Little Caterpillars – Daycare – Milledgeville, Georgia
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Our daycare classes are taught by dedicated and experienced educators. Using proven teaching strategies, they make sure that every student finds a path to success.
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We embrace a learning environment that will prepare you for the path ahead. Our daycare classes incorporate traditional learning styles as well as hands-on experiences.
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Little Caterpillars Development Center, Inc.
Little Caterpillars Development Center, Inc. – Care.com Milledgeville, GA Child Care Center
Costimate™
$95
per week
Ratings
Availability
Costimate™
$95/week
Ratings
Availability
At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.
Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.
Little Caterpillars Development Center, Inc. strives to bring quality daycare experience for children. It creates a safe and clean environment conducive to every child’s growth and development. It offers structured programs that involve learning activities rich in fun and play.
In business since: 2004
Total Employees: 1
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Monday :
7:00AM – 6:30PM
Tuesday :
7:00AM – 6:30PM
Wednesday :
7:00AM – 6:30PM
Thursday :
7:00AM – 6:30PM
Friday :
7:00AM – 6:30PM
Saturday :
Closed
Sunday :
Closed
Type
Child Care Center/Day Care Center
Preschool (or Nursery School or Pre-K)
Kindergarten
Additional Details
Summer care / camp
Program Capacity:
237
Costimate™
$95/week
At Care.com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.
Class Type
Availability *
Pre-K
1
OFFERINGS
Full Time (5 days/wk)
Drop-In
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55 Marshall Road
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Milledgeville,
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31061
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31061
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,
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31061
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Child Care / Preschools / Preschools in Milledgeville, GA / Little Caterpillars Development Center, Inc.
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Nonverbal Communication: How Body Language & Nonverbal Cues Are Key
Every day we communicate with our family, friends, colleagues and even strangers, but only a small percentage of what we communicate during each of these conversations is verbal. Research shows that the vast majority of what we convey through our interactions with others is innate and instinctual, known as nonverbal communication. Nonverbal behavior like body movements and posture, facial expressions, eye contact, hand gestures and tone of voice all contribute to how we communicate and understand each other. Often, we are unaware of our participation in interpersonal, nonverbal communication because these actions are inherent to how we converse as humans and ingrained into our daily lives.
For business professionals, clearly and effectively communicating with clients, customers and teammates is vital to the success of the company. Yet, all too often business is conducted via phone, chat and other forms of communication where these nonverbal context clues are lost. Conversely, using high quality, face-to-face video conferencing technology guarantees that nonverbal communication is maintained during business-critical conversations.
What percentage of communication is nonverbal?
There have been a number of studies on the complex topic of nonverbal communication with varying results. However, most experts agree that 70 to 93 percent of all communication is nonverbal.
One of the most well-known research projects on nonverbal communication was led by Dr. Mehrabian in the 1960s. In his first experiment, subjects were given three recordings of the word “maybe” — one to convey disfavor, one to convey favor and one to convey neutrality. Participants were then shown photos of female faces expressing the same three emotions and were told to determine the emotions of both the recordings and the photos. The subjects more accurately guessed the emotion conveyed in the photos by a margin of 3:2.
In a second study, Dr. Mehrabian’s subjects listened to recordings of nine words. Three were designed to convey affinity (“honey,” “thanks” and “dear”), three were meant to convey neutrality (“oh,” “really” and “maybe”) and three conveyed dislike (“don’t,” “terrible” and “brute”). The recordings were of speakers reading each word three times, each with a different tone: positive, neutral and negative. The result? A subject’s response to each word was dependent more on the inflection of the voice than the connotation of the word itself. These studies led Dr. Mehrabian to devise a formula to describe how the mind determines meaning. He concluded that the interpretation of a message is 7 percent verbal, 38 percent vocal and 55 percent visual. The conclusion was that 93 percent of communication is “nonverbal” in nature.
7 Examples of Nonverbal Communication in the Workplace
“Imagine your co-worker storms into her office after lunch. She’s red-faced, tight-lipped and speaks to no one. She throws her briefcase on the desk, plops down in her chair and glares out the window. You ask, ‘Are you all right?’ She snaps back in an angry tone, ‘I’m fine!’ Which message do you believe: Her nonverbal signals (behavior and voice tone), or her verbal one (words alone)? Most likely, you believe the nonverbal message,” says Darlene Price, author of Well Said! Presentations and Conversations That Get Results. Price says studies show that when messages are mismatched, most recipients will believe the nonverbal message over the spoken words. That’s why being aware of nonverbal cues, especially in the workplace, is so important to effectively communicate with your colleagues, partners and clients. You need to be able to pick up on certain nonverbal cues and mannerisms in the workplace for effective communication. Here are seven forms of nonverbal communication in the workplace and how you can use them to improve your communication skills.
1. Vocal Tone
Speaking style, pitch, rate and volume all contribute to understanding the speaker. Changes in vocal tone during a conversation are also a noticeable nonverbal cue that contributes to your understanding of the person speaking. For example, during a friendly conversation with your boss, you ask her if you can take next week off. She says “Sure. Take all the time off you need,” but her tone of voice went from warm and sweet before your question to cold and sharp when she replied. Although her words seem positive, her tone of voice indicates she is not happy about your request.
2. Fidgeting
Are you shaking your knee, biting your nails or playing with your pen very noticeably as someone else talks in a meeting? This may express to the speaker you are bored or nervous or are disinterested. According to Jim Blythe, author of Consumer Behaviour, fidgeting is a displacement behavior and external release for whatever you are feeling within.
3. Facial expressions
Since facial expressions are closely tied to our emotions, they reveal what we are thinking and are perhaps our biggest nonverbal communicators in everyday life. Imagine pitching a new product to a client with a fearful and worried look on your face or with a lack of eye contact. This would convey to your client that you have little faith in the product. Instead, if you really want to sell your product, show positive energy and enthusiasm with your facial expressions by allowing your face to be animated and smiling as you talk. The excitement on your face will help get the customer excited about your new product.
4. Head movements
Head movements are especially rich conveyors of communication and one of the easiest nonverbal cues to understand. Certain head movements tend to be culture-specific, such as nodding in agreement for within western cultures. For example, when presenting in a meeting, you can gauge participants’ understanding and interest in your presentation by observing their head movements. If they are shaking their head in a “no” manner, you may need to pause and ask if anyone has any questions to try to understand if they are confused or in disagreement with you. Conversely, if meeting participants are actively nodding their heads in a “yes” manner, it is a good indication they are engaged and understand what you’re trying to communicate.
5. Hand gestures
Hand gestures punctuate the spoken word and can offer useful context about both the speaker and what they are saying. Sometimes hand gestures give clues to the speaker’s emotional state. Trembling hands could mean the person is anxious or lying. Animated, grand hand gestures could indicate the person is excited or passionate about what she is discussing. Other times hand gestures give literal meaning to the spoken words. Your boss may give you very detailed verbal instructions about a task with added hand gestures to reinforce his spoken words. For example, he says, “I need three circular objects placed over there.” As he speaks these words, he gestures with his hands by holding up three fingers, followed by drawing a circle in the air and finally pointing to where he wants them.
6. Body posture
Body posture can be used to determine a participant’s degree of attention or involvement during a conversation. Bad posture, like slouching, may indicate the listener is bored or uninterested in the conversation. In contrast, if the person you’re speaking to is standing or sitting still, upright and leaning forward, they are signaling that they are focused, attentive and engaged in the conversation. Body posture can also give hints about personality characteristics, such as whether a person is confident, happy, friendly or submissive.
7. Physical distance
Physical distance between people can set the tone for the conversation. An employee who comes extremely close to speak with you while you’re seated at your desk may indicate they have something confidential to say. Other times, getting extremely close or touching someone as you speak could be considered intrusive or even hostile. However, physical distance can be misleading since different cultures require different amounts of physical distance for communicating in the workplace. Most North Americans prefer at least 18 inches of personal space. Anything closer is viewed as too intimate in a work environment. A coworker from South America, on the other hand, may be comfortable getting much closer to talk.
How Nonverbal Communication Skills Can Make or Break Deals
Understanding the importance of nonverbal communication with a client or potential customer helps increase trust and clarity and add interest to your business-critical conversations — or does the exact opposite. If prospects think you are bored, distracted, annoyed or anything that is off-putting, they could decline your contract. Commonly, people are not aware they are giving off negative nonverbal cues that others notice. On the other hand, displaying positive nonverbal communication that increases your credibility and trustworthiness could help you land the deal. Clients want to see your actions and facial expressions align with your words. However, your efforts are wasted if you’re on an audio-only call during these critical conversations since clients or prospects have no way of reading your nonverbal communication. In contrast, face-to-face video conference calls allow you to have more of an “in-person” interaction and pick up on important nonverbal cues.
6 Tips to Perfect Your Nonverbal Communication for Video Calls
Companies that conduct business primarily by phone or email are leaving a large percentage of their message open to misinterpretation. Imagine the money that’s being thrown away because of inefficiencies and miscommunications from using subpar communication tools. Video conferencing ensures that no inflection is missed and that facial expressions, hand gestures and body language are seen and understood. It engages both visual and audible aspects of communication in one format and puts you in control of shaping your message. Here are six tips to help you effectively communicate with your clients, colleagues and business partners using video conferencing technology.
1. Remember you’re being watched
When on a video call, it’s easy to forget that someone else is on the other end seeing everything from your camera. You may be using a small device like a tablet or phone during a conference call, but people on the far end may see you on a large, ultra-high definition TV in a conference room. Without realizing it, your nonverbal communication is amplified on screen to everyone in the meeting room.
2. Be mindful of your body language
Being present and engaged during video conference calls allows you to notice subconscious body language like leaning, slouching or stretching. Even if you are not the presenter during the video call, it’s important to be aware of your body language and what it is saying to the speaker and meeting participants. Show that you’re actively listening by remaining attentive, sitting erect with good posture and giving occasional head nods.
3. Put your phone down
During a video call make sure your cell phone and other distracting devices are silenced and away from your line of sight. Even a single notification can draw your eyes away from the business at hand, making you appear to be distracted and uninterested.
4. Look into the camera
There’s nothing more important than eye contact when it comes to showing confidence, interest and trustworthiness. Maintain eye contact during the conference call by looking directly at the camera, not at your computer or TV screen, when you’re speaking.
5. Avoid excessive movements and dramatic hand gestures
During a conference call try to keep your body movements calm and relaxed. Avoid fidgeting with your pen, excessively shaking your legs or doing anything else that conveys nervousness or boredom. When speaking you can use your hands to gesture, but avoid being overly animated. Dramatic hand gestures can be distracting for meeting participants, especially on a video conference call where you are sitting close to the camera.
6. Be aware of your facial expressions
Last and most importantly, be aware of your facial expressions throughout the entire video call. Unlike other forms of subtle nonverbal cues, the emotions shared through facial expressions are universal and are often the strongest nonverbal communicator during a conference call. In long meetings, especially if you are not presenting, it’s easy to let your face frown or look bored without realizing it. Try to maintain a positive or neutral facial expression with an occasional smile throughout the meeting. A pleasant, friendly smile lets the speaker know you’re engaged and enjoying the meeting.
Conclusion
Nonverbal communication plays an important role in how we convey meaning and information to others, as well as how we interpret the actions of others during conversations. For business professionals, giving off the right nonverbal cues is extremely important. When your body language, facial expressions and tone of voice match your spoken words, your message is reinforced and helps clients, coworkers and prospects better understand you. However, your efforts are wasted if you’re on an audio-only call, or if you’re trying to write a blog post that communicates complex ideas, because during these critical conversations, clients or prospects have no way of reading your nonverbal communication. audio only calls or text-based tools for communicating leaves your message open to misinterpretation since studies show that up to 93% of all communication is nonverbal. Without these indicators, the totality of a person’s statement is impossible to interpret and understand. If meeting in person is not feasible, use video conferencing technology to meet face to face and pick up on important nonverbal cues. Lifesize’s lifelike 4K video quality can help take your business-critical conversations to the next level.
4.4: Types of Nonverbal Communication
Kinesics is the study of how we use body movement and facial expressions. We interpret a great deal of meaning through body movement, facial expressions, and eye contact. Many people believe they can easily interpret the meanings of body movements and facial expressions in others. The reality is, it is almost impossible to determine an exact meaning for gestures, facial expressions, and eye contact. Even so, we rely a great deal on kinesics to interpret and express meaning. We know that kinesics can communicate liking, social status, and even relational responsiveness (Mehrabian, 1981). Facial expressions are a primary method of sharing emotions and feelings (Ekman & Friesen, 1967; Scherer, Klaus, & Scherer, 2011). For example, imagine yourself at a party and you see someone across the room you are attracted to. What sort of nonverbal behaviors do you engage in to let that person know? Likewise, what nonverbal behaviors are you looking for from them to indicate that it’s safe to come over and introduce yourself? We are able to go through exchanges like this using only our nonverbal communication.
Haptics is the study of touch. Touch is the first type of nonverbal communication we experience as humans and is vital to our development and health (Dolin & Booth-Butterfield; Wilson, et al., 1993). Those who don’t have positive touch in their lives are less healthy both mentally and physically than those who experience positive touch. We use touch to share feelings and relational meanings. Hugs, kisses, handshakes, or even playful roughhousing demonstrate relational meanings and indicate relational closeness. In western society, touch is largely reserved for family and romantic relationships. Generally, girls and women in same-sex friendships have more liberty to express touch as part of the relationship than men in same-sex friendships. However, despite these unfortunate social taboos, the need for touch is so strong that men are quite sophisticated at finding ways to incorporate this into their friendships in socially acceptable ways. One such example is wrestling among adolescent and young-adult males. Do you ever wonder why you don’t see as many women doing this? Perhaps it’s because wrestling is socially acceptable for men whereas women are more likely to hug, hold hands, and sit touching one another. In contrast, an exchange student from Brazil recognized the differences in touch between cultures when arriving in the United States. She was surprised when someone hesitated to remove an eyelash from her face and apologized for touching her. In her country, no one would hesitate to do this act. She realized how much more physical touch is accepted and even expected in her culture. Cultural norms determine appropriate touch and represent gender constructs.
Personal Appearance, Objects, and Artifacts are types of nonverbal communication we use to adorn our bodies and surroundings to communicate meaning to others. Consider your preferences for hairstyle, clothing, jewelry, and automobiles, as well the way you maintain your body. Your choices express meanings to those around you about what you value and the image you wish to put forth. As with most communication, our choices for personal appearance, objects, and artifacts occur within cultural contexts and are interpreted in light of these contexts. Consider the recent trendiness and popularity of tattoos. While once associated primarily with prison and armed services, tattoos have become mainstream and are used to articulate a variety of personal, political, and cultural messages.
Tattoos, hair style, dress, and makeup are all part of personal appearance. Photo by Michael Dorausch, CC-BY-SA 2.0
Proxemics is the study of how our use of space influences the ways we relate to others. Edward Hall (1966) developed four categories of space we use in the U.S. to form and maintain relationships. Intimate space consists of space that ranges from touch to eighteen inches. We use intimate space with those whom we are close (family members, close friends, and intimate partners). Intimate space is also the context for physical fighting and violence. Personal space ranges from eighteen inches to four feet and is reserved for most conversations with non-intimate others (friends and acquaintances). Social space extends from four to twelve feet and is used for small group interactions such as sitting around a dinner table with others or a group meeting. Public space extends beyond twelve feet and is most often used in public speaking or social situations like a party or concert. A fun exercise to do is to go to a public space and observe people. Based on their use of the above categories of space, try to determine the type of relationship the people have: romantic, familial, or friendly.
We use space to regulate our verbal communication and communicate relational and social meanings. It also demonstrates our relational standing with those around us (May, 2000). Proxemics can display both power and status. You can think about how you may determine power and status in the workplace. For example, where is the manager or CEO’s office? What is used to define space? How are these ideas socially constructed? I’m sure that you realize the manager’s office is usually the largest and you may picture it with a view. Power is defined through the space that is occupied, sitting behind a desk or at the head of a conference table. Did you imagine yourself walking into their office? You may have even considered that often you have to go through another person (an assistant) before you can even occupy the space. Thinking about the social constructs, did you think about the ways we divide and assign power using space. So as you think about the manager in their large office, consider those in a “bull pen” or cubicles lining an office space. Go a step further and think about who occupies the basement or ground level floors. What are their power and status? Is it relational to their social status?
Case In Point: Feng Shui
Feng Shui, which means wind and water, is the ancient Chinese art of living in harmony with our environment. Feng Shui can be traced as far back as the Banpo dwellings in 4000 BCE. The ideas behind Feng Shui state that how we use our environment and organize our belongings affects the energy flow (chi) of people in that space, and the person/people who created the environment. The inclusion or exclusion, and placement, of various objects in our environments, are used to create a positive impact on others. The theory is to use the five elements of metal, wood, water, fire, and earth to design a space. Feng Shui is applicable to cities, villages, homes, and public spaces. The Temple of Heaven in Bejing, China is an example of Feng Shui architecture. To keep harmony with the natural world, the Temple houses the Hall of Annual Prayer which is comprised of four inner, 12 middle, and 12 outer pillars representing the four seasons, 12 months, and 12 traditional Chinese hours.
Our environmentacts as a nonverbal through our use of perception in the surroundings or conditions we occupy. Think of your home, room, automobile, or office space. What meanings can others perceive about you from these spaces? What meanings are you trying to send by how you keep them? Think about spaces you use frequently and the nonverbal meanings they have for you. Stimuli in your environment can trigger memories and affect your mood, changing or influencing your emotional responses and actions. The environment can produce physiological responses also.
Color theory looks at how colors impact our mood, physical response, and represent cultural dichotomies. Most educational institutions intentionally paint classrooms in dull colors. Why? Dull colors on walls have a calming effect, theoretically keeping students from being distracted by bright colors and excessive stimuli. Contrast the environment of a classroom to that of a fast food restaurant. These establishments have bright colors and hard plastic seats and tables. The bright colors generate an upbeat environment, while the hard plastic seats are just uncomfortable enough to keep patrons from staying too long–remember, it’s fast food (Restaurants See Color As Key Ingredient). The bright colors have also been shown to increase appetite. People and cultures place different emphasis on the use of space as a way to communicate nonverbally. Briggs (2016) for SmarterTravel, provides a more detailed look at color theory in relationship to culture, read “What Colors Mean in Other Cultures”.
Sound is another environment nonverbal and has the ability to communicate emotion and change behavior. You may immediately think about how listening to music can change your mood or remind you of personal experiences that create emotional responses. What about studying, working out, or driving, what kind of music do you listen to? It seems silly because we do not think about it but would you try to work out to Mozart or study to Screamo or heavy metal? This is because you recognize that music unconsciously can increase your energy and change your disposition as well as allow for more or less concentration. Have you ever noticed yourself driving faster when a fast song plays in the car? These may be more easily understood but sound also acts to change behavior. Sound has the potential to increase cortisol (a hormone) release in the body that sends you into fight or flight. Think about the last time you heard a fire alarm or a tornado siren, you probably didn’t think about it at the time but did your heart jump? Most likely, your heart rate increased. There is an entire market built around sound scapes and how brands communicate a message and get you the consumer to recognize sound and spend more. Here is a Ted Talk by Julian Treasure, a sound consultant that further explains sound and how it affects us cognitively, behaviorally, physiologically, and psychologically (2009).
