Child Development

Describe the characteristics of a “typical” one year old. Include physical, cognitive and emotion/social development (basic emotions, temperament, nature versus nurture). Compare and contrast two children’s developmental domains (social, cognitive, physical), one from an enriched environment and one from a deprived environment. Describe how these two children might differ in first grade Typical one year old children tend to have similar characteristics; however some may be above or below the average in size, social development, or emotional development.

Typical one year olds are approximately just under 3″ in height and weigh just over 20 pounds. Most one year olds still have the chubby baby look rather than that of a 2 year old. The typical one year old has developed teeth and the brain is growing rapidly so the head size increases. Cognitive development of a one year old should be that of many things. Typical one year olds memory has become strong. They recognize when another person has left the area and wait for the return. They also should be using their thought process when they play; for example putting toys in a bucket utilizing the bucket as a container.

The one year olds also start to understand and use gestures such as waving, blowing kisses, shaking hands etc. The cognitive development shows a lot about the way that mental function and action are linked. Emotional and social development for a typical one year can be very complicated. One year olds are given the opportunity to leave their parents side as they can be mobile. This can cause excitement, fear, anxiety, and happiness for children. This allows the children to experience social skills and emotional connections as well. Another part of a one year olds typical emotional/social development is attachment.

One year olds tend to have strong attachments to certain people and may cry or get angry is separated. One year olds have many different emotions developing at the time. Social skills are part of emotions and are as well being developed. Children from and enriched environment versus a deprived environment can greatly influence development. Physical development may be hindered due to malnutrition of a deprived child. Cognitive development may also be hindered due to not being able to explore and put the brain to work by a deprived child. Enriched environments tend to have toys, book, educational tools etc. hat can really develop strong cognitive skills. As far as emotional and social skills; all one year olds have a range of emotions. Enriched environments may have a more nurturing environment and may be more content. Versus a deprived child that may suffer and may be very whiny or the opposite and have no connection to a parent at all. In the future (1st grade)  for the deprived child they may struggle with structure, may be small in size and may have learning difficulties compared to that child that was raised in an enriched environment.

The student that was raised in an enriched environment may be socially acceptable and may be right up to par with the educational levels. Students that don’t have access to proper learning tools as a one year old may be slower in learning. This is not always the case however; I strongly believe that all students are very different and sometimes environment does not always predict the certain future of a student. Physically, most one year olds have very similar characteristics. From the time of birth through the end of the first year of life, toddlers more than double in height.

Most one years olds measure on average at 32 inches which takes place in spurts. However, the physical growth can take place differently for each child as some grow at a faster rate or measure differently within a spurt. Ethnicity,gender, and nutrition also play a role in the physical development in children. Interestingly, the brain is closest in adult size at birth than any other organ. The two separate hemispheres begin immediately responding to external stimuli and develop. Because of the development of the brian the first year becomes the most important at introducing and developing the child.

The cognitive development rely’s mostly in Piaget’s theory that the development of a child within the first year begin accidentally. As the child learns they have manipulated a situation they quickly begin trying to react the skill. As Piaget theorized this development later after birth, additional research reflects this circular process to begin from the time of birth. However, most one year olds are beginning to walk and they are developing language skills. Most one year olds immitate behaviors and they enjoy exploring cause and effect relationships.

The emotional and social development is influenced by the theory of Erik Erikson. Erikson supported a nurturing environment as the beneficial component of the emotional and social development of children. From the time of birth children need balance of care including a loving, caring, and supportive environment. This balance in parental and caregivers creates an environment of trust. At one year, babies have mastered the basic emotions of happy, sad, and angry. By one year babies have begun to recognize fear and can also interpet the emotions of others.

The difference between two children that reside in an enriched environment and a deprived environment can be drastically compared. The child that resides in an enriched environment will most likely receive the best nutrients to allow the body to physically develop. The child will be provided a secure and enriched environment that allows them to explore, and immitate many experiences for cognitive development. An enriched environment will most likely have two parents that emotionally support, love and nurture the child. This child will learn to trust and rely on others to help with emotional development.

The child will most likely utilize their full potential. A child that resides in a deprived environment will most likly suffer from malnutrition. This will cause the child to be physically underdeveloped. If the child remains malnurished the child could suffer long term physical complications, and health issues. A deprived child will be limited to the experiences that are needed for growth in learning and development. The child could suffer from learning disabilities that deprive their attention spans and cause damage their ability to interpet their surroundings.

