools today use several techniques. In the late 1900s, some
IQ tests were criticized for cultural bias Meaning that many of the
test questions favored people from one culture over another
Language differences is one way IQ test makers are helping narrow
the cultural gap
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Psychologist Howard Gardner presented different ways of looking
at intelligence. His argument? Humans have multiple intelligences
Multiple intelligences are abilities in problem solving or creating
materials that high value Gardner identified 8 intelligences Each
person is a blend of intelligences If a child excels in one
intelligence, caregivers can provide opportunities for learning in
that area
LINGUISTIC INTELLIGENCE LOGICAL-MATHEMATICAL INTELLIGENCE
Sensitive to language Ability to learn languages and to use
language to accomplish goals Writers, poets, lawyers have high
linguistic intelligence Ability to analyze problems using logic
Perform mathematical operations Explore issues scientifically
Associated with scientific and mathematical thinking and
research
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SPATIAL INTELLIGENCEMUSICAL INTELLIGENCE Understanding of the
potential use of space Thinking in 3-D terms Imagining things in
clear visual images Architects and landscape designers are among
the careers that rely on this type of intelligence Skill in
performing, composing, and appreciating musical patterns
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BODILY-KINESTHETIC INTELLIGENCE INTERPERSONAL INTELLIGENCE
Potential to use ones body to solve problems Using the mind to
coordinate body movements Physical trainers, physical therapists
Potential to understand the intentions, desires, and motivations of
others Helps teachers, counselors, and religious and political
leaders work better with other people
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INTRAPERSONAL INTELLIGENCENATURALIST INTELLIGENCE Implies the
capacity to understand oneself, including fears, hopes, and
motivations It means having a good working model of ourselves and
using it to control our actions Involves recognizing, categorizing,
and drawing upon the features of the environment
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AgeMilestones 4 YearsComplete sentences (5 to 6 words), makes
up stories, asks the W, W, W, W, W, H questions, understands 3-step
directions, knows colors and shapes, understands same different,
top and bottom 5 Years6-8 word sentences, understands 13,000 words,
learns alphabet and sounds, recalls parts of stories, counts up to
10 objects and sort by size, understands above, below, before, and
after 6 YearsReads words and simple sentences, writes simple words,
solves problems more effectively, plays pretend games, has a longer
attention span, understands right, left and other time
concepts
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Stage between ages 2 and 7 is the preoperational period
Children are directed inward and learn from concrete evidence
Children this age can only view the world from their own
perspective and cannot think in abstract terms Signs of
preoperational thinking: 1. Make-believe play 2. Use of symbols
(stop sign means stop) 3. Egocentric viewpoint (self-centered
thinking) 4. Limited focus Makes decisions on his or her own
perceptions
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Believed that development cannot be divided into neat stages
Learning is based on language and social interaction Children and
peers play key roles in their own education Teachers should
collaborate with students rather than lecturing Students should
collaborate with each other Importance in past experiences and
prior knowledge Necessary to understand new experiences
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Dr. Maria Montessori (1870-1952) studied children and developed
her own theory on childhood learning Her methods are now used at
over 4,000 schools in North America Believed children would learn
naturally if placed in a prepared learning environment containing
the appropriate materials or learning games The Montessori Method
focuses on developing the senses, language and motor skills A
Montessori classroom is one where the children can learn from
themselves and from each other Learning stations arranged by
subject area Teachers allow independence in the classroom sometimes
Montessori teachers receive special training
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Learning from 4 to 6
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Experiences, especially those shared with adults, form the
basis of student learning Talking about their world and experiences
forms connections Positive comments teach vocabulary and encourage
feelings of self-worth Ask questions to make them think about their
experiences in new ways and to help focus play Explanations and
suggestions are also helpful Using age appropriate language, of
course! Asking a childs advice promotes learning How should I fold
these napkins for lunch? Trips and activities Riding a bus, nature
walks, trips to the zoo Helping around the house
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Children that enjoy reading will find learning easier and more
fun Reading to children regularly helps them associate books with
enjoyment Reading together can remain a part of a daily routine
even as they start to read on their own Important factor in
learning to read is the ability to hear phonemes Is the smallest
individual sound in a word Hearing the ou in house Rhyming helps
with phonemic awareness Alliteration is the repetition of certain
sounds and helps with phonemic awareness Collecting words that
begin with the same letter Some research suggest those that are
bilingual find it easier to learn and read Understand printed words
that convey a specific meaning sooner than children that speak one
language
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This age group benefits from working with several art materials
Modeling clay, crayons, paper, paste, paint, and scissors Buttons
and dried macaroni are used often Encourage children to work with
different materials By doing so, you are fostering the creative
process Asking How did you make that or Tell me about your
drawing.
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Rhythm intrigues children Children this age are more aware of
rhythms and enjoy singing simple, repetitive songs A finger play is
a song or chant with accompanying hand motions Music is a great
teaching tool Playing simple musical instruments helps develop
childrens interest in music Bells, drums, tambourines, or anything
that makes noise (old pans, bowls, spoons)
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Children show a rapid increase in their vocabulary A normally
developing 6-year old can understand approximately 2,500 words
Articulation improves dramatically By age 6, children can say 90%
of words correctly Much of this improvement depends on physical
development Some sounds are more difficult to make b,m,p are made
with the lips F and v sounds are made using lips and teeth Most
difficult to make are j, ch, st, pl, th, and sl They require smooth
coordination of lip, tongue, and throat muscles EX: Pwease instead
of please
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Children need to hear language that is specific and rich in
detail Rather than using the word go, encourage children to use
descriptive verbs race, jogs, runs Helping a child describe what
they are seeing can aid in using descriptive verb usage Children
who do not speak English at home may have difficulty when they
begin school Children who move to one part of the country to
another also have trouble (pronunciation) New England, Deep South,
South, Midwest, West Coast, etc.
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Preschool is attended to prepare children for the school
setting At age 5 or 6 most children enter kindergarten The standard
for entering public school is when the child reaches their 5 th
birthday Some schools have a cutoff date such as September 1 st
Schools may require a physical exam In the past, kindergarten was
half-day, now there are full-day options Research shows children
that attend full-day programs perform better in elementary
school
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One study showed that children with high IQs had emotional
problems if they began school before they are ready Other studies
show the opposite Children who start later have problems with
behavior later in their school years Many school systems offer
screenings to help assess a childs readiness They can judge the
childs readiness based on what they observe
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Guidelines: 1. Communicate with Adults 2. Manage Personal Needs
Get dressed or undressed and can use the bathroom without help 3.
Complete a Task Such as finishing a drawing or putting away
supplies 4. Listen Attentively Listen to and answer questions about
a story 5. Follow Directions and Take Turns 6. Be Patient
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Starting kindergarten is a major adjustment for a child School
is generally bigger than preschool with much older children around
Children switching from half-day preschool to a full- day
kindergarten must adjust to longer hours away from home Some begin
riding a bus for the first time Guidelines to help aid in the new
experiences: 1. Be sure the child knows their full name, address,
and phone number 2. Explain what to expect 3. Lots of rest! 4. Let
the child pick their lunch box or backpack and pick out clothes for
the 1 st day 5. Arrange to have play dates before the start of
school if possible 6. Share positive feelings about school