Olfactics or the study of smell can also send messages nonverbally (consciously and unconsciously). Your sense of smell has similar effects to sound in being able to alter your mood and behaviors through memory and experiences. Studies suggest that mood, sexual attraction, and even your genetic makeup may be linked to smell (Everts, 2012). Other studies have looked at how culturally your tastes in food may be more of a physical response to smell rather than taste (CBS NEWS, 2015). These conscious and unconscious reactions to the environment are affecting how you express yourself and communicate.
Chronemics is the study of how people use time. Are you someone who is always early or on time? Or, are you someone who arrives late to most events? Levine (1997) believes our use of time communicates a variety of meanings to those around us. Think about the person you know who is most frequently late. How do you describe that person based on their use of time? Now, think about someone else who is always on time. How do you describe that person? Is there a difference? If so, these differences are probably based on their use of time. In the U.S., we place
In the U.S., we subscribe to a monochronic orientation of time, placing a high value on being on time, and responding more positively to people who are punctual. However, other cultures such as Arab and Latin American countries subscribe to a polychronic orientation, viewing time more loosely. Punctuality is not necessarily a goal to achieve. Some cultures are more flexible and believe that activities will commence when everyone is present and ready; not according to an arbitrary schedule based on a clock or calendar. Neither approach is better than the other, but the dissimilar uses of time can create misunderstandings among those from different cultural groups. (Hall, 1959)
Paralanguage is the term we use to describe vocal qualities such as pitch, volume, inflection, the rate of speech, and rhythm. While the types of nonverbal communication we’ve discussed so far are non-vocal, some nonverbal communication is actually vocal (noise is produced). How we say words often expresses greater meaning than the actual words themselves. Sarcasm and incongruency are two examples of this. The comedian Stephen Wright bases much of his comedy on his use of paralanguage. He talks in a completely monotone voice throughout his act and frequently makes statements such as, “I’m getting really excited” while using a monotone voice, accompanied by a blank facial expression. The humor lies in the incongruency—his paralanguage and facial expression contradict his verbal message. When you use sarcasm, your paralanguage is intended to contradict the verbal message you say.
Finally, silence serves as a type of nonverbal communication when we do not use words or utterances to convey meanings. Have you ever experienced the “silent treatment” from someone? What meanings did you take from that person’s silence? Silence is powerful because the person using silence may be refusing to engage in communication with you. Likewise, we can use silence to regulate the flow of our conversations. Silence has a variety of meanings and, as with other types of nonverbal communication; context plays an important role in interpreting the meaning of silence. For example, the Day of Silence protest which has taken place every year since 1996 is a day which students use their silence as a tool to get people to stand up for LGBT rights. Here, like in the Women in Black movement, the participants believe that silence sends a louder message than anything they could say. Do you think they are right? What do you think are the advantages and disadvantages of using silence as a political strategy? You can learn more about this movement at their website.
Nonverbal Communication Now: Women in Black
An organization of women called Women in Black uses silence as a form of protest and hope for peace; particularly, peace from war and the unfair treatment of women. Women in Black began in Israel in 1988 by women protesting Israel’s Occupation of the West Bank and Gaza. Women in Black continues to expand and now functions in the United States, England, Italy, Spain, Azerbaijan, and Yugoslavia. Women gather in public spaces, dressed in black, and stand in silence for one hour, once a week. Their mission states, “We are silent because mere words cannot express the tragedy that wars and hatred bring. We refuse to add to the cacophony of empty statements that are spoken with the best intentions yet have failed to bring lasting change and understanding, or to the euphemistic jargon of the politicians which has perpetuated misunderstanding and fear that leads to war….our silence is visible.”
You should now recognize the infinite combination of verbal and nonverbal messages we can share. When you think about it, it really is astonishing that we can communicate effectively at all. We engage in a continuous dance of communication where we try to stay in step with one another. With an understanding of the definition of nonverbal communication and the types of nonverbal communication, let’s consider the various functions nonverbal communication serves in helping us communicate (Ekman, 1965; Knapp, 1980; Malandro & Barker, 1983).
Hidden features of non-verbal communication – yourspeech.ru
The concept of non-verbal communication was formed in the middle of the twentieth century. Currently, the study of non-verbal behavior is mainly engaged in psychology. It was the science working on the study of the human psyche that was able to find answers to many questions, describe and classify such a phenomenon as non-verbal transmission of information.
Content
What is non-verbal communication, its functions
Functions of non-verbal communication
Components of interaction between representatives of the opposite sex
Types and types of non-verbal communication
Features of non-verbal communication between representatives of different nationalities
Development of communication skills
Developmental exercises in the form of a collective game
Communication with patients after a stroke
Classes with a patient after a stroke
Speech therapy techniques
Exercises used to restore speech
What is non-verbal communication, its functions
Unconsciously, spontaneously used facial expressions, body movements, postures, gestures during communication are called non-verbal behavior. Such behavior is not a mask put on by a person in advance, it is part of his inner world, the personality itself.
Non-verbal communication is the conscious use of gestures accepted in a certain human environment and culture. An example is the greeting gesture.
Non-verbal communication implies a type of interaction between people, the main components of which, when transferring information, establishing contact, creating an image of a partner and influencing the interlocutor, are non-verbal behavior and non-verbal communication. Communication involves such components as: movements, body language, gaze, intonation, touch, appearance of the interlocutor. Speech is replaced by emotions, non-verbal codes complement information and form the basis of non-verbal communication.
Sound signals and signs (Morse code, civil defense alerts, programming language), facial expressions, gestures are also ways and language of non-verbal communication.
Functions of non-verbal communication
Addition to the above.
Nonverbal cues sometimes contradict what the person has said.
Facial expressions and gestures are used as underlining and reinforcing words.
Correction of interactions between people.
Non-verbal cues replace words.
Gestures, touches, glances highlight the main points in speech.
It is impossible to control the work of the subconscious, which is given out by non-verbal signs. To hide your own thoughts, you need to increase the use of positive non-verbal means, removing the negative ones. Or deliberately develop gestures in advance that make what is said believable.
Non-verbal ways of communication that can arouse sympathy in the interlocutor:
Unobtrusively repeat body movements, take postures similar to those of the interlocutor. In this case, the main thing is not to overdo it, too active copying will have the opposite effect.
Speech must be similar to the speech of the partner in terms of volume, tempo, intonation.
If possible, synchronize your own gestures and body movements with the motor activity of the interlocutor.
Opposite sex interaction components
A coquettish gait, preening in front of a man, demonstrated by a woman, indicate readiness for flirting, as well as dilated pupils, a long gaze (more than 10 seconds).
Shaking off non-existent dust particles by a man or thumbs in the slots of the pockets (behind the belt) of trousers will tell about the readiness to take care of a woman who is interested.
Intimate look – when the interlocutor slides from the eyes along the partner’s body and back.
Such signs are given by people unconsciously and speak of mutual attraction.
Types and types of non-verbal communication
Non-verbal communication and its types are rooted in antiquity, most non-verbal means are innate. There are three main types of non-verbal communication: facial expressions, gestures and clothing.
Facial expressions are movements of the facial muscles that have little in common with physiognomy.
Appearance can tell a lot about a person, even before he said something.
Non-verbal communication and its types transmit up to 95% information. These are voice, appearance, gestures and posture.
There are several types of non-verbal communication.
Paralinguistics – speech additions, melody, timbre, rhythm and power of voice, articulation activity. Paralinguistic communication is the transmission of information through voice.
Psychological and paralinguistic features of non-verbal communication is the perfection of speech. Characteristics of speech, which will allow to come to an understanding between partners:
Precision.
Eloquence.
Conciseness of statements.
Clarity.
Logic.
Simplicity.
Rich vocabulary.
Liveliness.
Purity.
Correctness.
Speech gives out social status, allows you to assess the personality of the interlocutor, his temperament and character. By improving the forms of speech, a person will get rid of problems in communication.
Kinesics – gestures, body language, eye expression.
The kinetic features of non-verbal communication lie in the visual perception of the interlocutor’s body movements. Kinesics includes expressive means of movement: gait, gestures, posture, facial expressions, gaze.
The pose demonstrates the relation of a person’s own status to the status of those present. People with a higher status are located in relaxed poses.
Whether the interlocutors feel comfortable or uncomfortable in each other’s company depends on the look. The look and eyes convey accurate signs in interpersonal interaction. Depending on the mood of a person or his attitude to what is happening, the pupils narrow and expand.
Chronemics is the time that communication takes.
The use of time is one of the main components of non-verbal communication: punctuality at the everyday level indicates self-discipline and respect for others. The desire to say as much as possible in a short period of time indicates self-doubt: a person who is used to being listened to speaks at a pace convenient for himself.
Haptics – interaction between people through touch, tactile contact.
Gastika – communication signals transmitted through food and drink.
Proxemics – the position of the interlocutor in space. This is the position of the body in the process of contact between people, the distance between them, orientation relative to each other.
The proxemic features of non-verbal communication are the distance between people during contact and the orientation of you relative to your interlocutor in space. Closest of all, a person lets a partner who is attractive to him.
Actonics – human actions as signals during communication.
Features of non-verbal communication between representatives of different nationalities
Non-verbal signals have a dual nature: universal signals that are understandable to people living in different countries and signs used within the same culture.
Interethnic features of non-verbal communication are that the use of non-verbal means by residents in different countries is different. They have to be learned in the same way as a foreign language.
Interethnic differences in non-verbal communication are manifested:
In gestures. For example, a raised thumb in Greece is interpreted as “shut up”, in the USA and England a person using this gesture hitchhikes to a place or wants to say that everything is in order with him. In the countries of Islam, the left hand is considered “unclean”, so you can not give money, food or a gift with this hand.
For example, in some places in Africa laughter is not at all a sign of fun, as in Europe and Asia, it is an indicator of confusion or amazement.
Gesture activity. The Italians and the French gesticulate a lot and vigorously; in Japan, such gesticulation is a sign of aggression.
The culture of tactile contact in different countries is also different. The British rarely touch each other, while the Latin Americans contact in this way almost constantly.
Look. In Japan, you can’t stare into the eyes of the interlocutor, this is regarded as hostility. In the culture of European peoples, if the interlocutor does not look into the eyes, this is considered a sign of insincerity or a manifestation of shyness.
In postures (the position of the human body). About 1 thousand poses are known that the human body can take. Of these, some are fixed, others are prohibited in some countries.
Appearance of a person. The same suit will give the opposite information about the interlocutor in different countries.
Knowing the language and the basics of non-verbal communication of representatives of different cultures, it will not be difficult to establish interaction, catch fluctuations in the mood of a foreign interlocutor. At the same time, without knowing the subtleties of the use of non-verbal means by people in different countries, it is easy to accidentally offend a representative of another nationality.
Developing communication skills
Reading can help improve your non-verbal communication skills. A book, report or presentation dedicated to the topic of communication between people will broaden your horizons and draw attention to the intricacies of human behavior that previously escaped sight.
The book “Psychology of emotions. I know how you feel” by Paul Ekman reveals the secrets behind behavior management. The book is distinguished by entertaining and useful content, it will teach you to recognize, evaluate, control and correct emotions.
The book “Psychology of lies. Lie to Me If You Can, also authored by Paul Ekman, will help you expose lies and respond appropriately to them. The book is rich in examples of micro-expressions and micro-gestures, the knowledge of which will help to bring deceit to clean water. Useful reading for anyone who does not want to be a victim of manipulation or lies.
Presentation or report as part of trainings on communication and non-verbal communication, contains a maximum of useful information in a concise form. They will briefly and colorfully explain the essence of non-verbal communication, clearly demonstrate postures, gestures and decipher their meaning, pay attention to the most important non-verbal means. Special literature, games and exercises during the training will help develop the skills of non-verbal interaction with others, understand the patterns of communication.
Developing exercises in the form of a collective game
“Gift”. During the game, each player gives a gift to the participant standing to his left. This must be done in such a way that the recipient understands what is being given to him, but it can only be explained using non-verbal means (facial expressions, gaze, body language). The goal of the game is to develop non-verbal communication skills.
Everyone’s attention. All participants are given the task to attract the attention of others. The difficulty lies in the fact that it is done at the same time. The goal of the game is to teach how to combine non-verbal and verbal components of interaction, to place the necessary accents using various means of communication. Who completed the task? By what means? What means is considered the most important in the process of organizing communication?
“Shapes”. During the game, it is unacceptable to use non-verbal means, such as body movements, facial expressions, gaze, only speech can be used. The player is given a sheet of paper with geometric figures depicted on it. He explains to the others (without showing the drawing) what is drawn on the sheet so that they draw the same. The explainer then talks about whether it was difficult to describe the image in words alone without the help of gestures.
“Painting”. All participants stand in one line. During the game, only facial expressions and gestures are used. A sheet of paper is attached to the wall. The host tells the first of the players in a whisper the object to be drawn. The first draws part of the subject. Then the first player explains to the second, using non-verbal means, what object needs to be depicted. The second draws what he understood. Then the second explains the task to the third, and so on, until everyone has participated. Was it difficult to communicate using non-verbal means without the help of speech?
“Book”. Let’s sum up. The participants stand in a circle, the book is passed from hand to hand, while the participants take turns briefly telling what conclusions each of them made for themselves from the lesson, how the topic under discussion personally touched him.
Communication with a patient after a stroke
People who have had a stroke often develop speech disorders. Examples of such a violation are difficult sound pronunciation and misunderstanding of speech. In medicine, this dysfunction is called aphasia and dysarthria.
Speech disorders after a stroke isolate from others, make a person feel lonely, lead to depression, which stretches the adaptation period for years. For this reason, in the process of rehabilitation in the family, it is important to communicate correctly with the patient:
In a conversation, it is preferable to use short phrases.
Talking loudly with the patient is not recommended, as such speech complicates understanding.
When a patient after a stroke uses a new term for something or someone, it is worth using this word or sound in the future for communication.
Do not insist on the use of correct, generally accepted names and terms by patients – this will cause a negative reaction.
It is imperative to respond to the patient’s speech, without forcing him to speak in a common language, if he presents difficulties – a person’s reaction, after a stroke, may be the cessation of communication.
Some patients with aphasia tend to understand non-verbal communication, body language, gaze. They may not understand speech, but guess the interlocutor’s wishes by “reading” information from gestures and facial expressions. It is necessary to accurately determine the level of understanding of the patient’s speech. To do this, you need to say one thing, demonstrating the opposite of what was said with gestures and facial expressions. This will avoid exaggerating the patient’s ability to speak and understand.
Classes with a patient after a stroke
An important stage of rehabilitation after a stroke is the restoration of speech. This process is long and requires the patience of relatives and the patient himself. Classes should be started in a timely manner, because if you miss the favorable moment, the violations become persistent, speech will not be fully restored.
The correct choice of a speech rehabilitation strategy requires an accurate determination of the form of dysfunction after a stroke. In practice, most of the disorders are aphasias:
Total – observed in the first days after a stroke. The patient remembers nothing and no one, does not speak and does not understand what they say to him.
Motor – follows the total. There is recognition of the sick relatives, understanding of speech, but he cannot speak yet. Later, the patient begins to express desires with the help of sounds.
Sensory – impaired understanding of speech. These are symptoms that indicate damage to the part of the brain that analyzes oral speech.
Amnestic is characterized by difficulty in naming objects to patients. This is due to complications when choosing a word from the vocabulary. The amount of memory decreases, the retention of information perceived by ear worsens.
Semantic. The patient understands simple phrases and appeals, does not perceive complex turns.
Speech therapy
After a stroke, an individual approach is applied to each patient. Exercises and material are selected that are significant in terms of emotional content and meaning for this particular person. Depending on the form of aphasia, singing and images (visual materials) are used in the rehabilitation process. The duration of classes and exercises are also set individually, the speech load on the hearing organs is controlled.
Exercises used to restore speech
Gymnastics is done daily, following the correctness of the movements performed.
Pull out the lips with a straw for 5 seconds, then relax for 2 seconds.
Alternately grasp and bite the upper and lower lip with the teeth. 5 seconds for each bite.
Stick out the tongue as far forward as possible for 3 seconds, stretch the neck, relax.
Lick lips first in one direction, then in the other side several times, then in a circle.
Rolled tongue stick out forward for 3 seconds, then relax for three seconds.
Exercises in the form of pronunciation of tongue twisters are effective in restoring speech.
When teaching speech after a stroke, it is important to constantly contact a speech therapist, classes with a patient at home are held only with his permission. Non-professionals easily give excessive speech load and exercises beyond the patient’s strength.
An optimistic attitude and faith in success are important. In no case should you show dissatisfaction with the way the patient performs articulatory gymnastics. Patients after a stroke are emotionally unstable, their self-confidence is easily undermined.
At the beginning of the exercises, you should do the exercises for 7-15 minutes, gradually increasing the duration to half an hour. You can’t do more than thirty minutes – overwork will lead to regression.
Previous article Predictive The following is the following
90,000 non -verbal communication: types, gestures, funds
Content
1 means of non -verbal communication
008
4 History of non -verbal means of communication
5 Conscious and unconscious use of body signals
6 Microes and involuntary non -verbal signals
7 Conscious signal reading
8 unconscious reading of non -verbal signals
9000 9 The main characteristics of non -verbal signals
10 Business 10 Business 10 communication
11 Non-verbal cues in person
12 Learning to recognize non-verbal cues
13 Non-verbal communication and errors
If verbal communication is a way of communicating between individuals through speech, and the main tool is the word, then non-verbal communication is a way of information exchange in which the human body is used as a tool for transmitting data.
Means of non-verbal communication
As the main means of such communication, the body is used, which is able to transmit information through facial expressions, gestures, pantomime, changes in position in space and mise-en-scene of communication.
Due to the diversity and richness of facial expressions, our body is able to transmit a huge number of images, becoming a powerful tool for bringing the necessary information to the people around us.
It is very easy to check this: just try to watch some movie in a foreign language that you do not speak, then you will be surprised to note that you understood, if not the very essence of the characters’ conversations, then the message, the emotions that they put into the conversation, and even the main idea and plot.
This is due to the fact that in conditions of a semantic deficit arising from ignorance of the language, we subconsciously follow facial expressions, micro-gestures more carefully than usual, read the plot and emotional component by the movements and tone of voice of the characters.
Language
Speaking about the fact that we know one language, for example, Russian, we hardly think about the fact that we actually know two languages: not only language as a means of verbal communication, but also body language – a universal complex of postures and movements through which representatives of different nationalities, cultures and races can communicate.
Unlike the vocabulary language, which requires learning the alphabet, phonetics, grammar and other components, sign language is unique: using obvious mental images and concepts, we can establish communication with both the Amazonian Indians and the Eskimos.
Of course, this communication will be simple, at the level of basic concepts, however, without the use of non-verbal communication, with the help of words alone, we will not achieve anything at all – our language will be incomprehensible to the interlocutors, while pointing a finger at an object of interest is universal and will help to establish primary contact.