The child in a deprived environment will also suffer long term emotional effects. The child that is not provided a nurturing environment will develop a distrust towards others and lack the ability to emphasize with others. This child may also suffer from an irrational temper and not develop the ability to learn to control their temper. If these two children were to be compared in the first grade you would see a child from an enriched environment that is eager to learn and try new experiences. However, a deprived child will most likely be withdrawn and reluctant to learning new skills.

References: Berke, L. E. , Allyn, ;amp; Bacon (2008). Infants, Children, and Adolescents (6th ed. ). : Pearson Education, Inc. Should you be concerned if a first grade student has an imaginary friend? Support your answer. Using Vygotsky’s theory (Zone of Proximal Development, Scaffolding, Inner Speech), explain how a classroom teacher would assist a child to succeed in the following areas: reading, social interaction, and play Children have imaginary friends. Sometimes those friends can be human or an animal. Children could talk with these friends or even color or draw with them.

I do not think that anyone should be concerned especially if the child is young. These imaginary friends can be good companionship for the children. The imaginary friends help the child with creativity and imagination. When children become older they tend to lose their imaginary friends. Imaginary friends are an important psychological healthy function. Children with the imaginary friend have an advance auditory and comprehension skills and this is an important part of a psychological development and enhances his or her thinking and the ability to control his or her behavior.

According to Vysotskys theory “children should be challenged, but teachers or parents should give much support so the child does not become frustrated. ” According to Vysgotskys theory “learning is a proximal development. ” If a teacher is helping a child and a child cannot complete a skill he or she is trying to learn alone. For the child to finish, the social interaction between the child and the adult will help the child complete the skills he or she is learning. A child depends on the guidance. A teacher guides learners with explanations, demonstrations, verbal prompts, and fostering cognitive development. Inner speech guides the hild through thought processes. With scaffolding Teachers should help the students become independent and problem solvers. Children should interact with the world around them and then the child will eventually understand. If I had a first grade student who had an imaginary friend, I would not be concerned unless he or she is showing concerned behavior, such as yelling or screaming to the imaginary friend. According to Allyn and Bacon (2008), “Children with an invisible playmate typically treat it with care and affection and say it offers caring, comfort, and good company, just as their real friendships do” (p. 23). If the first grader had an imaginary friend and was showing care and affection towards the imaginary friend, I would look at this as a good thing. Make-believe play contributes to children’s cognitive and social skills. This type of behavior promotes creativity, the act of controlling one’s own behavior, and taking another’s perspective (Allyn & Bacon, 2008). Using Vygotsky’s theory, a classroom teacher would assist a child to succeed in the following areas of reading by reading aloud.

Vygotsky’s theory states “cognitive processes, including controlled attention, deliberate memorization and recall, categorization, planning, problem solving, and self-reflection” (Allyn et al. , 2008, p. 334). This type of learning process with reading aloud will allow the child to deliberate memorization and recall. Comprehending is an important part of reading. If reading aloud will assist a child with comprehension, then this is the technique to use. In social interaction, a classroom teacher would assist a child to succeed with interacting with his or her peers.

If there is a difficult problem the student cannot solve, collaborating with other students who might understand the problem and can interpret it for better understanding would be beneficial. This social interaction also brings new ideas that assist a student with cognitive development. In make-believe play, the teacher can assist a child to succeed in pretending to follow behavioral rules, such as pretending to fall asleep. This child is portraying bedtime behavior. A child at the first grade level is by far not too old to have an imaginary friend. Some people may feel that they are, I do not.

Children develop these imaginary friends for many different reasons. One would be just to have someone to talk to. Maybe the child is an only child, or has parents that neglect to spent time with them. This friend gives them someone to talk to and interact with. It gives them someone to spend time with and play imagination with. Another reason a child may develop an imaginary friend would be if something traumatic has happened to them. This would be a person they could talk to that would always listen and would not hurt them in any way. A child at this age needs someone to play and communicate with.

A teacher could assist this child by encouraging them to communicate with other children or adults more than they normally would. With reading the child could read to the class or friends or the friend could read to that child. This one on one time would teach the child to spend time with one real friend. This would also help with social interaction. The more activities that the teacher planned or initiated that would encourage the child the play with more real friends the stronger the childs skills of real child interaction would be As far as imaginary friends for children, I believe it is a healthy thing and show the child’s creativity.

