Multiples Intelligences

Dr. Howard Gardner, director of Project Zero and professor of psychology and educational sciences at the University of Harvard has since 1993 proposed his theory of Multiple Intelligences. Through this theory Dr. Gardner concluded that intelligence is not innate and fixed that dominates all the skills and problem solving skills that humans possess, determined that the intelligence is located in different areas of brain, interconnected and which may also work individually, having the property of fully developed if find an environment which provides the necessary conditions.

For the first time in 1993, Gardner said there are seven intelligences. These are: verbal-linguistic, logical-mathematical, physics-kinesthetic, spatial, musical, interpersonal and intrapersonal. Then based on recent studies established that there are more minds: the naturalist, the spiritualist, the existential, the digital and others.
Educators who do educational projects with the Seven Multiple Intelligences Naturalist intelligence have been incorporated as the eighth of them.
Let's look at each:
• Linguistic intelligence-verbal: the ability to use words effectively, by manipulating the structure or syntax of language, phonetics, semantics, and its practical dimensions.
It is in the children who love to write stories, read, play with rhymes, tongue twisters and in learning other languages ​​easily.
• The physical-kinesthetic intelligence: the ability to use the body to express ideas and feelings, and its special coordination, balance, dexterity, strength, flexibility and speed as well as proprioceptive and tactile.
She was seen in children who excel in sports, dance, movement and / or construction work using various concrete materials. Also in those who are skilled in the execution of instruments.
• logical-mathematical intelligence: the ability to do math, logical patterns and relationships effectively, and other functions and abstractions of this type.
Children who have developed approaches and easily analyze problems. They approach the numerical calculations, statistics and budgets with enthusiasm.
• Spatial intelligence: the ability to assess with certainty the look and space, to represent graphically the ideas, and raise the color, line, form, shape, space and their interrelationships.
It is in the children study better with charts, diagrams, tables. They like concept mapping and mind. Well understood plans and sketches.
• Musical intelligence: the ability to perceive, distinguish, process and express the rhythm, timbre and pitch of musical sounds.
Children demonstrate that they are attracted by the sounds of nature and all kinds of melodies. Enjoy following the beat with his foot, hitting or shaking an object rhythmically.

• Interpersonal intelligence: the ability to distinguish and perceive the emotional states and interpersonal signs of others, and respond effectively to such practical actions.
The children have enjoyed working in groups, which are convincing in their negotiations with peers and adults, who understand your partner.
• Intrapersonal intelligence: the ability of the autoinstrospección, and act accordingly on the basis of this knowledge, to have a successful self-image, self-discipline and ability, understanding and love.
The evidence of children who are thoughtful, reasoning usually successful and peer counselors.
• Naturalist intelligence: the ability to distinguish, categorize and use environmental elements, objects, animals or plants. Both urban and suburban environment or rural. It includes the skills of observation, experimentation, reflection and questioning of our environment.
It occurs in children who love animals, plants, which recognize and investigate features like the natural world and the manmade.
How much intellectual ability, and how much we own development capacity, however, when analyzing the curricula taught in many institutions and force students to follow the children, we note that simply focus on the prevalence of linguistic and mathematical intelligences giving minimal attention to other possibilities of knowledge. Which is why many students who do not excel in the mastery of traditional academic intelligences, are not recognized and thus diluting its contribution to cultural and social level, and some even think they are some failures, when in reality they are suppressing their talents.
For the above described, then we know that there is no general intelligence to grow or stagnate, but a cast multiple aspects of intelligence, some much more sensitive than others to changing stimuli.
Today we speak of development of the child, ie including all aspects of development (physical, sexual, cognitive, social, moral, language, emotional, etc..), This is based on the theory of the Development of Intelligence Multiple.
There are two key types of extreme experiences in the development of intelligence that is important to consider the experiences crystallizing and paralyzing experiences. The first, crystallizing experiences are milestones in the personal history, key to the development of talent and skills in people. Often these events occur in early childhood. These experiences are what ignite the spark of intelligence and begin to develop to maturity.
On the other hand there are paralyzing experiences as consideration for the above, relate to those experiences that block the development of intelligence, are full of negative emotions, able to slow the normal development of intelligence. Feelings of fear, shame, guilt, hate, from growing intellectually. Probably so, that after this experience a child decides not to come closer to a musical instrument or draw more because I decided that "do not know."
The Theory of Multiple Intelligences has impacted those who are involved in one way or another in the teaching-learning process. In many cities in the United States, Puerto Rico, Philippines, Singapore and Europe, there have been schools where they carry out activities aimed at developing different intelligences that the individual possesses.
There is already talk of "Multiple Intelligences School" where students learn and grow stronger intellectually through a curriculum that instead of emphasizing the teaching through the minds, schools emphasize teaching "for" intelligence. Students are motivated to help them achieve the goals they have set out to achieve.
Teachers develop teaching strategies that take into account the different possibilities of acquiring knowledge that the child has. If this does not include through intelligence that chooses to tell, consider that there are at least seven different paths to try.
Parents are actively involved in planning activities that help enrich the curriculum and attend meetings to discuss the progress of their children and encourage home, understand and encourage their children to develop their skills.
This opens up from the Theory of Multiple Intelligences a break with old paradigms of teaching.