Non-verbal signals as the only means of communication
The importance of non-verbal communication cannot be overestimated – it remains the only means of exchanging information in cases where:
people do not know each other’s language even at a basic level;
people do not have the physical ability to pronounce sounds.
If in the first case a higher level of communication can be established later by gradually learning each other’s languages, then in the second, various types of non-verbal communication come to the fore and become the only possible means of contact.
For people with speech disabilities, hearing loss, sign language is the only language they can use, and fingers become their vocal cords and gestures become words.
In situations where people who are physically capable of reproducing sounds find themselves in an environment that does not allow them to pronounce these sounds, it is the tools of non-verbal communication that come to the fore. These signals are used in scuba diving (dive signals), in noisy premises (metal-rolling shops, engine rooms), in hunting, when participating in hostilities (ambushes).
The history of the emergence of non-verbal means of communication
Non-verbal behavior as a set of gestural and figurative expressions through the body originated at the dawn of mankind, when language as a means of communication had not yet been invented, and communication between individual representatives of the tribe was carried out precisely with the help of non-verbal behavior.
It was possible to convey information through primitive gestures, and with the task that ancient people had to solve, non-verbal means of communication coped perfectly. They pointed with their hands at the prey, fellow tribesmen, depicted simple phenomena – rain, thunderstorms, mimicked anger, threatened, grinning and baring their teeth.
An excellent example of primitive non-verbal behavior is the communication of dogs. When meeting dogs, they almost never use barking – they communicate by changing their gait, posture, level of tail movement, baring or lowering their ears, and the information they receive is enough for them to correctly assess the situation and status of the interlocutor.
Conscious and unconscious use of body signals
Non-verbal means of communication can be divided into two types according to the conscious use:
non-verbal communication, which we use consciously – these are the mimic and gesture means that we use deliberately, that is, the tools we use to clearly convey specific information to the addressee;
involuntary non-verbal behavior – these are those postures, gestures and changes in body position, as well as micro-gestures that we use unconsciously, uncontrollably. A specialist who can read the signs of involuntary non-verbal behavior can be told more than the words that we say at the same time.
Consciously used such means of communication provide a large layer of gestural, plastic and mimic possibilities. Actors most clearly demonstrate this type of non-verbal communication tools: when playing a role, they use gestures and facial expressions to bring the image to perfection and give credibility to the game. The tools of good actors are very rich, they are able to memorize and apply hundreds of different small poses, looks, head turns, giving variability to the role words they use.
Micro-expressions and involuntary non-verbal signals
Involuntary non-verbal behavior – those contractions of the muscles of the body and face that a person is not able to control.
Consciously speaking a lie, trying to hide feelings, a person is nevertheless unable to control the so-called microexpressions flashing on the face. These are tools of non-verbal behavior that help a specialist psychologist or just a very observant interlocutor to recognize deception, an attempt to hide information or emotions, since it is impossible to consciously keep muscles from contracting such muscles.
Individuals in certain professions for whom the ability to recognize deception is very important are trained in this ability, or people who are initially predisposed to reading microexpressions are looked for. So, the ability to calculate a lie is extremely important for customs officers, security services, and investigators.
For the correct recognition of facial microexpressions, it is important to remember that facial expressions do not express the thoughts of the subject, but feelings, and if disgust flickers on the face for a moment, this does not mean at all that it is caused by the subject of conversation – perhaps the person simply had an unpleasant association.
Conscious reading of non-verbal signals
Like the use of non-verbal behavior, the ability to correctly read and recognize non-verbal signals given by the interlocutor, is conscious and unconscious.
Conscious reading of non-verbal behavior allows us, by observing the interlocutor, to understand by his facial expression, posture, gait and even the turn of his shoulders what feelings he experiences and what shade his speech has.
For example, the phrase: “I hate you!” written on paper cannot be read unambiguously without a description of the mimic expressions of the speaker. In real life, the non-verbal behavior of the speaker will say a lot about the subtext:
if it is pronounced expressively, brows furrowed, lips pursed and their corners lowered, with tense fists, the interlocutor will understand the message – they really hate him, since the whole posture and face of the speaker express anger;
uttered in a cheerful tone, supported by a smile and a casual wave of the hand with a relaxed body, the same phrase becomes a playful friendly joke.
It is at such moments that non-verbal means of communication are indispensable, it is not for nothing that the authors of fiction often use the epithets “muttered”, “shouted”, “hissed” instead of the dry “said”, giving faceless words an obvious emotional connotation.
Unconscious Reading of Non-Verbal Signals
Just as the body betrays our lies by broadcasting involuntary non-verbal signals in the form of instant micro-expressions and gestures, our subconscious mind is able to read these types of non-verbal communication.
For example, you are communicating with an interlocutor who seems to say something pleasant, positive, makes promises and convinces of his loyalty, but something inside you itches: “He lies, fawns, tries to hide information, he cannot be trusted ! Some call it intuition, some call it a premonition, but from the point of view of the science of non-verbal communication, this is nothing more than an unconscious reading of the interlocutor’s micro-expressions, their comparison with words and a subconscious assessment of compliance. When finding a discrepancy between verbal and non-verbal signals, the brain tries to tell you in all available ways: the person is hiding something, gestures do not match the words, you need to be on your guard!
Unconscious non-verbal behavior cannot be controlled, and those who can read such micro-expressions learn to convert unconscious recognition of non-verbal communication gestures into conscious through long training.
Basic characteristics of non-verbal signals
Various parts of the body are used as tools for applying and reading such signals, but posture, gait, and plasticity are also important.
Non-verbal behavior of an open, self-confident subject is characterized by the following features:
straight back, deployed shoulders, good posture, free gait;
raised head, confident look directly at the interlocutor;
“open” gestures – relaxed arms, not closed on the chest or in a “lock”, legs are not crossed;
lack of fussy small gestures, attempts to cover the mouth or nose with the palm of the hand.
Non-verbal means of communication demonstrating that a person is trying to hide something:
a look constantly moving from the interlocutor’s face to the floor or running over objects behind his back;
“closed” gestures – arms crossed on the chest, the “leg to leg” position, involuntary touching of the nose and lips with the fingers, hands with a “house” at the level of the chin.
Such signs of non-verbal communication allow us to assess the degree of frankness of the interlocutor, help to soberly approach what he says, and decide whether to trust the person.
Business communication
Non-verbal means of communication in negotiations and at work are of great importance: despite the formal tacit ban on an overly pronounced emotional component in business communication, a successful salesperson is able to both fail a product presentation and save it with the help of a properly constructed non-verbal communication with listeners.
If a specialist presenting a product or technology delivers it, monotonously reciting the text, not using a change of intonation, not supplementing the words with gestures, facial expressions, if he stoops and rubs his hands nervously, listeners unconsciously read all these signs of uncertainty and are imbued with distrust of the product through distrust of the person representing him.
If the presentation is accompanied by a competently delivered speech, rich in intonation, backed up by open gestures, a smile, good posture and an open look, unconscious non-verbal communication signals: your interlocutor is trustworthy, which means the product too.
Non-verbal signals in personal communication
Non-verbal communication in personal relationships is the basis of communication. Words alone will not get you far in family life without emotional reinforcement, without touches and small but unconsciously read signals.
Spouses can communicate little, exhausted by everyday life, children and work, but if in a dream they move closer to each other, if during the rare hours of being together in the house, even busy each with their own business, they find a second to touch each other, smile Such a strong family.
On the contrary, couples who publicly hug, kiss and express positive emotions in every possible way at the level of conscious non-verbal signals, but do not feel warm feelings for each other, give themselves away by the absence of small gestures – momentary touches, glances, light smiles, and others often unconsciously read this information, even before the spouses themselves, they begin to guess that something is wrong in the family.
To maintain a relationship, it is very important to remember about non-verbal means of communication, not to underestimate the importance of touch and expressing emotions not only with the help of words.
How to learn to correctly recognize non-verbal signals
By learning to correctly interpret other people’s non-verbal signals, you will be able to expand your capabilities, raise non-verbal communication with interlocutors to a new level, and also learn to recognize attempts to manipulate you.
In order to improve non-verbal communication skills, try to absorb while communicating, notice not only some noticeable, “large” gestures, but also note small ones, perceive the entire palette of human motor skills: facial expression, posture, posture, finger movements and gaze , change of intonation. This will allow, over time, to cut off the superficial, conscious gestures of the interlocutor, revealing micro-expressions and noting signs of deception or unconscious lies. By mentally noticing the wide hand gesture, you will also learn to notice the rapid licking of the lips that betrays excitement, and then non-verbal communication with people will turn into an exciting attraction in which attempts to manipulate you will be shattered by your ability to recognize them and avoid them.
Non-verbal communication and mistakes
Non-verbal communication is an important part of human communication, and the ability to understand signals is very helpful in life, but we should not forget that excessive fascination with the theory of microexpressions and unconscious gestures can fail if you do not remember the possibility of errors . One should always remember the conditions in which the dialogue is being conducted: in a stuffy room with dry air, for example, licking the lips can symbolize not so much an attempt to deceive as to moisten overdried skin, and arms folded on the chest are sometimes called upon not to close from the interlocutor, but to cover unsuccessfully stain on clothes.
15 Awesome Careers To Start At 40 With Little Or No Experience
Getting a new job can feel like a huge obstacle to overcome, especially when you get rejected time after time.
There are a lot of jobs that require a certain amount of experience from you in order to get hired – and if you don’t have the required experience, you will try to no avail. This may feel even tougher for you if you’re 40 and you want to change careers.
The good news is that not all jobs require experience. Even if you want to start your new career at 40, you can be successful even if you haven’t worked in a similar field in the past. Let’s take a look at some of these jobs and see what they have to offer.
1. Customer Service Representative
This is certainly not a job for those who don’t like talking to people. However, if you think you have good communication skills and just love talking to people, it may be a job that suits you.
Before you get employed, you may have to go through a training course. After all, you need to become aware of the policy of the company and what to do when a customer comes to you with an issue. Other than that, you don’t need to have any kind of experience.
You only have to make sure you know how to communicate with people. Also, you must be nice and positive, and willing to help clients with whatever problems they have. So, it’s suitable even for people who are 40 years old and have no experience in this field.
The average salary for a customer service representative is $30,688.
2. Nuclear Technician
You hear about people working in nuclear factories all the time on TV, but did it ever occur to you that you can be helpful for these people? You can become a nuclear technician and get an average annual salary of $79,140.
Even though it seems like something you need to prepare a long time for, it actually requires no experience in a related occupation. You only need an associate’s degree to get hired.
As a nuclear technician, you will have the opportunity to help out nuclear engineers, physicists, or any other scientists working in the laboratory. What you have to do is pretty much assess the quality of the nuclear testing and research equipment, but also maintain and operate it in some cases.
Afterward, you will just gain experience while you work, so it will be easy to pick up various skills on the go.
3. Construction Manager
It’s even possible to work in the construction field, even if you have no experience whatsoever. With an average annual salary of $99,510, this could be a great opportunity for you if you ever dreamed of being a manager. Many construction managers who had this position for a longer time may earn over $150,000, depending on the state they live in.
What you’ll have to do at this job is directing, planning, and coordinating activities on a construction site. Not to mention that you may also have to deal with budgeting construction projects and scheduling them, but also overseeing the organization.
You may need a bachelor’s degree though, especially if you intend to work in a larger firm but as for experience in a related occupation, you won’t need any. When you first start, you will work as an assistant under an experienced construction manager. You will learn from this person and get ready to start your own management adventure. It’s great if you think you would do great as a manager.
4. Real Estate Agent
Believe it or not, but being a real estate agent is possible even if you have no experience in the field to back you up.
A real estate agent can earn an average salary of $51,879, and there is no previous experience required. You may only have to take a short course, respectively a 60-hour one, but other than that, you can definitely work in this field even if you never had a similar job.
In order to succeed, you must make sure you have an entrepreneurial attitude, and that you are always confident in yourself and determined to work hard. You should be aware that the more you’re able to sell, the more you’ll earn, which is why it’s important to have the qualities mentioned above. Most agents work on commission, after all.
5. Home Care Aid
You may be a kind soul who wants to help others with their issues, and that’s wonderful – the world needs more people like you. Did you know you can actually have a job that allows you to help people just the way you like to? Even if you are 40 and have no experience in the field, you can become a home care aid.
This job involves caring for the sick and elderly, as it may be difficult for them to perform their daily activities by themselves. You can help them out, and not only earn money but also get the satisfaction that comes with doing something nice for someone. You can earn an average of $11 per hour.
Also, some places may require you to own a valid driver’s license to work for this job. Luckily, though, you don’t need experience, and even if you may require a home aid certification, this can be earned while you’re on the job.
6. Radiation Therapist
You’ve probably heard of radiation therapy, and maybe even know someone who got it. But you can become the person to offer this kind of service if you want to change careers and think you would be suitable for the position.
You can earn more than $120,000 a year, although there are states where you can be paid even higher. In this position, you pretty much have to provide the necessary therapy to patients. Apart from that, you will have the responsibility of preparing the equipment and reviewing the patient’s diagnosis and the prescriptions. Maintaining records is something you may have to do as well.
What’s nice is that no experience in a related job is required. You may need to complete a minimum of an associate’s degree, though, and get a certification or license.
7. Sales Account Representative
Some people have the natural gift of being able to easily convince people to do almost anything. Are you one of those persons? In this case, you’d be amazing as a sales account representative.
You know how important it is to attract a customer when making a sale. Being engaging, persuasive, and friendly are key traits needed for a successful sale. If you have these traits, you may want to consider being a sales account representative. Although some specific positions may ask for experience, the majority are “entry-level” positions. Focus on those if you’ve never worked in sales before.
Also, you should keep in mind that a lot of companies will ask for a bachelor’s degree to hire you with this position – however, exceptions may be made as well. As for the salary, a sales account representative can earn an average of $45,459.
8. Administrative Assistant
Do you want to work in a larger company, yet you are not sure what position might fit you? Being an administrative assistant could be the right job for you.
Some of the things you would have to handle are phone calls, scheduling, paperwork, and email correspondence. However, there will also be moments when you will have to prepare deliverables for big, important projects that the company is preparing. Taking notes or sitting in on meetings may be required too.
You can earn around $44,950 as an average salary. No experience is required, as it’s a job most people would adapt to. Moreover, in time, you may be able to move to a more specialized role if you want to.
9. Web Developer
In case you have some technical skills, you may start working as a web developer. It’s great if you want a new career that doesn’t require any physical work. With an average annual salary of $72,150, this position doesn’t require any previous experience as a web developer.
Your task will be designing and creating websites. As such, you must know how websites work and how they should look. In some cases, developing website content will be something you will have to do as well.
Even though you don’t need any previous experience in a similar position, you will need a high school diploma, and sometimes you will even be asked for an associate’s degree. Of course, knowledge in graphic design and programming is required, since you will be using these skills. But these can also be learned along the way and when you’ll excel these skills, you will be a great web developer.
The best web developers usually have a bachelor’s degree in the field and superior programming languages. But, in numerous companies, you will be able to make it without the degree as well.
10. Legal Assistant
People who are good at writing may be amazing as legal assistants. If you would like to work in the legal field, yet have no experience with it, don’t worry – some positions are entry-level. So, you may be lucky enough to find one if you search carefully. You can make an average of $46,452 per year.
But before you apply for a job like this, make sure you have what it takes – thus, you must be an extremely organized person and have proper grammar skills. What’s great about this position is that as you work more and gain experience, you can earn more.
Also, in time, you can even train to become a paralegal. It’s great to see that even if you start a new job with no experience at 40, you still have the chance to climb the ladder.
11. Translator
Speaking multiple languages is amazing because it gives you the chance to communicate with a larger group of people and even learn something about other cultures.
However, it also gives you the chance to get a job as a translator. It doesn’t matter what foreign language you speak – in fact, the rarer the language, the better the salary. So, if you can translate documents from the language/s you know to English and vice versa, you can make a nice change in career, even at 40.
A translator should be able to accurately translate not only documents but also spoken words during interviews. You don’t need special experience in the field to excel at this job. All you need is knowledge of a foreign language, one that a company is seeking. At the same time, having a linguistics accreditation or a certificate/degree will help with your job application.
Many people in their 40s pick this as their new career because many businesses seek translation services. So, you shouldn’t hesitate to apply for this position if you think you have what it takes. You can earn an average salary of $22.15 per hour.
12. Veterinary Assistant
We all love animals because they make our lives better. This is why we should care for them, especially if they have serious problems that put their health and even life in danger.
This is why, if you love animals and would give anything to be near them all the time, a veterinary assistant role is perfect for you. The average salary is $31,567, and apart from the money, you also get the advantage of being put in a good mood by seeing so many cute animals.
You don’t necessarily need experience for this, even if there are certain positions that will ask you to complete a certification. However, most veterinary clinics only require a high school diploma.
Other than that, you must have certain skills such as being good at operating computers or lifting about 40-50 pounds. Some animals, such as dogs, can be heavy, so you must be able to help lift them so that the veterinarian can offer them the necessary assistance.
13. Public Relations Assistant
If you consider yourself a people’s person, then you might be tempted to work as a public relations assistant. You need to be comfortable with being around people, and you must have strong writing skills as well.
In general, public relations companies will look for a lot of fresh candidates, so they can work on them and prepare them based on their standards.
Therefore, you don’t need any experience for this position. Moreover, you should know that many times, companies will give rotational programs during the first year or two, in order to let you explore multiple business areas.
This is helpful as it will allow you to find out your good points and your weaknesses. If you choose this type of career, you could earn around $45,498 per year.
14. Medical Assistant
Being a medical assistant gives you the opportunity to work in a doctor’s office or a hospital. Even though it doesn’t seem like it, the job is not that difficult, and it doesn’t require experience.
In fact, what you have to do is pretty much work at the front desk of a department or an office, and sometimes you will have to interact with patients as well.
What’s cool is that you can gain experience and, over time, move to a medical specialty, which then prepares you for a senior position. As a result, you can go from an average salary of $33,719 to a higher amount as time passes by.
15. Dental Assistant
Similar to the previous position, being a dental assistant is not as difficult or unpleasant as you might think. Also, you don’t really need experience in the dental field to get this job.
In fact, you only need a high school diploma or an associate’s degree to qualify. As a dental assistant, you will have to prepare patients for dental procedures, speak to them, and assist dentists during the said procedures.
Sometimes, you will also be required to book appointments and keep the records of the patients up to date. As time goes by, you may be able to qualify for a more advanced position through proper training.
If you want to become a dental assistant, you should know that you can get an average of $17.65 per hour.
It can certainly feel challenging to make a career move at 40 when you feel that very few companies will accept you without any experience in the field.
But as you were able to see, there are multiple positions that you can have even if you haven’t worked in the industry before. We hope that one of them has sparked your interest and you’ll do all your best to get the job you want. Good luck with your career change!
The Best Bank Accounts for Freelancers and Side Hustlers
Millions of Americans work as freelancers or juggle side hustles alongside their 9-to-5 jobs. Whether they use a formal business entity or not, and regardless of how they think of themselves, these people are small-business owners.