If a child takes the imaginary child into the older years then I would worry but as long as the child is young I don’t see anything wrong with it. Children are often comforted by imaginary friends and like to talk to them and have a playmate in them. At times the imaginary friend is an animal and it may take the place of a deceased pet helping the child cope with the loss. Children are often found speaking to themselves whether it is because of an imaginary friend or not and this is considered to be for self guidance also.

Vygotsky’s theory  talks about teachers helping children to succeed through intersubjectivity and scaffolding. With scaffolding and reading the teacher can adjust the help offered the student to meet the child’s learning level and in play the teacher could offer guided participation and then let the child have freedom when playing so the child is comfortable to explore. With intersubjectivity social interaction starts with things such as two people starting an assignment differently but in the end the two people thing the same conclusion.

Intersubjectivity offers a common ground with social interaction. This theory stresses the social context of cognitive development and is the key to deliberate memorization and recall. Describe the effects of parental influence on a student’s readiness for kindergarten. You have a student who is a naturalistic learner. What type of activities would best address this learning style in the classroom? If a parent and teacher have the same belief of what children need going into kindergarten there is a greater opportunity for the children.

The parental influence effects the student’s achievement in a good way. The more involved parents are better the child for his or her rearing practices and the more stimulating he or she are in his or her learning environments. Parent’s influences peer sociability directly and indirectly. Parents influences directly by offering guidance and rewarding peer associations. Parents influence indirectly by working to be highly motivated and emotionally positive parents. Parent child play helps with interaction skills. Naturalistic learner uses his or her knowledge of the outside world.

A naturalist learner likes being outsides, for example, picking out different color leaves, hands- on -activities, outsides sports that involves learning. A naturalistic learner does not have a particular motivation to help him or her learn. A type of activity that would best address this learning style would be collecting and organizing things, using scientific gadget, like telescope or microscope, learning about nature. One way to help naturalistic learners is to help him or her think through about what he or she learns and how it impacts the world.

For naturalistic learners it is important to provide hands- on -activities and a visualization activity that involve nature. For these learners you just bring the outdoors inside. I think a parent’s influence on a student’s readiness for kindergarten is very important and can be good or bad. If a parent babies their child and keeps the child sheltered the child will probably have a hard time adjusting to school, especially if it’s a full day. The child will probably have a hard time being “away” from mom and won’t make friends easily or want to learn anything.

If the parent has already been working with the child and has raised the child to be somewhat independent the child will do fine. Most parents talk up kindergarten before a child starts so the child is more ready and typically the parents and teacher have the same goal, for the child to learn and have a good time while doing so. If I had a child that is a naturalistic learner I would probably want to have more hands on activities for the child, which is mostly what kindergarten is. This type of child learns best when they are able to be more free and can just pick up hings on their own, although this is not always the way kindergartners learn there is a great deal of this type of learning. A naturalistic learner picks things up easily when the lesson is more visual not just a lecture type of learner. Most of the time teachers can adjust somewhat to a child’s learning abilities so this can be done with a naturalistic learner. Parental influence on a student’s readiness for kindergarten is very important because kindergartners are expected to know so much more when the enter into kindergarten than they did just a few years ago.

I wish that I would have prepared my children better for school. I one thing that a parent could and should do for their child is to find a good preschool or pre-kindergarten program to put their child in. This will prepare them the child for the social, cognitive, learning behaviors that will be expected of them in kindergarten. If a parent is unable to put their child in a pre-kindergarten program they need to get their child on a set schedule that they will follow daily.

They also need to prepare their child for school by teaching them their ABC’s and 123’s, correct ways to pronounce words, and even the ability to read small words. These are all things that they would have learned in kindergarten a few years ago. Social interaction with other children their own age is also a very important thing for a parent to expose their child to before they enter kindergarten. The parent pretty much needs to be their child’s kindergarten teacher. A naturalistic learning likes to relate the things that they learn with things that they can find in nature.

Science would be one of their favorite subjects. In order to make learning fun for these students would consist of activities that would bring nature and real-life activities into the classroom such as counting or adding and subtracting using rocks or leaves in math. Reading stories in reading about animals and allowing the students to make the sounds of the animals and act out what how the animal walks, sleeps, or what ever the book is about. You have a fourth grade student who refuses to share. How would Erikson explain this behavior?

Using the same scenario, how would Kohlberg explain this child’s behavior? (Fairness issues, learning through sharing) Which seems more practical, ideal, or realistic in a classroom setting? Erikson believed that the middle child faced several developments that centered on challenges and completion. Erikson believed that middle children become aware of realistic abilities. During this stage middle children begin to pride themselves as they learn new skills and meet goals. Children during this phase also develop an understanding of what is right and wrong, as well as the abilities of how to work with peers.