That doesn’t mean they have the same degree of access to the business banking system, however. Just as the universe of credit cards for freelancers is smaller than the universe of small-business credit cards, many business-friendly banks choose not to deal with freelancers and people with side gigs.
Fortunately, many do. If you’re looking for a bank account to manage your freelance or side hustle finances, it’s time to get familiar with the names on this list.
The Best Bank Accounts for Freelancers and Side Hustlers
These are the best bank accounts for freelancers and people with side gigs right now. Each does at least one thing really well, and we believe that our best overall pick offers the best value for the greatest number of would-be users.
Best Overall: Lili (Lili Account)
The Lili Account is one of the few checking accounts designed specifically for people who work for themselves — whether they call themselves freelancers, side hustlers, microbusinesses, sole proprietors, or anything else.
It’s built around a powerful package of tools that simplify and streamline business:
Tax management tools for those with lots of revenue streams and expenses
Internal invoicing capabilities
Instant expense categorization for qualifying purchases
Cash deposit at 90,000 locations around the U. S. (fees may apply)
An automated savings tool that lets you set aside as little as $1 per day in an “emergency bucket” that earns up to 1.00% APY
The option to get paid up to two days early with qualifying direct deposit
And Lili works for managing personal finances as well. It could be the only bank account you need as a self-employed person.
Additional features:
Use your business debit card anywhere Visa is accepted
Enjoy fee-free ATM withdrawals at nearly 40,000 locations
Earn cash-back rewards on eligible purchases
No minimum balance or hidden fees
Open an Account with Lili
Best Bank Account Bonus: Chase Business Complete Checking
Chase Business Complete Checking has the best new account bonus opportunity of any freelancer-friendly institution. Simply open a new account online or in person with no minimum deposit required to earn a $300 bonus.
Additional features:
Avoid the $15 monthly maintenance fee by maintaining a qualifying minimum daily balance or making qualifying purchases on your Chase Ink Business credit card
Enjoy unlimited electronic deposits, ACH transfers, and mobile check deposits using Chase QuickDeposit
Access ATMs and branches in the following states: AZ, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, KY, LA, MA, MI, NV, NJ, NY, OH, OK, OR, TX, UT, WA, WV, WI
Open an Account with Chase
Best for Interest on Checking Balances: BlueVine
Bluevine Business Checking is one of the few business checking accounts that pays interest on checking balances — currently 2. 00% APY on balances up to and including $100,000 when you meet a monthly activity goal. Just do one of the following:
Spend $500 per month with your Bluevine Business Debit Mastercard®, OR
Receive $2,500 per month in customer payments into your Bluevine Business Checking account via ACH, wire transfer, mobile check deposit, or directly from merchant payment processing provider
Bluevine is one of the only freelancer-friendly business checking accounts with this benefit, making it a strong choice for anyone looking to earn a little extra on their walking-around money.
Bluevine has plenty of other features worth noting:
No minimum balance requirements or monthly fees
Unlimited transaction allowance
Connect your account to QuickBooks Online, Wave, and Freshbooks — some of the top online accounting platforms around
Link with external revenue and expense management tools, including Expensify, PayPal, and Stripe
Add up to 2 subaccounts to your existing BlueVine Business Checking account
Enjoy mobile features like mobile check deposit and biometric security
Pay no fees at nearly 40,000 ATMs in the U. S.
Deposit cash at more than 90,000 Green Dot locations in the U.S.
Open an Account with Bluevine
Best for ATM Fee Reimbursements: NBKC Business Checking
The NBKC Business Checking Account has virtually no fees, which is better than most freelancer-friendly accounts can say. The account has no balance requirements, no monthly maintenance fees, and no transaction fees.
Particularly notable is the offer of up to $12 in monthly refunds against ATM fees charged worldwide — not just in the United States. That’s on top of the 30,000-plus U.S. ATMs at which NBKC business customers pay no withdrawal fees at all.
If your side hustle or freelance enterprise requires a steady stream of cash to cover expenses, NBKC is your best bet. And you can take advantage of a slew of additional value-added features here as well:
Seamless mobile and desktop check deposit
Use mobile bill pay to cover expenses on the go
Take advantage of NBKC’s courtesy overdraft sweep (see its account disclosures for details)
Enjoy unlimited free transactions
Pay no monthly maintenance fee
No minimum balance or deposit requirements
Open an Account with nbkc
Best for Payment and P2P Money Transfer App Integration: Novo
Novo is another freelancer-friendly bank account sponsored by Middlesex Federal Savings, F. A. It has no monthly maintenance fees or minimum balance requirements. But its best value comes thanks to an unusual breadth of integrations with complementary small-business tools like:
Zelle for peer-to-peer (P2P) transfers and payments
Freshbooks, Zoho, and QuickBooks for easy accounting
An internal invoicing tool that integrates with Stripe and PayPal, allowing clients to pay you with a few clicks or taps on your invoice
Novo boasts some additional features worth noting as well:
Easy application process that takes just 10 minutes to complete
Thousands of dollars in exclusive perks (see Novo’s website for details)
$50 minimum opening deposit
Virtually no fees other than an overdraft and returned item fee
Open an Account with Novo
Novo is a fintech, not a bank. Banking services provided by Middlesex Federal Savings F.A.; Member FDIC.
Best for Earning Checking Account Rewards: LendingClub Bank Tailored Checking
LendingClub Bank Tailored Checking is a rewards checking account that earns up to 1% cash back on eligible signature-based debit card purchases when you keep an average balance of $5,000 or more.
There’s a rewards-free period of 30 days after account opening, so you won’t earn anything during the first month. But moving forward, there’s no limit on what you can earn.
Additional features:
Earn interest on balances over $5,000
No transaction limits or fees
Make check deposits and lock your debit card on the go using the LendingClub Bank app
Maintain a minimum daily balance of $5,000 or more to waive the $10 monthly maintenance fee
Enjoy unlimited ATM fee rebates
Open an Account with LendingClub Bank
Best for High-Yield Savings: Small Business Bank Business High Yield Savings
Small Business Bank is an aptly named financial institution that caters to freelancers, microbusinesses, and growing small businesses. Its Business High Yield Savings account is aptly named as well — it offers an impressive yield on all balances with no maximums or fees. That makes it a great choice for successful freelancers and side hustlers looking to grow into something more.
The Business High Yield Savings account’s tiered yields range from 0.20% APY for balances under $25,000 to 1.00% APY for balances of $500,000 and above.
Additional features:
Free mobile check deposit
No monthly maintenance fees
Rapid online approval
Link to a free checking account with a Mastercard debit card and other great features
Open an Account with Small Business Bank
Best for Savings Subaccounts: NorthOne Business Banking
NorthOne Business Banking is one of the few freelancer-friendly bank accounts that offers savings subaccounts. These accounts-within-accounts make it easy to manage piles of money earmarked for specific purposes, like estimated taxes, payroll, or new equipment purchases.
For a limited time, get $20 off when you open and fund a new NorthOne account.
NorthOne Business Banking does have a $10 monthly fee. But it’s worth the cost thanks to a slew of additional features:
Unlimited payments, transfers, deposits, and debit card transactions
More than 300,000 in-network ATMs
Mobile check deposit and bill pay
For a limited time, NorthOne is offering an exclusive deal for Money Crashers readers who sign up for a new account: one month of free business banking when you sign up using the link below.
Open an Account with NorthOne
Best for Free Checks: Axos Bank Basic Business Checking
Plenty of business bank accounts offer check-writing privileges, but only Axos Bank Basic Business Checking delivers your first order of business checks for free. That’s up to 50 payments made the old-fashioned way — perfect if you have vendors or contractors who prefer to get paid with paper.
There’s more. Axos Bank Basic Business Checking’s notable additional features include:
Unlimited free transactions
No monthly maintenance fee
Get a free debit card when you open your account
Make mobile check deposits and bill payments with the mobile app
No minimum balance requirements
New account bonus offer worth up to $200 if you’re a new business incorporated after June 1, 2020, or $100 if you’re an established business new to Axos Bank
Open an Account with Axos Bank
Methodology: How We Select the Best Bank Accounts for Freelancers and Side Hustlers
We use several important factors to assess the best bank accounts for people with side gigs and freelance jobs. Each relates in some way to the overall cost of the account, its ease of use, its flexibility, or its ability to create value for the account holder.
Monthly Maintenance Fee
The monthly maintenance fee isn’t necessarily the most important or costly bank account fee. Overdraft fees can add up quickly if you’re not careful, for example.
But the monthly maintenance charge is the fee that first comes to mind for most would-be account holders, and it’s often the most difficult to avoid. So, all else being equal, we prefer freelancer-friendly banks with no monthly maintenance fees or low maintenance fees that can be waived with a minimum balance or other qualifying activities.
Other Account Fees
Other common bank account fees include overdraft and nonsufficient funds (NSF) fees, paper statement fees, ATM withdrawal fees, and wire transfer fees. Few bank accounts are truly fee-free, but we give preference to those that are, then look to accounts with fewer and lower fees than average.
Transaction Limits
It’s rare for consumer checking accounts to limit transaction volumes, but many business bank accounts do just that. These limits can be quite low for businesses with lots of expenses — sometimes just 50 or 100 transactions per month.
Freelancers usually aren’t as prolific as small or midsize businesses when it comes to payments. But side hustlers with complex gigs, like successful dropshipping businesses, can quickly run over their monthly transaction allotments. That’s why we prefer banks and accounts that waive transaction limits or set them so high that they don’t trouble most freelancers and side hustlers.
Minimum Balance and Deposit Requirements
Many business bank accounts impose high minimum balance or initial deposit requirements that price out sole proprietors. In some cases, these minimums don’t prevent you from opening an account but you’ll need to meet them to avoid maintenance fees or other charges.
We prefer banks that dispense with minimum balance and deposit requirements entirely. Failing that, we look to banks with reasonable minimums or alternative options for avoiding fees tied to those minimums, such as recurring direct deposits.
Account Yield (Interest Rate)
Most business checking accounts pay minimal interest, if any. Business savings accounts are more likely to pay interest, but you shouldn’t expect your return to keep pace with inflation. Still, any yield is better than no yield at all, and we evaluate banks and accounts accordingly.
Mobile Features and Functionality
Many freelancers and side hustlers do business primarily on their mobile phones. If you have a successful dogwalking or handyman business, for example, you’re likely to be out of the office more than you’re in it. You no doubt use your phone to interact with clients, make purchases, keep notes, and so on.
So why should you have to bank on the laptop or desktop computer you rarely use? You shouldn’t — which is why we prefer banks with comprehensive, fully functional mobile apps or account dashboards.
Budgeting and Savings Features
You don’t have to commingle your business and personal finances to appreciate the importance of keeping a budget and spending within your means. In fact, if you’re serious about growing your side hustle, you have a powerful incentive to track every expense and spend less than you earn.
That’s where internal budgeting tools and automated savings capabilities come in. More and more freelancer-friendly banks offer these tools at no additional cost, including many of the selections on this list.
Accounting and Tax Features
Some freelancer-friendly bank accounts have built-in or external accounting and tax management features as well. When external, these features typically take the form of seamless integrations with well-known third-party products like Xero or QuickBooks. All else being equal, we’re fans of banks that go the extra mile to simplify things at tax time.
Freelancer Bank Account FAQs
You have questions about bank accounts for freelancers and side hustlers. We have answers.
Should You Have a Separate Bank Account If You’re a Freelancer?
It’s not strictly necessary to have a separate bank account if you’re a freelancer. Many freelancers receive income and pay expenses out of their personal bank accounts.
This is especially common for part-time freelancers who don’t have formally incorporated business entities and don’t spend a lot of time on freelance work. At some point, it’s just not worth it to maintain separate business and personal accounts.
On the other hand, if you freelance full-time or have a formally incorporated business, a separate business account could make sense. As this list shows, freelancer-friendly bank accounts are free or cheap and can make managing a side business much easier.
Do You Need a Separate Bank Account for Your Side Hustle?
You don’t need a separate bank account for your side hustle either. If your side hustle is a casual, part-time effort, a separate account might not be worth the trouble. You can still take advantage of the tax benefits (and obligations) of self-employment without one.
Many side hustles grow into full-time business enterprises, of course. If you have ambitions to quit your 9-to-5 and work on growing your business around the clock, you’ll want to separate your business and personal finances sooner than later — and consider formally incorporating the business while you’re at it.
Do You Need to Incorporate Your Freelance Business or Side Hustle?
Most of the banks on this list don’t require business account holders to formally incorporate. You can open a business bank account for your freelance or side hustle finances without setting up an LLC or partnership.
Even if you’re not formally incorporated, you can benefit from tax deductions and credits available to business owners and self-employed individuals. You don’t need a business bank account to reap these rewards either, but you might find one useful as your enterprise’s income and expenses grow. Having a dedicated account for your business inflows and outflows will make your life easier come tax time and ensure no potentially valuable deductions (or wayward income streams) fall through the cracks.
Do Freelancers Automatically Qualify for Business Bank Accounts?
It depends on the bank.
Most of the banks on this list are outwardly freelancer-friendly. Either they offer accounts specifically designed for freelancers or they’re lenient about who qualifies for a business account to the point that pretty much anyone with an active side hustle makes the cut.
But you shouldn’t expect this everywhere. Some banks reserve business bank accounts for formally incorporated enterprises with substantial revenue and expenses. Even if you freelance full-time, you might not qualify unless you’re willing to create a legal business structure.
How to Choose the Best Bank Account for Your Freelance Business or Side Hustle
Choosing a bank account to handle your freelance or side hustle finances isn’t all that different from choosing a personal bank account. As you review your options, consider factors like:
Account Fees. No one likes paying bank account fees. Unless there’s a compelling reason to choose otherwise, you’ll probably want an account that either doesn’t charge a monthly maintenance fee at all or makes it easy to waive with a minimum balance or recurring deposit. Watch out for “minor” fees like ATM withdrawal fees and overdraft fees too.
Transaction Limits. Many business bank accounts limit the number of transactions you can make in a given month or statement period. If you make lots of little withdrawals or payments, this could be a real problem.
Minimum Balance Requirements. If you’re a part-time freelancer or side hustler, you probably won’t have an impressive bank account balance, at least to start. And your balance might fluctuate from week to week and month to month, depending on how much you earn. That means you’ll look to bank accounts with low or no minimum balance requirements.
Account Yield. Business bank accounts aren’t known for high yields. However, if you want to set aside business funds that you don’t need right away, it pays to look for a rewards checking account or high-yield savings account that accepts freelancers and side hustles.
Additional Features and Capabilities. Do you want a mobile-friendly banking experience that lets you manage your finances on the go? Do you earn a significant amount of your income through money transfer apps like Venmo and PayPal? Do you want a built-in budgeting or accounting framework that simplifies your business finances and keeps them separate from your personal money? These questions — and others along these lines — could help you zero in on the best bank account for your freelance business or side hustle.
How to find a job if you are over 40 and have no professional experience — Work.ua
Starting a career from scratch, even if it seems that this is a hopeless business, is quite realistic.
Work.ua will tell you what you need to do to still find a job.
Life is different. Just as there are different reasons why after 40 you may not have work experience. And if you still have to start a career at that age, or you change your field of activity to one where you had no experience before, we suggest you turn to advice from Work.ua.
Where to go to work
☝️Jobs without work experience
Most job search sites have a category of vacancies for which the employer considers candidates without experience. If you are over 40 and have no time for courses and education, this option may suit you. Usually, people without experience are looking for workers for the following positions: chat or call center operator, translator, sales assistant, driver, courier, cleaner, seamstress, waiter, bartender-cashier, sales manager and many others .
So even if you haven’t worked anywhere before, or if you had experience for a long time, there will be vacancies.
👉 How to create a resume without experience
You can create a resume that will help you attract the attention of a recruiter even when you have no experience. Work.ua HR Director Olga Tarasevich recommends applicants to write about:
Achievements in education : what practices and internships did you have, what success did you have in your studies.
Skills you already have . For example, you could use your organizational skills in your personal life when you were organizing some kind of family event or trip, and your creativity could manifest itself while helping a child create a school project.
Ability to learn quickly . So that employers understand that you will quickly begin to benefit the business.
☝️Internship, practice, courses
If you have time for training and internships, this option will help you get a higher paying position in the future . You will also reduce the time at the initial stage of your career, when you come to the simplest job and learn only by doing.
Internship . Contact companies that have suitable positions for you and ask to take you on an internship, even unpaid . You will have a chance to prove yourself and gain experience. Also, some companies independently open a recruitment of candidates for an internship and, after completing it, select the best graduates to invite them to work.
If the words “internship” and “free” in the same sentence confuse you, consider the movie The Pursuit of Happyness, based on a true story. In it, the main character is in a very difficult financial situation, but agrees to a free internship in a reputable company with a vague prospect of further employment.
“If you have a dream, you must protect it. People who can’t do anything themselves will say that you can’t do it,” the hero says to his little son.
Courses . Now there are many schools in Ukraine that offer their students assistance in finding employment after graduation. But keep in mind , usually after courses, schools find work only for those who showed themselves best during their studies and passed it with excellent marks .
📌 If you are not yet ready to invest in education, we inform you that during the war, some platforms opened up free access to their courses.
☝️Jobs with experience that you can still apply for
It happens that you are looking at a vacancy and fit all the criteria except work experience. But no one can stop you from sending a response if you think you can do the job.
A recruiter will pay attention even to a candidate with no experience, if before that he attended master classes, courses, or had an internship. After all, a person could already perform similar tasks on them .
☝️Hobby as business
Hand-made is gaining momentum every year. There are a lot of people who want to find a product that “will make you feel warm”. After all, usually things created by hand are endowed with a special charm.
What can be sold? Yes, whatever! Maybe you bake cakes, sew clothes, grow varietal violets? There is a buyer for any product: at this very time, someone is looking for candles with a special aroma, someone is looking for a blanket knitted by caring hands, someone needs a special handbag or blouse to express their individual style.
With the development of social networks, hand-made products have become not only easy to search for, but also to promote. You can sell anything from food to decor to furniture right on Instagram .
☝️Entrepreneurship
Do you have a commercial streak? Try opening your own business. Start small, such as selling household goods, fresh herbs, vegetables, fruits that you grow in your country house . Financial investments here are small, but the prospects are not bad.
Or find profitable suppliers and start distributing products, also initially through social networks and various marketplaces for the sale of goods.
☝️ Freelancing
Freelancing is not only for professionals who are tired of the office and want to go free swimming. Those who do not have professional experience, but have the time and desire to gain new skills, offer their services and create a customer base, can also find their place here. Read more about freelancing in the article “What is freelancing: how to work for yourself”.
Even if you don’t know anything, you can find the simplest orders on freelance exchanges. For example, there are those where the contractor must place products on sales platforms, type text, transcribe interviews or analyze prices for competitors’ services and collect data in an exel table. To do this, you do not need to take long-term courses, gain experience, etc. .
☝️ Services for ordering services
There are also online services in Ukraine, for example, Kabanchik, where you can get orders for online and physical orders in different cities . First, offer your services on such services, select the categories in which you can work, and then receive and complete orders in your locality.