Erikson theory would support the belief that a fourth grader that refused to share had his eye on the prize. This child may be more focused on the task at hand rather than the moral responsibility they have towards their peers. However, as development continues the child will become more aware of social responsibilities. Kohlberg theory supports stages of moral development and how this development occurs. Kohlberg’s theory would explain that a fourth grader that refuses to share would most likely not have developed the skills necessary to view sharing as a moral obligation that is defined by society.

The child would most likely be viewing the incident on a personal level and through their individual gain. As the child continue to develop they begin to understand the moral responsibilities placed by peers and society. While both theories support social development along with moral responsibilities I believe that Erikson’s theory would be realistic within a classroom. Erikson’s theory supports the belief that as children are faced with challenges, such as sharing, once they are able to resolve these issues they build upon their skills and learn the moral responsibilities of cooperating with peers.

Children learn what is fair and even distribution. They also learn to work with other children and build relationships. References: Berke, L. E. , Allyn, & Bacon (2008). Infants, Children, and Adolescents (6th ed. ). : Pearson Education, Inc According to Erikson’s theory of psychosocial development, a fourth grade student (who would be about nine or ten) would be nearing the end of the industry versus inferiority stage. School is a very important event in this stage, as students are learning to interact with each other, and to develop the foundation for their senses of self-worth.

School brings with it new social and academic situations, and children at this age are learning to master these new skills and attain a sense of competence. The child who refuses to share may be experiencing a sense of inferiority – perhaps he or she is having difficulties mastering the same academic or social skills that his or her peers are achieving. By refusing to share, the student is able to exert a measure of control over his or her environment. Alternately, the student may simply be trying to explore the results of his or her actions; to see what the consequences of not sharing are.

Children at this age still base most of their senses of self on what is done to them when they perform certain actions, and it is possible that this child is testing the waters to see where not sharing fits in the scheme of this particular classroom. If I had a fourth grader who was not sharing I would encourage the student to think of others but according to Erikson the student may be more concerned about having the toy himself that he doesn’t think of the other child’s feelings.

Sometimes children this age have not developed this social skill and although they should know right from wrong the way the child has been brought up may have not gotten them to this particular point in life. Kohlberg bases his thinking on stages of development and believes children at this stage may not have learned or developed the previous stage that would have prepared them for the stage where more social skills would be developed. Children have to learn to put themselves and their feelings aside for a moment when others are around and learn that the other person may have the same wants and sharing displays good social skills.

I just don’t think this age group is empathetic for others the way they will be when they get a little older. I think when children experience this type of thing they begin to learn how they should behave and how they need to think of other’s feelings and wants as well as their own. I think Erikson’s thinking is more realistic and the way things are now days, most of the time children have not been taught to think of others or are just more concerned about what they want. Apply your understanding of a second grader’s emotional and social development to the set up of your future classroom.

List some teaching strategies that would enhance the cognitive development of your students As children transition from first graders to second graders many changes take place. During this time children are becoming more independent emotionally and socially. School age children are become coordinated and have longer attention spans. However, even as the attention spans of second graders begins to increase, they are easily influenced by peers. Peer pressure can begin to appear during this stage of adolescence. Children become socially dependent and seek the approval from peers.

In establishing a classroom for second graders I would begin with arraigning the seating area to face where instruction will be provided. Most likely I would arrange the desks in small groups or semi circular design. I want the room to flow and keep the attention towards the instruction. However, I would provide some visual cues throughout the classroom that would relate to classroom rules and expectations. I would also move the students around so no one became comfortable in one seat through an entire school year.

I would display the behavior area so children understand the consequences when not making good decisions. I would establish a reading area that could be used as group instruction as well as individual reading assignments. I would have work stations available that housed materials that are easily accessable. Strategies that I would use would be established on the development of the age group. Second graders are developing longer attention spans and therefore I would establish a series of reading activities based on the lessons.

I would most likely combine periods where the students could read aloud for small segments within a lesson and in the reading center I would focus on providing time that the students could have independent reading assignments. I would also design games to help build on lessons that help enforce rules. Since second graders are developing deeper social awareness I would design an interview  activity where the students could work in pairs to interview each other. I think it may even be fun to allow the person interviewing to introduce that student to the class.