You can offer courier services, cleaning services, repair or babysitting services, a photographer, fix an electrician, fix a water leak, repair appliances and much more.
☝️Sales
The sphere through which it is easiest to get into any company . Some employers are deliberately looking for sales managers without work experience, since it is easier to teach a person from scratch than to retrain. If during work you realize that sales are not your business, you can try yourself in another position in the same company, having agreed on this with the HR department.
🎁 Bonus! Do you think that if you didn’t find a job on the first day, then it’s a pipe? Read a life story on “How to find a job when there is none” .
How else to help yourself
To get a job at 40+, you have to study and improve yourself.
Keep your body and mind in shape . Over time, the body does not get younger, and the brain will not work better without mental stress. Since work is always the stress of the first or second, you must take care of your health and feed your brain with new information.
Get new knowledge . It’s never too late to learn. History knows cases when people received their first education at 50, 60 and even 80 years old. Choose a direction, immerse yourself in the theoretical base and boldly move towards success. If, for example, you decide to become a sales manager, but you have no experience in this area, look at free webinars on the Internet to be in the subject.
Refresh your knowledge . If you have a certain amount of knowledge, but you haven’t used it for a long time, update it.
Try to get an interview . Let this be your main goal – to get to the interview and show yourself in the best light in front of the employer. Look for job offers on job sites, contact an employment center for help, tell your friends about your job search, write a resume, even if there is nothing to write about, send it to all suitable vacancies.
Prepare for an interview before being invited . Find your competitive advantage, formulate how you are better than those who have just graduated from the university. For example, you can say that you have a strong financial motivation, you easily get along with people and understand them, that you are not interested in changing jobs, and so on. Think – and you will definitely find it, your strong point.
Be flexible . Do not rush to refuse work, if you are not satisfied with the level of salary or other conditions, go towards the employer. After all, now it’s better to accept the offer, and in the future, show that you are a cool employee and ask for a salary increase.
Work.ua is sure that you can find a job after forty. The main thing is to act, not to give up and not be afraid to leave your comfort zone.
Image from The Intern, 2015
Read also
What professions will become relevant after the war and where will future specialists study
What professions will become relevant after the war and where will future specialists study
What professions will become relevant after the war and where to study for future specialists
How to find work in times of war
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How to find a job after 40
Mature age is not a reason to think that all the good things, including a decent job, are over. And yet, applicants who have crossed the line of 40-45 years old face certain difficulties in finding a job. How to overcome them?
To feel just as good as younger competitors, middle-aged job seekers will be helped by advice from specialists from the Superjob. ru recruiting portal.
On a positive wave
Before you start looking for a job, set yourself up for success. Do not allow the thought of the futility of your undertakings. Remember that the reasons for which the job search may be delayed may appear at any age: university graduates are hindered by lack of experience, young employees are hindered by the presence of small children, etc. Your trump card is professionalism and many years of experience. And if you are confident in yourself, then your age will easily turn from a disadvantage into a plus.
Find your niche
Certainly, there are areas in the labor market where the age limit remains strict, although the age limit is contrary to the Labor Code of the Russian Federation. These are sales, public relations, information technology. Employers set the upper age bar because they consider young employees more capable of learning, more resilient and active. Hence the conclusion: you should look for a job where your knowledge and experience are primarily needed. Age over 40 is not a hindrance for job-seeking accountants, medical professionals, lawyers, and engineers. But do not forget to keep your finger on the pulse, that is, refresh your professional knowledge, master new programs that are necessary in your work.
One Step Up
As a rule, job seekers aged 40-45 and older who want to find a job as soon as possible significantly lower their expectations, accepting a small salary and an inconspicuous position. This strategy often leads to failure, so we advise you to try a completely different move by sending a resume to a managerial position. Employers understand that the energy and creativity of young people must be directed in the right direction, and this requires a person with life and professional experience, attentiveness and organizational skills.
Resume: put the accents
In order for the employer to understand how valuable you are, you should pay more attention to writing a resume. You don’t have to describe your last three or five jobs. It is enough to indicate one or two last places (name of organization, field of activity, years of work) and distribute all your rich experience into blocks (for example, “Managerial activity”, “Teaching activity”, etc.). Such a resume is called functional and allows the employer to see your strengths without focusing on long years of work experience, and therefore on your age. Don’t forget to list refresher courses if they have taken place in recent years. It should be clear: you keep up with the times and constantly monitor changes in the professional environment, ready to learn and learn new things.
Fraud will not work
When applying for a job, you will still be asked for a passport. Do not spoil relations with the employer by trying to deceive him, this will negate all your efforts.
Interview: confidence, style, tact
Finally, you have received an invitation to an interview.
Howard Gardner’s Theory of Multiple Intelligences | Center for Innovative Teaching and Learning
Center for Innovative Teaching and Learning
Resources
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Instructional Guide
Howard Gardner’s Theory of Multiple Intelligences
Many of us are familiar with three broad categories in which people learn: visual learning, auditory learning, and kinesthetic learning. Beyond these three categories, many theories of and approaches toward human learning potential have been established. Among them is the theory of multiple intelligences developed by Howard Gardner, Ph.D., John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. Gardner’s early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences. Today there are nine intelligences, and the possibility of others may eventually expand the list.
Gardner’s Multiple Intelligences Summarized
Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)
Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)
Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)
Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)
Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)
Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)
Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)
Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, “What is the meaning of life? Why do we die? How did we get here?”
(“Tapping into Multiple Intelligences,” 2004)
Gardner (2013) asserts that regardless of which subject you teach—“the arts, the sciences, history, or math”—you should present learning materials in multiple ways. Gardner goes on to point out that anything you are deeply familiar with “you can describe and convey … in several ways. We teachers discover that sometimes our own mastery of a topic is tenuous, when a student asks us to convey the knowledge in another way and we are stumped.” Thus, conveying information in multiple ways not only helps students learn the material, it also helps educators increase and reinforce our mastery of the content.
… regardless of which subject you teach—“the arts, the sciences, history, or math”—you should present learning materials in multiple ways.
Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Gardner points out that everyone has strengths and weaknesses in various intelligences, which is why educators should decide how best to present course material given the subject-matter and individual class of students. Indeed, instruction designed to help students learn material in multiple ways can trigger their confidence to develop areas in which they are not as strong. In the end, students’ learning is enhanced when instruction includes a range of meaningful and appropriate methods, activities, and assessments.
Multiple Intelligences are Not Learning Styles
While Gardner’s MI have been conflated with “learning styles,” Gardner himself denies that they are one in the same. The problem Gardner has expressed with the idea of “learning styles” is that the concept is ill defined and there “is not persuasive evidence that the learning style analysis produces more effective outcomes than a ‘one size fits all approach’” (as cited in Strauss, 2013). As former Assistant Director of Vanderbilt University’s Center for Teaching Nancy Chick (n.d.) pointed out, “Despite the popularity of learning styles and inventories such as the VARK, it’s important to know that there is no evidence to support the idea that matching activities to one’s learning style improves learning. ” One tip Gardner offers educators is to “pluralize your teaching,” in other words to teach in multiple ways to help students learn, to “convey what it means to understand something well,” and to demonstrate your own understanding. He also recommends we “drop the term ‘styles.’ It will confuse others and it won’t help either you or your students” (as cited in Strauss, 2013).
… “pluralize your teaching,” in other words to teach in multiple ways to help students learn, to “convey what it means to understand something well,” and to demonstrate your own understanding.
Summary
Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to teaching, subject-matter, and student learning needs. Addressing the multiple intelligences can help instructors pluralize their instruction and methods of assessment and enrich student learning.
References
Chick, N. (n.d.). Learning styles. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/
Gardner, H. (2013). Frequently asked questions—Multiple intelligences and related educational topics. Retrieved from https://howardgardner01.files.wordpress.com/2012/06/faq_march3013.pdf
Strauss, V. (2013, Oct. 16). Howard Gardner: “Multiple intelligences” are not “learning styles.” The Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/
Tapping into multiple intelligences. (2004). Retrieved from https://www.thirteen.org/edonline/concept2class/mi/index.html
Selected Resources
MI OASIS: The Official Authoritative Site of Multiple Intelligences. Access at https://www.multipleintelligencesoasis.org/
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4. 0 International License.
Suggested citation
Northern Illinois University Center for Innovative Teaching and Learning. (2020). Howard Gardner’s theory of multiple intelligences. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
Harvard scholar Howard Gardner reflects on his life and work – Harvard Gazette
In a life of multiple pursuits, Howard Gardner has remained a student above all else
By Liz Mineo Harvard Staff Writer
Date
Life stories from Drew Faust, Annette Gordon-Reed, Martin Karplus, Steven Pinker, E.O. Wilson, and many more, in the Experience series.
In the late 1970s and early ’80s, after he had worked with brain-damaged hospital patients and healthy schoolchildren, Howard Gardner developed a theory that changed the way people study intelligence and transformed the fields of psychology and education.
With his “theory of multiple intelligences,” Gardner challenged the notion of a singular entity of mind, mostly genetic, and instead put forward the idea that all of us possess different types of intelligences, including linguistic, spatial, and musical.
Gardner, a 1981 MacArthur “genius” fellow, would branch out to write books and formulate ideas in a range of other fields, including ethics. He is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education, and an adjunct professor of psychology and senior director of Project Zero.
Gazette: Can you tell me about your childhood?
Gardner: I grew up in Scranton, Pennsylvania. It was once a booming anthracite coal town, but by the time I was born, in the early 1940s, it was already becoming a depressed area. I had an uneventful childhood; probably the biggest impact came from events that my parents had gone through.
Hilde and Ralph were German Jews who grew up early in the 20th century and expected to spend the rest of their lives in Germany. They lived like middle-class bourgeoisie until Hitler came to power in 1933. In 1934, they moved to Italy to escape Hitler, and in 1935 they had a child named Erich.
They were making a life for themselves in Italy, but when Hitler made a pact with Mussolini, they decided they’d better move back to Germany and try to flee the continent. From 1936 through 1938, my father made several trips back and forth to the United States from Germany, trying to get people to sign an affidavit so that the family could move to America and not be considered a financial burden on the state. Finally, in 1938, my father secured the needed affidavit. My mother and Erich, then age 3, who were effectively being held hostage by the Germans, were allowed to travel with my father to the United States.
The family arrived in New York City with literally $5 in their pockets on Kristallnacht, the Night of Broken Glass, when many of their relatives were injured or killed. They had made it here in the nick of time. And then, in 1943, when my mother was pregnant with me, their 8-year-old son Erich died in a tragic sleigh-riding accident. My parents told me, when I was much older, that if my mother hadn’t been pregnant with me, they would have killed themselves because they had effectively lost everything.
Gazette: I read that you grew up not knowing you had a brother.
Gardner: In those days, most parents didn’t tell kids things that upset them and that might upset their children. My parents never talked about the Holocaust, and although there were photographs of my brother around the house, they’d say that he was a kid from the neighborhood. At that time it wasn’t understood that children almost always figure things out, one way or the other, and children suspect when something is being withheld from them. I had always wondered why my parents displayed a photograph of a child from the neighborhood.
When I was 10 or 11, I found some clippings about his death. My major reaction was annoyance at the fact that my parents hadn’t told me about something so important in their lives. Now, of course, I understand they probably couldn’t talk about it. Just as with the Holocaust, it was so complicated. There were so many relatives and friends who didn’t escape in time and were killed. But somehow not being apprised of something so important within the nuclear family was a source of disappointment or irritation. But I don’t recall an explosion.
“In my very first week at Harvard, I stood on the steps of Widener Library and I felt the whole world was open to me.”
Gazette: Can you tell me about your parents? Did they put a lot of pressure on you?
Gardner: My parents didn’t have higher education, but they were very successful. My father was the co-owner of a company that sold stoves and ovens. His father had died when he was 16, and that meant he had to take over his father’s company. That’s why he couldn’t go to college. My mother was training to be a kindergarten teacher, but when they left Germany for the first time, everything stopped.
Hilde was a remarkable woman. She never had a paid job as far as I know, but she was a very dedicated public servant in Scranton. She was a leader in many organizations and she was chosen as the woman of the year in the city. She was what author Malcolm Gladwell calls a “connector,” someone who is oriented to the world and connects people with others whom they would like to or ought to meet. And even though I’m much less social and much more of an introvert than my mother, I also am a connector.
And my father, Ralph, during wartime and thereafter, he was like the general of an army without weapons. There were surviving relatives and friends and associates all over the world, in a kind of a diaspora, and it was my father’s job, because he was the youngest and most capable person, to keep track of where everybody was and to help out in whatever way was possible. Whenever people came to the United States, they’d stay at our home.
He was a very shrewd businessman, to the extent that when he was 58, he was able to retire, with his three partners, who were his cousins. I got some business sense from my father and also from my maternal grandfather, who was a hops merchant and who miraculously was able to relaunch his business after World War II.
Gazette: What kind of child were you?
Gardner: I think that even without the event of a sibling who died tragically, which in essence I was a replacement for, it was very clear to me that, being the oldest of 15 or 20 cousins, there was a lot riding on me to become successful. I was lucky to be the proverbial bright Jewish kid. I was very accomplished in school. I was an early reader and writer, and when I was in second grade, I produced a newspaper. I don’t think anybody cared about it — just like now I blog and I don’t think anybody cares about it. I did not concern myself with whether I had readers. The fun was writing a newspaper, setting the type, and watching the pages emerge from the simple printer.
My family was oriented toward achievement, putting a lot of eggs in the firstborn’s basket. But because my parents themselves didn’t have higher education, they didn’t try to maneuver me to do A rather than B. They trusted my judgment on many matters.
Stephanie Mitchell/Harvard Staff Photographer
Gazette: You were a serious piano player and a Boy Scout.
Gardner: Until I was 12, playing piano was a very important part of my day. When I was 12, I had a fateful conversation with one of my piano teachers. He said, “Well, I taught you all I can teach you. And now you have to go to New York and you need to practice three hours a day.” I made a decision that I didn’t want to schlep to New York or practice three hours a day, and so I quit. In high school and graduate school, I’d teach piano. I didn’t have any training, but I was good enough to be able to teach a few students.
I was an Eagle Scout at quite a young age. What is interesting about that is that I’m not particularly athletic or outdoorsy — I didn’t particularly like summer camp although I went for seven years. But I was an achiever in the sense that I wanted to do what was required of me. I was also a champion marcher. I knew how to follow orders. This is also a theme throughout my life.
I wanted to prove I could do something even if I really didn’t want to do it. As a youth, I was the proverbial future lawyer because I was the Jewish boy who hated the sight of blood. Everybody said to me that I was going to be a lawyer, so I assumed that’s what I’d be. And when I went to college, that’s what I assumed I’d be. But I took pre-med courses, and as late as my junior year, I went to Stanford to talk to the admissions director — not because I wanted to become a doctor, or, for that matter, a lawyer, but because I wanted to tell my parents and the world I could do that if I wanted to.
Gazette: What were your impressions when you first came to Harvard, in 1961?
Gardner: When I came to Harvard College, I met plenty of people who knew more than I did. In everything I did, including playing the piano, there were people better than I was, and that was good. You shouldn’t think that because you are a big fish in Scranton, that’s going to happen indefinitely. But what I remember is that, in my very first week at Harvard, I stood on the steps of Widener Library and I felt the whole world was open to me. Harvard gave me chances to pursue my curiosity, my appetite for new knowledge. And I guess — I’ve never put it this way before — I didn’t think that there was anything holding me back. That’s a wonderful feeling.
“As for interpersonal intelligence, the ability to communicate effectively and empathize with others, I quip that I’m still working on it.”
Gazette: What courses had a big influence on you?
Gardner: I may have audited more courses than anyone in the history of Harvard College! I took or audited all kinds of courses, but I followed my own path. I wanted to show that I could do medicine or law.
I thought I’d become a history major. I took history courses during my freshman year. As a 19-year-old, I was fascinated by the Crusades and the Industrial Revolution, but I didn’t care about how historians wrote about it. And so when the history tutorial in sophomore year was focused on historiography, I got cold feet.
I was also interested in psychology. I had a very insightful teacher who said to me, “You seem to be interested in psychology and sociology; you should major in social relations.” Nobody below a certain age knows what the field of “social relations” is, but it was a major, a concentration — a combination of sociology, anthropology, and psychology. It was developed at Harvard after World War II, and the founders of that field were still alive and teaching when I was a freshman. It didn’t have much prestige, in part because it was seen as an easy major.
But I was interested in it. I majored in soc-rel, and literally I never took a psychology course but I knew that I was interested in social science. And that’s exactly what I became. I’m a social scientist, quantitative and qualitative, but from my work over the last few decades, you wouldn’t know whether I studied sociology, anthropology, or psychology.
At first I thought I’d study clinical psychology as a graduate student, but I went to England on a fellowship and before I had packed my bags, by chance I met Jerome Bruner, a renowned and charismatic psychologist. I became interested in cognitive psychology. Bruner also introduced me to my future wife, Judy Krieger, who was coming to graduate school as a psychologist. On our honeymoon, in June 1966, we went to Geneva to meet Jean Piaget, the Swiss psychologist. By that time, I wanted to do cognitive developmental psychology in the Piaget-Bruner tradition.
Gazette: Tell me more about your studies and your research, and how they led you to become interested in the human mind.
Gardner is pictured in 1988, five years after the publication of “Frames of Mind: The Theory of Multiple Intelligences. ”
Courtesy of Howard Gardner
Gardner: I took an unusual career path. Shortly after I commenced graduate studies in developmental psychology, I began to work as a research assistant at Project Zero, a just-launched research organization in education created by a brilliant philosopher, Nelson Goodman. While at Project Zero, I began to do studies of children’s artistic development. Piaget had focused on the development of scientific thinking, and so I decided instead to focus on the development of artistic thinking, doing studies with kids and the arts. Thus were combined my interests in human development and my interests in music and other art forms.
After receiving a doctorate in developmental psychology, I got a post-doctoral fellowship to work at the Boston Veterans Administration Hospital, where I saw brain-damaged patients. I was inspired by a great teacher, Norman Geschwind, a neurologist who said we could learn about the mind from studying brain damage.
And so, every day, almost by chance, I’d be working at the VA with brain-damaged patients in the morning, and in the afternoon I’d be doing studies with kids at Project Zero. This was a really transformative experience. Seeing dozens of brain-damaged patients, I realized that the notion of intellect being one thing didn’t make any sense. The first thing that strikes you about brain damage is that it is quite selective. Some patients had lost their language abilities but they were very musical or vice versa. I also worked with kids, and some of them were good in writing, others were good in drawing, and some others in dancing or painting. And people can be very good in music but they can’t write a coherent sentence — or vice versa.
All these experiences chipped away at the notion of intelligence as being one, singular, even though I never thought about it explicitly. And then the dean of the Harvard Graduate School of Education asked me to co-direct a “project on human potential. ” I had already outlined my third book, directed at the general reader, called “Kinds of Minds.” I was going to write about the different kinds of minds that I observed at the VA hospital and in my encounters with children. (By then, Judy and I had three of our own: Kerith, Jay, and Andrew.)
Gazette: That was the material for “Frames of Mind: The Theory of Multiple Intelligences,” which came out in 1983.
Gardner: I have never been able to reconstruct when I made the fateful decision not to call these abilities, talents, or gifts, but rather to call them “intelligences.” Because if I had called them anything else, I would not be well known in different corners of the world and journalists like you wouldn’t come to interview me. It was picking the word “intelligence” and pluralizing it.
Almost every computer program underlines the word intelligences because it’s supposed to be singular, not plural. My computer has learned it’s plural when I use it. But by coining “multiple intelligences,” I picked a fight with the Mensa crowd, and with psychologists like Richard Herrnstein, who wrote that IQ is largely inherited and that status in life and work is largely determined by IQ. That’s also what shifted me from being a standard experimental psychologist to becoming more interested in education. And my career can be divided loosely into three foci: psychology, education, and now ethics.
Gazette: Your theory of multiple intelligences was embraced by educators but not by psychologists. Did that surprise you?
Gardner: Psychologists have a certain way of studying intelligence. They have a certain notion of what intelligence means and how to test for it. I was kind of a bull in a china shop when I came out with my theory. Psychologists never liked my ideas. Educators found that it spoke to them, and I became a kind of modest celebrity in education. Accordingly, I’ve become more like an “educationalist,” a word favored by the British.
Stephanie Mitchell/Harvard Staff Photographer
Gazette: According to your theory, people have different kinds of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal. Which do you have?
Gardner: I’m a perfectly good student so I have the requisite linguistic and logical intelligences. I definitely have a lot of musical intelligence. As for interpersonal intelligence, the ability to communicate effectively and empathize with others, I quip that I’m still working on it. I wouldn’t call myself wise, but at age 74, I’m much more able to give people the advice they need or want to hear than I was 20 or 30 years ago. I have good intrapersonal intelligence because I always had a sense of what sort of things I could do particularly well and what sort of things I couldn’t. That doesn’t mean I didn’t do things that I couldn’t do well, but I realized I had to work harder at them.
I’m quite sure I would perform below average in kinesthetic intelligence, the ability to excel in physical activities such as dance or sports. I blame my parents to some extent because they were very protective of me, having lost their firstborn in a freak accident. I didn’t know how to ride a bike until I was in college because they didn’t want to lose a second child. Whatever bodily-kinesthetic intelligence I may have had was completely quashed, except for drilling, soldier style, because I could follow commands, and digital dexterity, from decades of typing and playing the piano. I don’t have much spatial intelligence, but now with various GPS systems, that can happily be supplemented with technology. That is true about any intelligence.
I also think that personal intelligences are easier to keep improving than logical-mathematical intelligence and musical intelligence, both of which are better off if you start early. That’s why we have prodigies in those areas.
I should mention that my teacher in the realm of giftedness and prodigiousness — and much else! — is my second wife, Ellen Winner, whom I met at Project Zero. We fell in love, were married in 1982, our son Benjamin was born in 1985, and we recently celebrated our 35th anniversary.
Gazette: Later on, you added to the list of intelligences. Will experts find more in the future?
Gardner: I don’t think that human intelligence has changed, but there may be ones that I just haven’t studied. There are two other candidate intelligences that I’ve written about. One is “pedagogical,” being able to teach, because we’re the only species that teaches, and as young as 2 or 3, kids can already teach. And the second I call “existential,” a big word, for the ability to raise and ponder interesting questions, which as far as we know no other species can do.
As a scholar, I have lost interest in multiple intelligences even though 80 percent of my mail is still about it. Ninety percent of my speaking invitations are about multiple intelligences and I maintain a website.
But all bets are off because this is the first time in history that we’re going to be able to affect the brain directly, to affect genetics directly, and of course, create artificial intelligences, which we either interact with, internalize, or merge with our brains. At present there are many things we can’t imagine because we’re limited by our evolved brains. But with technology, we — or the technology! — might create all sorts of new intelligences. Until 15 years ago, that would have been science fiction, but it’s not science fiction anymore.
“At present there are many things we can’t imagine because we’re limited by our evolved brains. But with technology, we — or the technology! — might create all sorts of new intelligences.”
Gazette: More recently, you have said that intelligence is important, but ethics is even more important — that what we do with our intelligence, the purpose, is what matters. Could you expand on this?
Gardner: I am fortunate to have the example of my parents, who were deeply ethical people. They did not do anything unethical; they wouldn’t even consider it.
In my own case, I was pretty judgmental about people who cross lines, and I always have been. I hope that other people tell me when I do so. But ethics was not something I was interested in as a scholar. I became interested in the purpose of our minds and our lives, in how intelligences and morality can work together to yield the kind of persons we admire and the kind of society in which we would like to live.
More generally, as a scholar, I work at Project Zero and honor its motto — we develop ideas and give them a push in the right direction. My competitive advantage has been developing ideas and concepts, but ever since becoming more than an educationalist, my work is not just developing ideas, but trying to think about what to do with the ideas. In fact, through The Good Project, we’ve just embarked on a project to develop some tools to see whether secondary schools are achieving their ethical goals.
Gazette: You have written more than 20 books. Which one are you most proud of?
Gardner: The one I like the best is called “Creating Minds.” It came out in 1993. I like it because I had the opportunity to study seven great creators in great depth. I love learning about other people’s lives. That is the book I had the most fun doing.
Gazette: What about the book on multiple intelligences?
Gardner: Well, I’m not really proud of it. It made me a well-known scholar, and it will be on my tombstone, so to speak.
If I have to say which books make me feel proud, it’d have to be where I made the biggest stretch. But there is a problem here. In a way, books are like children. You feel most empathy for the ones that are neglected. I published a book in 2011 called “Truth, Beauty and Goodness Reframed.” It didn’t sell much and most people don’t know about it, but I think it’s incredibly relevant today, and it got a wonderful review by a philosopher, Alan Ryan, in The New York Review of Books. That meant an enormous amount to me.
Now I teach a course called “Truth, Beauty and Goodness: Three Fundamental Educational Values.” After Nov. 8, 2016, the course changed totally. The idea of “truth” as a universal aspiration didn’t work anymore. It became clear that many people are very happy living with a deficient sense of truth — not knowing, not caring. A large part of the population, people who should know better and people who don’t, don’t actually think truth matters, and that changes everything.
Gazette: I read that you consider Mahatma Gandhi one of your heroes.
Gardner: Gandhi understood that we live in a world where for the first time in human history, someone could destroy the world. That wasn’t true during the Punic Wars or during the Crusades or even the World Wars. As a result of this unprecedented situation, said Gandhi, we have to learn to dispute, argue in a nonviolent way. That’s a very hard lesson to learn, but it inspired Martin Luther King Jr. and Nelson Mandela, and anybody nowadays who protests injustice in a nonviolent way is really taking a leaf from Gandhi.
I recommend his autobiography, “The Story of My Experiments With Truth.” Gandhi was supercritical of himself. Everything he did, he looked back and criticized and tried to do better. I don’t pretend to compete with him, but I try to learn from what I do wrong and I try to get other people to learn from what they do wrong. That’s how Gandhi lived every day — how could I do better, what can I learn from this? In addition to being an international giant, Gandhi gave us an example of a healthy and practical way to think about and lead your own life.
Gardner, third from left, poses with fellow Harvard graduates in 1965.
Courtesy of Howard Gardner
Gazette: Can you tell us about regrets?
Gardner: I have tried to be a good husband and a good father but I went through a difficult divorce when I was young, and it caused pain. I regret that. I have tried my best to make up for it. That’s a personal regret.
Professionally, I’ve been fortunate because I came to Harvard many years ago, and I have been able to stay here in various guises. Going to Harvard College, going to a Harvard graduate school, and being on the books for over 55 years, it has been very comfortable for me. There are very few people now my age who have been here their entire lives.
A question I ask myself almost every day is, If I was exactly who I am, would I go into academics today? I have real doubts that I would. And I think it would have been a tragedy for me because I think I’m better suited to do research, teach, mentor, and run a research team than do anything else.
I think there are professional things which I could have done differently and better. And what I tried to do is make amends for it. I’ve tried not to hold grudges. That’s sometimes difficult because you feel you’ve been mistreated, and it’s hard to take responsibility for your own flaws. And you never really know what people think about you.
But I’ve been very moved at the kind and thoughtful things people have said to me. When over 100 of them wrote tributes to me when I turned 70, what really surprised me was that more people wrote about my personal example than about my particular scholarly ideas or books. And that’s not what I would have predicted. We could say that they wrote about “me” rather than about “MI.”
What I tried to give to my doctoral students and to the hundreds of people that have worked with me in Project Zero, over 50 years now, is an example of one way to live a life. It’s about trying to do the right thing and not even think about doing the wrong things. I got that from my parents, and I would like to think that I kept people, besides myself, from doing things which were foolish in retrospect.
I serve on a number of high-profile boards, and I can’t contribute much financially, but sometimes I’m the person who says, Do you have any idea how the rest of the world would think about this? I’m astonished that people don’t think about it. So, yes, I have made lots of mistakes and I’ve possibly hurt some people, but at least I tried to make amends, and I tried to model that as best I can.
Gazette: What has been the most rewarding part of your academic career?
Gardner: As an academic, you can work in splendid obscurity. But as compensation, as Henry Adams famously said: A teacher never knows when his or her influence stops. There are things I did 30 years ago I completely forgot about, and they crop up again when I hear from students whom I had long forgotten, “Something you said to me when I was taking your course really changed me.” There is nothing like that.
Having been taught by brilliant teachers such as Erik Erikson, David Riesman, Nelson Goodman, and Jerome Bruner was transformative; it was important for me to be part of that lineage. I am who I am because of my teachers, and I want my students and colleagues to know that. When you go to my office, on the wall are photographs of letters from people such as psychologist Jean Piaget and anthropologist Claude Lévi-Strauss. When I was a graduate student, I wrote about them, and then sent them my essay. And to my amazement both scholars sent me letters on the same day! For me, that sends a strong message to a young student, when two people he greatly admires both take the time to write him a substantive letter.
I’ve been able to write a lot. I wrote three books when I was in graduate school, which was very unusual. I’m more a book person than an article person. A role model is Stephen Jay Gould. He was a great scientist and died at a young age. I admire people who take insights from many different fields and put them together in new ways. That is how I fashion myself. I sense what my competitive advantage is, to use a 21st-century phrase. That’s probably an important thing for anybody who is not a polymathic genius: to figure out what you can do relatively better than other people.
And now, as it turns out, and unexpectedly, I’m doing the biggest study of my life. It’s a huge study of undergraduate education, and it’s likely to take seven years. We’re interviewing 2,000 people, 200 in each of 10 schools, and my colleagues and I are trying to figure out how the different stakeholders at 10 very different colleges think about college education. We’re talking to freshmen, seniors, faculty, administrators, parents, alums, trustees, and recruiters. We’re trying to get a 360-degree picture of how all the different stakeholders think about higher education. The data are mostly collected and we’re now trying to make sense of it. Our initial impressions are beginning to appear in a blog called Life-Long Learning.
Gazette: If you hadn’t become a psychologist-educator, what would you have been?
Gardner: I think about this a lot. I could have made a living as a mediocre piano player in a bar because I’m good enough and I can play by ear, but I don’t think I would have become a concert pianist. I think I was very shrewd to decide at age 12 that I was going to play just for fun. (And I still do!) It’s conceivable that I could have become a musicologist, somebody who studies music, but I think it was more likely that I would have become an academic, maybe a historian because I like history, possibly a philosopher, possibly a neurobiologist. Those are the things I’m interested in.
I think that if I hadn’t become an academic, I would have become a lawyer. Had I pursued the law, I would have liked to become a judge or a professor, but you can’t count on that. I also could have been a reasonably successful business person. I could have been a management consultant, but I felt very lucky to have picked just the right thing for me, and for not having anybody telling me what to do.
Indeed, I’ve really never had a boss. As a professor I have a dean and a president, but they don’t tell you what to do. Except in 1971, when I applied for a job at Yale (and I didn’t get it), I had never applied for a job.
It’s amazing to go through life, not being born rich, without having to apply for a job, and being able to do what you want. My first and most fervent hope is that young people today would have the chance to do that as well. I worry that may not be a possibility. People have to understand that if you want to have a fulfilling life at work and outside of work, the greatest gift you can have is a good education, one that isn’t strictly professional.
I had 12 friends at Harvard College with whom I was very close. When we graduated in 1965, we all went to a bar — Cronin’s, of blessed memory — and we said, “We should get together in our 25th reunion but one of us will be dead by then.” A few years ago we had our 50th reunion, and everybody is still alive. Out of the 12, 10 did professionally what we wanted to do when we graduated. That is inconceivable now. It was a very different time.
This interview has been edited and condensed.
Multiple Intelligences: What Does the Research Say?
Brain-Based Learning
Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.
March 8, 2013 Updated July 20, 2016
Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn’t seem to grasp fractions, until he created them by separating oranges into slices.
Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it.
Howard Gardner’s Eight Intelligences
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central “computer” where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:
Verbal-linguistic intelligence refers to an individual’s ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
Musical intelligence enables individuals to produce and make meaning of different types of sound.
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
Bodily-kinesthetic intelligence entails using one’s own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people’s moods, desires, motivations, and intentions.
Intrapersonal intelligence refers to people’s ability to recognize and assess those same characteristics within themselves.
The Difference Between Multiple Intelligences and Learning Styles
One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways — visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as “a hypothesis of how an individual approaches a range of materials.”
Everyone has all eight types of the intelligences listed above at varying levels of aptitude — perhaps even more that are still undiscovered — and all learning experiences do not have to relate to a person’s strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, “When one has a thorough understanding of a topic, one can typically think of it in several ways.”
What Multiple Intelligences Theory Can Teach Us
While additional research is still needed to determine the best measures for assessing and supporting a range of intelligences in schools, the theory has provided opportunities to broaden definitions of intelligence. As an educator, it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.
Practices Supported by Research
Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students. To develop this toolbox, it is especially important to gather ongoing information about student strengths and challenges as well as their developing interests and activities they dislike. Providing different contexts for students and engaging a variety of their senses — for example, learning about fractions through musical notes, flower petals, and poetic meter — is supported by research. Specifically:
Providing students with multiple ways to access content improves learning (Hattie, 2011).
Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students’ knowledge and skills (Darling-Hammond, 2010).
Instruction should be informed as much as possible by detailed knowledge about students’ specific strengths, needs, and areas for growth (Tomlinson, 2014).
As our insatiable curiosity about the learning process persists and studies continue to evolve, scientific research may emerge that further elaborates on multiple intelligences, learning styles, or perhaps another theory. To learn more about the scientific research on student learning, visit our Brain-Based Learning topic page.
References
Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning . Washington, DC: Council of Chief State School Officers.
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning.New York, NY: Routledge.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners.Alexandria, VA: ASCD.
Resources From Edutopia
Are Learning Styles Real – and Useful?, by Todd Finley (2015)
Assistive Technology: Resource Roundup, by Edutopia Staff (2014)
How Learning Profiles Can Strengthen Your Teaching, by John McCarthy (2014)
An Interview with the Father of Multiple Intelligences, by Owen Edwards (2009)
Additional Resources on the Web
Howard Gardner’s website
Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ (The Washington Post, 2013)
Books published by Howard Gardner
Multiple Intelligences Resources (ASCD)
Project Zero (Harvard Graduate School of Education)
Multiple Intelligences Research Study (MIRS)
Multiple Intelligences Lesson Plan (Discovery Education)
Multiple Intelligences Resources (New Horizons for Learning [NHFL], John Hopkins University)
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Howard Gardner, multiple intelligences and education – infed.
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Howard Gardner, multiple intelligences and education. Howard Gardner’s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.
Contents: introduction · howard gardner – a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? · howard gardner’s multiple intelligences – some issues and problems · conclusion · further reading and references · how to cite this article
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do… Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)
Howard Earl Gardner’s (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner’s contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings – initially a blank slate – could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early ‘naive’ theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)
One of the main impetuses for this movement has been Howard Gardner’s work. He has been, in Smith and Smith’s (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.
In this article we explore Howard Gardner’s contribution and the use to which it has been put by educators.
Howard Gardner – a life
Howard Gardner was born in Scranton, Pennsylvania in 1943. His parents had fled from Nürnberg in Germany in 1938 with their three-year old son, Eric. Just prior to Howard Gardner’s birth Eric was killed in a sleighing accident. These two events were not discussed during Gardner’s childhood, but were to have a very significant impact upon his thinking and development (Gardner 1989: 22). The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged. As Howard began to discover the family’s ‘secret history’ (and Jewish identity) he started to recognize that he was different both from his parents and from his peers.
His parents wanted to send Howard to Phillips Academy in Andover Massachusetts – but he refused. Instead he went to a nearby preparatory school in Kingston, Pennsylvania (Wyoming Seminary). Howard Gardner appears to have embraced the opportunities there – and to have elicited the support and interest of some very able teachers. From there he went to Harvard University to study history in readiness for a career in the law. However, he was lucky enough to have Eric Erikson as a tutor. In Howard Gardner’s words Erikson probably ‘sealed’ his ambition to be a scholar (1989: 23). But there were others:
My mind was really opened when I went to Harvard College and had the opportunity to study under individuals—such as psychoanalyst Erik Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner—who were creating knowledge about human beings. That helped set me on the course of investigating human nature, particularly how human beings think. (Howard Gardner quoted by Marge Sherer 1999)
Howard Gardner’s interest in psychology and the social sciences grew (his senior thesis was on a new California retirement community) and he graduated summa cum laude in 1965.
Howard Gardner then went to work for a brief period with Jerome Bruner on the famous MACOS Project (‘Man: A course of study’). Bruner’s work, especially in The Process of Education (1960) was to make a profound impact, and the questions that the programme asked were to find an echo in Gardner’s subsequent interests. During this time he began to read the work of Claude Levi-Strauss and Jean Piaget in more detail. He entered Harvard’s doctoral programme in 1966, and in the following year became part of the Project Zero research team on arts education (with which he has remained involved to the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in children). He remained at Harvard. Alongside his work with Project Zero (he now co-directs it with David Perkins) he was a lecturer (1971-1986) and then professor in education (1986- ). His first major book, The Shattered Mind appeared in 1975 and some fifteen have followed. Howard Gardner is currently Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and adjunct professor of neurology at the Boston University School of Medicine.
Project Zero provided an environment in which Howard Gardner could begin to explore his interest in human cognition. He proceeded in a very different direction to the dominant discourses associated with Piaget and with psychometric testing. Project Zero developed as a major research centre for education – and provided an intellectual home for a significant grouping of researchers. A key moment came with the establishment of the Project on Human Potential in the late 1970s (funded by Bernard van Leer Foundation) to ‘assess the state of scientific knowledge concerning human potential and its realization’. The result was Frames of Mind (1983) Howard Gardner’s first full-length statement of his theory of multiple intelligences.
Howard Gardner on multiple intelligences – the initial listing
Howard Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). He reviewed the literature using eight criteria or ‘signs’ of an intelligence:
Potential isolation by brain damage. The existence of idiots savants, prodigies and other exceptional individuals.
An identifiable core operation or set of operations.
A distinctive development history, along with a definable set of ‘end-state’ performances.