While there are many activities that can be worked to enhance the development of second graders I believe that it is important to build on social interactions and getting the students comfortable speaking and working with their peers. I believe that these types of activities will also help reduce peer pressure that students face as they get to know each other better and feel more comfortable around each other. School-age children become better at “reading” others’ messages and incorporating these into their self-definitions. As they internalize others’ expectations, children form an ideal self that they use to evaluate their real self.

In middle school , children also look to more people beyond the family for information about themselves as they enter a wide range of settings in school and community. Keeping in mind that these types of behavior ranges differently from culture to culture. As children evaluate themselves in various areas, they lose the sunny optimism of early childhood. Self-esteem declines during the first few years of elementary school. To protect their self-worth, children eventually balance social comparisons with personal achievement goals. Perhaps for this reason, the drop in self-esteem in the early school years usually is not harmful.

Emphasis on appearance-in the media, among peers, and in society-has major implications for satisfaction with the self. From middle childhood on positive relationships exist between self-esteem, valuing of various activities, and success at those activities. What I would do to enhance the cognitive development of second graders is to make sure that there are plenty of weekly newspapers . The weekly newspaper where I live is filled with activities for elementary grade level students,  Every student in the district receives a newspaper.

Second grade is so much more serious than the previous grades, although it is often considered a review of first grade the students are more mature and know more so expectations are a little higher. Students in the second grade are becoming more aware of social standings and are more influenced by others so many different situations develop within the classroom such as clicks. Because second graders are more independent working in groups is more acceptable and is a good way to have the children learn to depend on classmates and get to know one another as well as each person’s skills as students.

Emotionally this age group can be a bit dramatic but overall I think is my favorite age because they are still sweet and want to learn. Because of the longer attention spans at this age teachers are able to present more difficult lessons and can do more class interaction activities which builds confidence overall. A teacher would want to have activities that everyone is capable of doing but will get everyone excited and involved and make no one feel left out. In my second grade classroom I would do a matching game on the board where I would have words of the week, 2 kids, and each would hold a fly swatter.

I would call out a definition and the children would try to hit the correct word on the board. This activity gets the kids excited about learning and doesn’t necessarily put anyone on the spot alone. I would have posters or other things displayed on the walls for each subject that would highlight what we should always know such as math formulas and so on. I would always have resources readily available for the students that they could go to if they were stuck on something and needed more information.

I think teaching the children the basics and then building on it daily, reinforcing and reminding them by visual aids builds cognitive development. Week 5Why do many teens feel the need to belong to a group? What are the positive and negative influences of the media on adolescents Why do many teens feel the need to belong to a group? Based on Piaget’s theory, many believe that teens develop a obscured self image. Teens develop a deep sense of self conscience. They become aware of self image and insecurities begin to develop. In addition to the self image that develops, teens also develop an inflated view of self worth.

The focus becomes centered on themselves and teens can create an enormous amount of pressure that they place on themselves. This is why the behavior of teens can be erratic and teens can be faced with dramatic highs and lows. This is why suicide related rates of teens is increasing, and more reports of incidents are reported. Teens begin to struggle with the increased demands of becoming independent and like most all people they want to feel accepted. What are the positive and negative influences of the media on adolescents?

When my daughter became interested in television I would laugh at the reports of the influence of television and media on children. However, as I have watched my daughter grow and how her interests have developed I can see that when she gets television time I have to closely monitor what is on. Teens, and children of all ages are highly influenced by the television and what they see in the media. This can be from simple news reports to graphic movies. Children and teens want to imitate what they see, they develop beliefs and fears off of the media. Teens feel that they are going through the hardest part of their life ever.

Teens are very dramatic and over react to almost everything. They feel a strong desire to belong to a group or a click. They believe this is what makes them who they are. It is sad enough that teens really do think and believe this. Teens feel that they need to belong to a group to make their life easier and to be excepted. If a teen is a popular member of their group the feel that they are loved and excepted in the family of friends. Teens desire to have their school family and home family. The media has had a major influence on this in the past few years.

Media has become more popular and more high tech. With this media is used and seen more than ever by teens. This new found media has many positive and negative influences on these teens. Positive influences would be “just say no” campaigns. Other would be about saving sex until marriage and information on STD’s and pregnancy. Negative influences would be the pop culture. The sins of the world are glamorized on the media. This is negative because when teens see things immoral things being done repeatedly and it looks fun, the chances are increased that they will do what they see

Teens want to belong to a group where they have common interests and likes. They also want a place where they feel they fit in and feel welcomed. Teens have a need to belong and be accepted by their peer group. This feeling of belonging is very valid among many teens. Being part of a group can be good for teens. It’s good for them to know they have friends to hang out with. Being part of a group can help people develop relationship skills, feel close to others, get and give support, share ideas, discover what’s important to them, and have fun. What are the positive and negative influences of the media on adolescents?