An evolutionary history and evolutionary plausibility.
Support from experimental psychological tasks.
Support from psychometric findings.
Susceptibility to encoding in a symbol system. (Howard Gardner 1983: 62-69)
Candidates for the title ‘an intelligence’ had to satisfy a range of these criteria and must include, as a prerequisite, the ability to resolve ‘genuine problems or difficulties’ (ibid.: 60) within certain cultural settings. Making judgements about this was, however, ‘reminiscent more of an artistic judgement than of a scientific assessment’ (ibid.: 62).
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
In Frames of Mind Howard Gardner treated the personal intelligences ‘as a piece’. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.
In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. That:
The theory is an account of human cognition in its fullness. The intelligences provided ‘a new definition of human nature, cognitively speaking’ (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences.
People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources ‘is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences’ (ibid.: 45).
These intelligences, according to Howard Gardner, are amoral – they can be put to constructive or destructive use.
The appeal of multiple intelligences to educators
Howard Gardner’s theory of multiple intelligences has not been readily accepted within academic psychology. However, it has met with a strongly positive response from many educators. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling. A number of schools in North America have looked to structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. The theory can also be found in use within pre-school, higher, vocational and adult education initiatives.
This appeal was not, at first, obvious.
At first blush, this diagnosis would appear to sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning? (Howard Gardner 1993: xxiii)
Howard Gardner responds to his questions by first making the point that psychology does not directly dictate education, ‘it merely helps one to understand the conditions within which education takes place’. What is more:
Seven kinds of intelligence would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing. (op. cit.)
Mindy L. Kornhaber (2001: 276), a researcher involved with Project Zero, has identified a number of reasons why teachers and policymakers in North America have responded positively to Howard Gardner’s presentation of multiple intelligences. Among these are that:
… the theory validates educators’ everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms.
The response to Howard Gardner is paralleled by the adoption of Kolb’s model of experiential learning by adult and informal educators. While significant criticism can be made of the formulation (see below) it does provide a useful set of questions and ‘rules of thumb’ to help educators to think about their practice. The way in which Howard Gardner’s theory of multiple intelligences has been translated into policy and practice has been very varied. Howard Gardner did not, initially, spell out the implications of his theory for educators in any detail. Subsequently, he has looked more closely at what the theory might mean for schooling practice (e.g. in The Unschooled Mind, Intelligence Reframed, and The Disciplined Mind). From this work three particular aspects of Gardner’s thinking need noting here as they allow for hope, and an alternative way of thinking, for those educators who feel out of step with the current, dominant product orientation to curriculum and educational policy. The approach entails:
A broad vision of education. All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. As Kornhaber (2001: 276) has noted it involves educators opting ‘for depth over breadth’. Understanding entails taking knowledge gained in one setting and using it in another. ‘Students must have extended opportunities to work on a topic’ (op. cit.).
Developing local and flexible programmes. Howard Gardner’s interest in ‘deep understanding’, performance, exploration and creativity are not easily accommodated within an orientation to the ‘delivery’ of a detailed curriculum planned outside of the immediate educational context. ‘An “MI setting” can be undone if the curriculum is too rigid or if there is but a single form of assessment’ (Gardner 1999: 147). In this respect the educational implications of Howard Gardner’s work stands in a direct line from the work of John Dewey.
Looking to morality. ‘We must figure out how intelligence and morality can work together’, Howard Gardner argues, ‘to create a world in which a great variety of people will want to live’ (Gardner 1999: 4). While there are considerable benefits to developing understanding in relation to the disciplines, something more is needed.
Are there additional intelligences?
Since Howard Gardner’s original listing of the intelligences in Frames of Mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion). Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these ‘merits addition to the list of the original seven intelligences’ (Gardner 1999: 52).
Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It ‘combines a description of the core ability with a characterization of the role that many cultures value’ (ibid.: 48).
The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex. According to Howard Gardner (1999: 59) there are problems, for example, around the ‘content’ of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, ‘and the need for it to be partially identified through its effect on other people’. As a result:
It seems more responsible to carve out that area of spirituality closest ‘in spirit’ to the other intelligences and then, in the sympathetic manner applied to naturalist intelligence, ascertain how this candidate intelligence fares. In doing so, I think it best to put aside the term spiritual, with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises. Thus, an explicit concern with spiritual or religious matters would be one variety – often the most important variety – of an existential intelligence.
Existential intelligence, a concern with ‘ultimate issues’, is, thus, the next possibility that Howard Gardner considers – and he argues that it ‘scores reasonably well on the criteria’ (ibid.: 64). However, empirical evidence is sparse – and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. ‘I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence – at least for now’ (ibid.: 66).
The final, and obvious, candidate for inclusion in Howard Gardner’s list is moral intelligence. In his exploration, he begins by asking whether it is possible to delineate the ‘moral domain’. He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. Central to a moral domain, Howard Gardner suggests, ‘is a concern with those rules, behaviours and attitudes that govern the sanctity of life – in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit’ (ibid.: 70). If we accept the existence of a moral realm is it then possible to speak of moral intelligence? If it ‘connotes the adoption of any specific moral code’ then Howard Gardner does not find the term moral intelligence acceptable (ibid. : 75). Furthermore, he argues, researchers and writers have not as yet ‘captured the essence of the moral domain as an instance of human intelligence’ (ibid.: 76).
As I construe it, the central component in the moral realm or domain is a sense of personal agency and personal stake, a realization that one has an irreducible role with respect to other people and that one’s behaviour towards others must reflect the results of contextualized analysis and the exercise of one’s will…. The fulfilment of key roles certainly requires a range of human intelligences – including personal, linguistic, logical and perhaps existential – but it is fundamentally a statement about the kind of person that has developed to be. It is not, in itself, an intelligence. ‘Morality’ is then properly a statement about personality, individuality, will, character – and, in the happiest cases, about the highest realization of human nature. (ibid.: 77)
So it is, that Howard Gardner has added an eighth intelligence – naturalist intelligence – to his list. He has also opened the door to another possibility – especially that of existential intelligence – but the court is out on that one.
Howard Gardner’s multiple intelligences – some issues and problems
There are various criticisms of, and problems around, Howard Gardner’s conceptualization of multiple intelligences. Indeed, Gardner himself has listed some of the main issues and his responses (1993: xxiii-xxvii; 1999: 79-114). Here, I want to focus on three key questions that have been raised in debates. (There are plenty of other questions around – but these would seem to be the most persistent):
Are the criteria Howard Gardner employs adequate? John White (1997) has argued that there are significant issues around the criteria that Howard Gardner employs. There are questions around the individual criteria, for example, do all intelligences involve symbol systems; how the criteria to be applied; and why these particular criteria are relevant. In respect of the last, and fundamental question, White states that he has not been able to find any answer in Gardner’s writings (ibid. : 19). Indeed, Howard Gardner himself has admitted that there is an element of subjective judgement involved.
Does Howard Gardner’s conceptualization of intelligence hold together? For those researchers and scholars who have traditionally viewed intelligence as, effectively, what is measured by intelligence tests – Howard Gardner’s work will always be problematic. They can still point to a substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor. Howard Gardner (1993: xxiv) disputes much of the evidence and argues that it is not possible, as yet, to know how far intelligences actually correlate. More recent developments in thinking around intelligence such as Robert Sternberg’s (1985, 1996) advancement of a ‘triarchic model’ have shared Gardner’s dislike of such standard intelligence theory. However, in contrast to Howard Gardner, Robert Sternberg does not look strongly at the particular material that the person is processing. Instead he looks to what he calls the componential, experiential and contextual facets of intelligence. A further set of criticisms centre around the specific intelligences that Howard Gardner identified. For example, it can be argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents (they do not normally need to adapt to life demands).
Is there sufficient empirical evidence to support Howard Gardner’s conceptualization? A common criticism made of Howard Gardner’s work is that his theories derive rather more strongly from his own intuitions and reasoning than from a comprehensive and full grounding in empirical research. For the moment there is not a properly worked-through set of tests to identify and measure the different intelligences.
I once thought it possible to create a set of tests of each intelligence – an intelligence-fair version to be sure – and then simply to determine the correlation between the scores on the several tests. I now believe that this can only be accomplished if someone developed several measures for each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence. (Gardner 1999: 98)
Howard Gardner himself has not pursued this approach because of a more general worry with such testing – that it leads to labelling and stigmatization. It can be argued that research around the functioning of the brain generally continues to support the notion of multiple intelligence (although not necessarily the specifics of Howard Gardner’s theory).
There are further questions around the notion of selfhood that Howard Gardner employs – something that he himself has come to recognize. In the early 1990s he began to look to the notion of distributed cognition as providing a better way of approaching the area than focusing on what goes on in the mind of a single individual (Hatch and Gardner 1993) (see the discussion of social/situational orientations to learning).
Conclusion
While there may be some significant questions and issues around Howard Gardner’s notion of multiple intelligences, it still has had utility in education. It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing. For example, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory). To the extent that Howard Gardner’s multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, then it has to be judged a useful addition.
Project SUMIT (2000) uses the metaphor of Compass Points -‘routes that educators using the theory have taken and which appear to benefit students’. They have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory.
Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.
Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn.
Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself.
Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges.
Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture.
Arts. Employing the arts to develop children’s skills and understanding within and across disciplines.
Informal educators can usefully look at this listing in respect of their projects and agencies. The multiple intelligences themselves also provide a good focus for reflection. Arguably, informal educators have traditionally been concerned with the domains of the interpersonal and the intrapersonal, with a sprinkling of the intelligences that Howard Gardner identifies with the arts. Looking to naturalist linguistic and logical-mathematical intelligences could help enhance their practice.
Further reading and references
The main Howard Gardner writings on multiple intelligences are as follows:
Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books. The second edition was published in Britain by Fontana Press. 466 + xxix pages. (All references in this article refer to this second, 10th Anniversary, edition). A major addition to the literature of cognitive psychology being the first full length explication of multiple intelligences.
Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma of contemporary education, New York: Basic Books. This book includes a significant amount of material on Gardner’s early life.
Gardner, H. (1991) The Unschooled Mind: How children think and how schools should teach, New York: Basic Books.
Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books. 292 + x pages. Useful review of Gardner’s theory and discussion of issues and additions.
Gardner, Howard (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York: Simon and Schuster (and New York: Penguin Putnam).
References
Brualdi, A, C. (1996) ‘Multiple Intelligences: Gardner’s Theory. ERIC Digest’, Eric Digests, [http://www. ericdigests.org/1998-1/multiple.htm. Accessed June 15, 2008]
Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press.
Gardner, Howard (1975) The Shattered Mind, New York: Knopf.
Gardner, Howard (2006) Changing Minds. The art and science of changing our own and other people’s minds. Boston MA.: Harvard Business School Press.
Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001) Good Work: Where Excellence and Ethics Meet, New York: Basic Books.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.
T. Hatch and H. Gardner (1993) ‘Finding cognition in the classroom: an expanded view of human intelligence’ in G. Salomon (ed.) Distributed Cognitions. Psychological and educational considerations, Cambridge: Cambridge University Press.
Kornhaber, M. L. (2001) ‘Howard Gardner’ in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London: Routledge.
Scherer, M. (1999) ‘The Understanding Pathway: A Conversation with Howard Gardner’, Educational Leadership 57(3) [www.georgejacobs.net/MIArticles/Gardner%20ASCD%201999.doc. Accessed June 15, 2008].
Smith, L. G. and Smith, J. K. (1994) Lives in Education. A narrative of people and ideas 2e, New York: St Martin’s Press.
Sternberg, R. J. (1985) Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
Sternberg, R. J. (1996) Successful intelligence. New York: Simon & Schuster.
White, J. (1998) Do Howard Gardner’s multiple intelligences add up? London: Institute of Education, University of London.
Williams, W. M., Blythe, T. , White, N., Li, J., Sternberg, R. J., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers.
Acknowledgement: The picture of Howard Gardner is reproduced here under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) Licence. It is part of the Aspen Institute’s photostream at Flickr.
To cite this article: Smith, Mark K. (2002, 2008) ‘Howard Gardner and multiple intelligences’, The encyclopedia of pedagogy and informal education, https://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education.
Pennsylvania | Capital, Population, Map, Flag, Facts, & History
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Capital:
Harrisburg
Population:
(2020) 13,002,700
Governor:
Tom Wolf (Democrat)
Date Of Admission:
Dec. 12, 17872
U.S. Senators:
Robert P. Casey (Democrat)
Pat Toomey (Republican)
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Summary
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Pennsylvania, officially Commonwealth of Pennsylvania, constituent state of the United States of America, one of the original 13 American colonies. The state is approximately rectangular in shape and stretches about 300 miles (480 km) from east to west and 150 miles (240 km) from north to south. It is bounded to the north by Lake Erie and New York state; to the east by New York and New Jersey; to the south by Delaware, Maryland, and West Virginia; and to the west by the panhandle of West Virginia and by Ohio. Harrisburg, nestled in the foothills of the Appalachian Mountains, is the capital.
Pennsylvania is classified as a Middle Atlantic state, along with New York, New Jersey, Delaware, and Maryland. Its central location on the Eastern Seaboard is sometimes said to be the source of its nickname, the Keystone State. It does not, however, touch the Atlantic Ocean at any point. Water nonetheless has been nearly as crucial in the state’s growth as the wealth of its earth. The Delaware River forms the boundary between Pennsylvania and New Jersey. In the northwest a small panhandle separates Ohio and New York and forms a 40-mile (65-km) waterfront on Lake Erie, giving the state access to the iron ore barges and other commerce of the Great Lakes.
The state has two great metropolitan areas. Philadelphia is a part of the East Coast population belt stretching from Boston to Norfolk, Virginia. It is a major harbour on the Delaware River and one of the world’s busiest shipping centres. In the west, Pittsburgh lies on the eastern edge of the great industrial region extending along the Great Lakes plains to Chicago. Area 46,054 square miles (119,280 square km). Population (2020) 13,002,700.
Land
Relief
The landforms of Pennsylvania had their origin about 500 million years ago, when a vast interior sea, up to several hundred miles wide, occupied the area from New England to Alabama. For about 250 million years, the rivers originating from an extensive mountain chain on the east poured sediments into the great Appalachian downwarp basin. Great swamps prevailed in southwestern Pennsylvania for millions of years and provided the vegetation that ultimately became the coal beds of the area.
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Beginning about 250 million years ago, plate-tectonic movement folded the flat-lying sediment into upwarps and downwarps. The heat created by this pressure also metamorphosed the rocks, changing the sandstone into quartzite, limestone into marble, and granite into gneiss. The pressure from the plate movement was confined to southeastern Pennsylvania, creating the Piedmont and Ridge and Valley provinces. The rocks of the Appalachian Plateau remained essentially flat-lying, and the dissection of the plateau has been created by erosion.
Pennsylvania includes parts of large physiographic regions that extend beyond its borders; those regions crossing the eastern and central parts of the state parallel one another along a sweeping northeast-southwest diagonal orientation. In the southeastern part of the state is a section of the Atlantic Coastal Plain, a narrow strip of sandy low-lying land immediately adjacent to the Delaware River. This region has played a major role in Pennsylvania history. It was the site of William Penn’s settlement and the initial city of Philadelphia. Immediately inland from the Coastal Plain is the Piedmont province, a gently rolling, well-drained plain that is rarely more than 500 feet (150 metres) above sea level; the eastern part is the Piedmont Upland. The boundary between the Piedmont and the Coastal Plain is known as the fall line, with hard rock to the west and soft rock to the east. The Piedmont Lowland parallels the Piedmont Upland to its northwest. It is made of sedimentary rocks into which volcanic rocks have been intruded. Some of these volcanic rocks make ridges. The Battle of Gettysburg was fought there, the Northern army on the high ridges having the advantage over the Southern forces on the plains. The limestone rocks have weathered into fertile lowlands such as the Conestoga Lowlands of Lancaster county. Farther to the northwest lie two segments of a larger mountain range. The southern prong, extending to the Carlisle area, is the northernmost extension of the Blue Ridge system. The northern portion, known as the Reading Prong, is a small section of the larger New England topographic region. There is a major gap between these prongs.
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Inland from the Blue Ridge is one of the country’s most distinctive topographic regions, the Ridge and Valley Province. It consists of long, narrow valleys and parallel ridges aligned over a long distance. As seen from space, it appears as if an enormous rake had been dragged along the backbone of the Appalachians from northeast to southwest. None of the ridges rises above the valley floor more than 1,000 feet (300 metres), and nowhere does the elevation reach 3,000 feet (900 metres). On the east is the Great Valley, which stretches more than 1,200 miles (1,930 km) from Pennsylvania to Alabama. To the west and north of the Ridge and Valley Province is the Appalachian Plateau, an area of nearly 30,000 square miles (77,700 square km). The Allegheny Front, more than 1,500 feet (450 metres) high, divides the two provinces. With no passes, it is the most formidable obstacle to east-west transportation in Pennsylvania. Almost everywhere the plateau surface has been dissected by rivers into a chaos of valleys and hills. Mount Davis is the highest point in the state at 3,213 feet (979 metres). However, elevations range from about 1,000 to 3,000 feet. On the northwest is the narrow Lake Erie Plain, which rises in a series of steps from the lakeshore to the high escarpment of the Appalachian Plateau.
Drainage
Pennsylvania has three major river systems. In the east is the Delaware River, fed mainly by the Lehigh and Schuylkill rivers. In the central part of the state is the Susquehanna, draining the largest section of the state; it is a wide, shallow stream that meanders finally into Maryland and Chesapeake Bay. In the west is the Ohio River—formed by the confluence of the Allegheny (north) and Monongahela (south) rivers at Pittsburgh—from where it flows westward to the Mississippi River. Minor systems lead into Lake Erie in the northwest and the Potomac River from the southwest.
How to Use Gardner’s Multiple Intelligences Theory to Help Struggling Students
Gone are the days when teachers could rely on an IQ test to measure a student’s intelligence. A recent study involving over 100,000 participants found that no one test can measure how well a person would perform cognitive tasks. [8] Because most intelligence tests give only a two-dimensional picture of a person’s mental abilities, they don’t always capture a student’s full potential.
Based on research from psychology, linguistics, neuroscience, and other cognitive disciplines, Dr. Howard Gardner’s theory of multiple intelligences was created to better represent the diversity in human intelligence.[4] This theory not only considers traditional learning abilities like math and science skills as markers of intelligence, but it also includes more diverse abilities, such as musical, social, and nature-based skills.
If you want to help students develop cognitive skills in a way that meets them at their strengths and shores up their weaknesses, one of the best ways to do so is through Gardner’s multiple intelligence theory. Read on to discover the definition of multiple intelligences and how you can use multiple intelligences in the classroom.
What are Gardner’s Multiple Intelligences?