Media is a double edged sword. There are both positive and negative influences of the media on adolescents. One of the positive influences is the ease that teenagers have learned to embrace technology. Teens have no phobia when it comes to technology be it, computers, ipods or the internet. If managed properly the media can also raise awareness when it comes to smoking, drugs, teen pregnancy, STD’s etc.. The negative influences I see have to do with body image. This can cause teens to try and drastically lose weight to fit these images they see.

The amount of excessive violence is also a concern. This violence that teens are exposed to can intensify aggressive tendencies. I think teens feel a need to belong to a group because of their insecurities. Everyone at that age is trying to “fit in” and be like each other, they don’t feel the need to just be themselves. Teens think everything is such a big deal and that the teenage years are the time of their lives so everything has to be a certain way. If teens only knew the best times are yet to come and when they get older the times in high school will seem irrelevant.

I think the focus is on themselves and how they look and come across to others not necessarily how they treat others or are they making good choices. Teenagers live in the moment most of the time and don’t think of consequences. I think the media and television has a horrible influence on kids today, they hang on every word and often emulate behavior they see on tv. I don’t find much that is positive with tv these days unless the teens are watching uplifting shows or something similar, which we all know they aren’t.

I think teens pick up certain behaviors or become curious about things from what they see suggested on tv which is sad because they don’t get to see what happens after the specific behavior. I watch what my children are seeing on tv and I wonder if more parents do that would our teens not be so brazen? Teens are brave so they will do anything How can Gardner’s multiple intelligence’s be used by schools to help teens match their interests with their abilities? Gardner’s multiple intelligence’s can be used in a classroom by teachers to address and enhance classroom learning. There are nine intelligences and there may be more.

Teachers use these to address children’s learning abilities. Certainly there is one intellegence that a person possess. The more that we know about them, the better we can understand and communicate. The visual/spatial-is for the particular student that learns visually and organizing ideas spatially. The verbal/linguistic is for the student who learns through words that are spoken and written. Mathematical/logical-this student learns mainly through solving problems and reasoning. Bodily/kinesthetic-this student mainly learns particular from his surroundings of his environment.

Musical/rhythmic-Not only does this person learns through auditory, but through music and patterns. Intrapersonal-This is an important intelligence-where a student may learn for the most part from values and feelings. Interpersonal-is what determines who we are and how we should react to one another. It promotes agreement and trying to work posititively with others. Naturalist- this could be one of the greatest gifts a person could posess. A naturalist is just what it says, learning and adapting to what has been learned by nature. Existential-is basically learning by seeing and accepting.

During a recent observation that I made in a first grade classroom the teacher made a comment to me that has stuck since that first observation. She told me that the school had begun to recognize Gardner’s multiple intelligence and they were beginning to increase the professional development on multiple intelligence so that this could be brought into the classroom regularly. What this indicated to me was that the school was aware of the benefits of providing lessons developed to enhance the understanding of all intelligence. The school was drifting away from standard theories of a teacher lecturing to a student in a single method.

There are many things that teachers can do to match students interests with their abilities using Gardner’s multiple intelligence. For example, teachers can develop lesson that can be taught to the different intelligence. Stations can be established within the classroom to help identify what works best for each student. Teachers, and parents are able to identify strategies that motivate their student or child. Once the interest of the child has been established the next step is continuing to build upon the abilities of the students and this also helps by providing attention to weaker intelligence’s to make these areas stronger.

Gardner’s multiple intelligence’s can be used to help teens match their interests with their abilities by helping them see where they excell based on what they like to do or what interest them. One of the hardest things for teens is figuring out what they want to do when they grow up and if we were to use the multiple intelligence tests earlier teens would be able to see areas they may be able to pursue in college instead of going in blind. If we all worked more in the areas of interest based on the way we operate we might all be a little happier in work.

Gardner did not believe the IQ test was a sufficient way of describing the cognitive abilities a child has, he felt it was better to narrow the childs abilities down by seeing what the child’s interest were based on the way they did things. This type of assessment would give teachers a better idea of how children learn and could make it easier to teach especially for kids thought of as unreachable. Gardner believed just because a child excels in one particular area does not mean the child is smarter than other children that are not so strong in the same area, they just learn through different methods

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