In the past, many held up the IQ test as the “golden standard” for measuring intelligence; however, it does not fully capture all of the ways a child can succeed. Just because a child has poor mathematical skills, for example, doesn’t mean that they have impaired artistic or social skills.[5] For this reason, it’s long been important for educational researchers to find better ways to measure a person’s potential beyond the reading and logical skills that IQ tests measure.[9]
The multiple intelligences theory was created by Dr. Howard Gardner, a professor of education at Harvard University, in 1983. It challenges the then-dominant (and still sometimes prevalent) belief that only linguistic and mathematical skills can define a person’s intelligence.[2] Instead, Dr. Gardner proposed eight different skill sets that better grasp the full scope of a child’s abilities.[2]
It’s important to note, however, that Gardner’s multiple intelligences constitute an educational theory and not scientific fact. While many teachers find the theory to be a helpful framework for their curriculum, few studies have been done on whether it is the most accurate model of human intelligence or on its success rate in schools. [15] But from a professional development standpoint, the theory of multiple intelligences is a great reminder for teachers that all students have different strengths and the potential for academic achievement.
The list of Gardner’s multiple intelligences includes:
Linguistic intelligence
Logical-mathematical intelligence
Spatial intelligence
Musical intelligence
Bodily-kinesthetic intelligence
Naturalistic intelligence
Interpersonal intelligence
Intrapersonal intelligence
Each of these intelligences are relatively independent of one another.[1] This means that a child can be highly proficient in one intelligence and struggle with another. An athlete, for example, could have strong bodily-kinesthetic and spatial intelligence but poor musical intelligence. That’s why it’s so important to use instructional strategies that involve a variety of these multiple intelligences so every child has the opportunity to learn in a way that works best for them.
Linguistic Intelligence
Linguistic intelligence involves the ability to comprehend words while reading, writing, or speaking. This can include reading and writing in a person’s native tongue, but it also involves the ability to learn new languages.
A few activities and skills related to linguistic intelligence include:
Reading books aloud or independently
Learning new vocabulary words
Writing stories, sentences, or essays
Logical-Mathematical Intelligence
Logical-mathematical intelligence refers to the ability to use reason and analysis to solve problems. Children with strong logical-mathematical skills are also often skilled at identifying patterns to develop answers to a question.
A few logical-mathematical intelligence skills and activities include:
Learning addition, subtraction, and other math concepts
Using the scientific method to test hypotheses
Using logical abilities to create compelling debates
Spatial Intelligence
Spatial intelligence involves the ability to visualize and manipulate environments. Children with strong spatial intelligence are aware of the space around them and skilled at manipulating it in creative or innovative ways.
Spatial intelligence skills or activities you could use in class include:
Putting together puzzles
Painting, sculpting, or other artistic activities
Performing tasks that involve hand-eye coordination
Musical Intelligence
Musical intelligence is defined as the ability to appreciate, create, and perform music. It involves not only does sensory musical activities, but also the theoretical side of music, such as composition.
A few musical intelligence skills or activities can include:
Practicing pitch or a sense of rhythm
Learning to sing or play an instrument
Recognizing musical notes or patterns
Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence involves skillfully moving and controlling your body. Children with a strong sense of bodily-kinesthetic intelligence often succeed in hands-on activities rather than theoretical assignments.
If you want to try bodily-kinesthetic intelligence activities in class, a few ideas can include:
Participating on a sports team
Doing relay-races or outdoor games
Learning the choreography to a dance
Interpersonal Intelligence
Interpersonal intelligence refers to the ability to interact with others in a healthy and meaningful way. Students skilled in interpersonal intelligence can be introverted or extroverted, but they are often good at making and maintaining friendships.
Activities and skills related to interpersonal intelligence include:
Making positive relationships with peers
Using effective communication skills
Comforting a friend when they’re feeling down
Intrapersonal Intelligence
Coinciding in some ways with interpersonal intelligence, intrapersonal intelligence is defined as the ability to understand and analyze your own emotions, actions, and beliefs. It is closely linked to the social-emotional skill of self-awareness, or developing an understanding of yourself and how others perceive you.
Skills and activities that involve interpersonal intelligence include:
Creating a reflection journal
Nurturing a strong sense of introspection
Practicing mindfulness activities like meditation
Naturalistic Intelligence
The eighth type of intelligence, naturalistic intelligence, refers to a person’s sensitivity to and appreciation for the natural world. Students with naturalistic intelligence often have an affinity for recognizing and interacting with plants and animals.
A few activities or skills related to naturalistic intelligence include:
Hiking, camping, or other outdoor activities
Taking care of animals
Recognizing different types of plants
In addition to these eight types of intelligences, Dr. Gardner considered adding existential intelligence. This would involve a person’s ability to understand themselves and the world around them with a philosophical mindset.[10] At this time, however, it is not one of the official intelligences in his theory.
How the Multiple Intelligence Theory Can Help You Reach Struggling Learners
One of the main reasons that Gardner’s learning styles can lead to more effective teaching strategies than IQ-based strategies is because the approach is better at reaching children with disabilities. Traditional intelligence tests simplify the complexity of the human brain and can be biased against certain demographics. People with anxiety, for example, generally do poorly on these tests but may otherwise be intelligent.[7]
Using multiple intelligences in the classroom, on the other hand, is proven to help students with dyslexia and other learning disabilities.[11] Not all students’ strengths are within traditionally valued types of intelligence like reading or math skills. By discovering the intellectual gifts a child already possesses, you can find ways to work with their existing strengths and help slow learners in the classroom.
Additionally, multiple intelligences theory can help teachers see cognitive abilities in a way that better aligns with science than traditional intelligence tests. Even four- and five-year-olds display strengths and weaknesses within different types of intelligence that function independently.[1] When a student struggles with one skill, keeping the multiple intelligences theory in mind can help teachers see a student’s potential instead of just their weaknesses.
5 Multiple Intelligence Activities and Tips for Reaching Different Types of Learners
When you use multiple intelligences theory in your school, you can provide every student with differentiated instruction strategies that work with their strengths and weaknesses.[4] Not only can this approach help students improve, but it can also help teachers change their perspective towards slow learners or students with disabilities.
Use these five multiple intelligence activities and strategies to help all children in your class reach their potential:
Try to link all instructional objectives to at least two types of intelligences. If you’re teaching students about multiplication tables, for example, you could add visual references or teach children a song about multiplying. [3]
The multiple intelligences theory is connected to multisensory learning, which teaches that children learn better with activities that involve more than one sense.[14] Engage your students’ visual, tactile, auditory, and other senses to reach more students.
Incorporate all of the different multiple intelligences at least once a week. Create a weekly checklist with all eight intelligences so you make sure you’re using a comprehensive multiple intelligence strategy in class.
When planning interventions for struggling students, discover what their strengths are as connected to the multiple intelligences theory. If a child has strong spatial intelligence but poor linguistic skills, for example, you may be able to use their strengths to teach difficult concepts.
Use multiple intelligence strategies with ELL students, as this can be particularly helpful for teaching concepts in a language other than their native tongue.[13]
Sources:
Gardner, H. , and Hatch, T. Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, November 1989, 18(8), pp. 4-10.
Silver, H., Strong, R., and Perini, M. Integrating Learning Styles and Multiple Intelligences. Educational Leadership, September 1997, 55(1), pp. 22-27.
Armstrong, T. Multiple Intelligences: Seven Ways to Approach Curriculum. Educational Leadership, November 1994, 52(3), pp. 26-28.
Gardner, H. Multiple Intelligences as a Partner in School Improvement. Educational Leadership, September 1997, 55(1), pp. 20-21.
Davis, K., Christodoulou, J., Seider, S., and Gardner, H. The Theory of Multiple Intelligences. Cambridge Handbook of Intelligence, 2011, New York: Cambridge University Press.
Huntsmann, P.R., and O’Loughlin, V.D. Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles. Anatomical Sciences Education, 2019, 12(1), pp. 6-19.
Oostdam, R., and Meijer, J. Influence of test anxiety on measurement of intelligence. Psychology Rep, February 2003, 92(1), pp. 3-20.
Hampshire, A., Highfield, R.R., Parkin, B.L., and Owen, A.M. Fractionating Human Intelligence. Neuron, December 2012, 76(6), pp. 1225-1237.
Harvard Graduate School of Education. Multiple Intelligences: Challenging the Standard View of Intelligence. Retrieved from harvard.edu: http://www.pz.harvard.edu/projects/multiple-intelligences.
Smith, M. Howard Gardner and Multiple Intelligences. Retrieved from smcdsb.on.ca: https://sts.schools.smcdsb.on.ca/UserFiles/Servers/Server_97729/File/St.Thomas%20Aquinas%20Catholic%20Secondary%20School/Staff%20Links/Ms.Whelton/Gardners%20MI%20by%20Smith.pdf.
Gardner, H. The theory of multiple intelligences. Annals of Dyslexia, January 1987, 37(1), pp. 19-35.
Denig, S.J.Multiple Intelligences and Learning Styles: Two Complementary Dimensions. Retrieved from cbe.ab.ca: http://projects.cbe.ab.ca/central/altudl/FILES/Multiple_Intellegences_Learning_styles.pdf.
Beare, K. Multiple Intelligence Activities. Retrieved from thoughtco.com: https://www.thoughtco.com/multiple-intelligence-activities-1211779.
Kallenbach, S., and Viens, S. Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. Retrieved from worlded.org: https://www.worlded.org/WEIInternet/inc/common/_download_pub.cfm?id=16687&lid=3.
Waterhouse, L. Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review. Educational Psychologist, 2006, 41(4), pp. 207-225.
HOWARD GARDNER’S DEVELOPMENT METHOD “MULTIPLE INTELLIGENCE THEORY”
The well-known technique was developed by an experienced American psychologist, neurologist Howard Gardner. He was the first to introduce the concept of multiple intelligences into medical and psychological terminology. Such a theory, based on many years of research on the brain of a large number of people of different levels of development (gifted, with mental retardation, various diseases of neurogenic origin, etc.), made it possible to refute the existing concept of monointelligence.
MULTIPLE INTELLIGENCE – THE BASIS OF THE THEORY OF CHILD DEVELOPMENT:
As a result of a long study of the brain, Howard Gardner concluded that a person does not have a single intelligence, but several. Each of the separate intellects is “located” in different parts of the brain. Their development depends on the conditions that were created for the child for this. Each child has a unique combination of “intelligences”. Abilities, skills, talents of a person are determined by the level and degree of development of one or another intellect (or several at the same time). This explains the fact that some kids are more prone to logic and mathematics, others – to nature, and others – to art and creativity. Using this unique theory, it is possible and necessary to build the education and development of the child in such a way as to ensure a harmonious and individual approach to everyone. After all, tasks and exercises for kids with different combinations of types of intellects according to Gardner will differ significantly.
THE ROLE OF PARENTS AND TEACHERS:
Individualization of the learning process has long been one of the most common problems in pedagogy. With the advent of Howard Gardner’s theory, many educators, teachers and parents thought about the fact that approaches to learning and development of different children should differ significantly. Considering their intellectual profiles, which are formed as a result of the greater development of mini-intellects in certain areas of the brain, parents, and later teachers, must take this into account, creating certain conditions for the development of these abilities. Thus, such a complex, but quite real, individual approach to the upbringing and development of each individual unique child will be provided. With the advent of Howard Gardner’s theory of multiple intelligences, the psychological and pedagogical theory was completely shaken, when a single intelligence could be unambiguously measured using a simple IQ test. The upbringing and development of all children according to one strict approved program is already considered to be irrational and wrong. This disrupts the natural brain processes of each individual child’s unique personality.
Differences between children are largely due to the percentage in which they have developed types of intellects. Their profession in the future, inclinations and success in certain activities will depend on this. The task of teachers and parents is to contribute to the maximum disclosure of the child’s talent and develop it in the future in exactly the ways that are most suitable for an individual child, taking into account the characteristics of his intellects according to Gardner. An individual training program and selected teaching methods, taking into account the most developed ways of perceiving information by a child, are the basis of Howard Gardner’s theory of multiple intelligences.
THE ESSENCE OF HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCE:
Howard Gardner proved that every person has nine types of intelligence from birth.
When studying the types of intelligence that each individual child is endowed with, it is important to understand that each person has all nine varieties. They have a huge number of manifestations. A child should never be labeled as having only limited abilities. It is important, providing an individual approach to the development and education of the child, to create conditions in which he could show many of his sides and interests.
A LITTLE ABOUT EACH TYPE OF INTELLIGENCE:
Verbal-Linguistic
This type of intelligence can be attributed to the skillful use of words in various forms (oral, written). Such children are happy to recite poems in public, sing, communicate a lot, love reading (as a rule, such kids learn to read and write quickly and early), writing. They enthusiastically talk about everything, love word games, participate in theatrical productions. Children with manifestations of verbal-linguistic intelligence easily learn different languages, both foreign and native. If enough attention is paid to the development of this type of intelligence, then in the future the child can become a successful politician, journalist, orator, teacher, writer, linguist.
Visual-spatial
These children have the ability to think imaginatively. They can represent and depict images. In children with developed visual-spatial intelligence, sensorimotor perception of the world around is actively involved. What they imagine in their imagination is transferred to actually created objects and products. People with a pronounced spatial type of intelligence are characterized by a great sense of form. Visual perception in combination with certain knowledge, skills, emotions contributes to the creation of a new vision of familiar images. Children with developed visual intelligence are sensitive to colors, lines and relationships that exist between objects. When creating the right conditions for the development of such kids, in the future they will definitely show themselves as talented engineers, designers, designers, artists, sculptors and even chess players.
Musical intelligence (in some sources it is called musical-rhythmic)
Children with a developed musical intelligence perfectly perceive sound and react emotionally to it. By creating conditions for studying music and playing musical instruments, parents will contribute to the effective development of musical intelligence in a child. Toddlers with a more pronounced this type of intelligence are able to accurately repeat and reproduce sounds and musical works, they can easily master playing instruments. Such children will make talented composers, musicians, music teachers, vocal performers.
Kinestatic intelligence
Children with developed kinestatic intelligence are distinguished by excellent sense of their bodies and the ability to control movements, as well as dance, run, jump, gesticulate, control objects. Children with a pronounced kinestatic intelligence have well-developed physical qualities such as coordination of movements, balance, dexterity, strength, and flexibility. The effective development of these abilities and talents will allow your child to become a professional athlete, a practicing surgeon, an illusionist-magician, a dancer in the future.
Logical and mathematical intelligence
Developed logical and mathematical intelligence is evidenced by the child’s ability to make inferences, vary abstract concepts, solve puzzles, understand the relationship between objects and phenomena (causal relationships), love for experiments, calculations. This intelligence includes the ability to classify, predict, think critically, and reason on various topics. Such children may think like little professors or scientists. They are very curious and always want to get to the bottom of the truth. Such children successfully realize themselves in such professions as mathematician, physicist, doctor, programmer, scientist.
Interpersonal intelligence
The manifestations of this intelligence include the ability to feel the mood, interests and feelings of people. Such children subtly perceive facial expressions, timbre and tone of voice, gestures. They also react sensitively to these “signals” and seek to help the interlocutor. Interpersonal intelligence includes the skills of non-verbal (without words) and verbal (with words) communication. Children with pronounced interpersonal intelligence feel great in joint games, often they are initiators. They can smooth out emerging conflicts or resolve existing ones. Kids are able to negotiate, manage others, motivate them to achieve their goals. Talented psychologists, public figures, businessmen, service and sales workers grow out of such children. Any leader and leader should have pronounced manifestations of interpersonal intelligence.
Intrapersonal Intelligence
Children with strong intrapersonal intelligence have an excellent ability to see themselves, their strengths and weaknesses. They clearly assess their mood, emotions, desires and intentions. Toddlers who have developed this type of intelligence are distinguished by their ability for self-discipline and self-esteem. Such children, even at a very early age, easily distinguish the feeling of pleasure from pain. Based on this, they make a further independent decision on participation in the current situation. In order to become a good teacher, philosopher, successful businessman, psychologist or intellectual worker in the future, it is necessary to develop intrapersonal intelligence from childhood.
Naturalistic intelligence
These children have a strong attraction to nature. They learn with its help, get great pleasure from any activity in which nature is involved (bird watching, collecting insects, studying plants, caring for animals). Toddlers with a pronounced naturalistic intellect love to go hiking, ride in the mountains, and work on a personal plot. They have been interested in ecology, animals and plants since childhood. For these children, it is very important that the learning process takes place as often as possible in the open space, and not indoors. Kids with a pronounced naturalistic intelligence can become meteorologists, chemists, physicists, archaeologists, travelers, biologists.
Existential intelligence
This intelligence includes the ability to philosophize and meditate (at an older age). Such kids are interested in history, religion, they like to talk a lot about pressing “life” issues. Children with these features will become successful journalists in the future, as well as analysts, experts, philosophers, and public figures.
HOW TO APPLY THE THEORY TO AN INDIVIDUAL CHILD:
In fact, it is very difficult to find a place in the existing education system for the introduction of Howard Gardner’s system and theory. The thing is that general developmental programs developed and approved by the relevant authorities cannot be student-oriented. In them, the training of all children without exception occurs according to a pattern, without taking into account individual characteristics and more developed ways of perceiving new information. According to the author of the theory, the main principle is that the educational process should be structured in such a way as to enable children to gain experience and skills with the involvement of various types of intelligence. The difficulty lies in the fact that it is very difficult for the teacher to remember and take into account at the same time different learning styles, as well as the weaknesses and strengths of the students during the lesson.
In group classes, the verbal-linguistic type of intelligence is most often used. Teaching techniques such as lectures, writing on the board, written work, taking notes are very important. Moreover, they are widely used in the education system, especially as students grow older. The task of educational institutions is the combination and integration of verbal-linguistic intelligence with other types. This will open up new and effective ways for students to learn and experience. It is important to explain to kids from an early age that they can reveal their abilities in various ways, in various activities. And in the future, all the necessary conditions for learning are created with an emphasis on the strengths and identified interests of children. Very widely, Gardner’s theory is being introduced in various educational and educational centers for the development of children, which are now opening more and more often. It is quite easy to do it there, since there is a more serious material base, as well as the number of students in the group is small. This provides ample opportunities for the implementation of an individually-oriented approach to development.
There are several ways to implement Howard Gardner’s theory of multiple intelligences:
– Group projects. Small groups are formed in which children perform special classes or work together on a specific project; – Individual projects. The proposed task should allow to explore and develop the abilities of an individual child in a way that suits him; – Creation of groups by types of intelligence (center of creativity, mathematics, writing, etc.). The main purpose of such groups is the identification and development of discovered abilities. Also, training in such centers is very useful when kids get acquainted with different types of abilities; – Non-standard planning for the study of a particular topic.
The main goal of learning according to Gardner’s theory is to give the child the opportunity to explore the world, to study objects and phenomena in the way that is closest to him, convenient. In this method of learning, the baby should feel comfortable. One material should be presented in the classroom in different ways in order to use the maximum number of types of intelligence. All centers, when teaching children, are based on generally accepted programs. But they allow kids to learn a topic based on the dominant types of intelligence. So, studying the history of the Egyptian pyramids, one group can build models of the pyramids, another group can put on a theatrical performance on the theme of the Egyptian pharaohs and pyramids, the third group can read a book on the history of the ancient Egyptian pyramids as a whole class or group, etc. It is important that the centers are properly equipped. They should have all the necessary materials for the implementation of various activities, appliances, furniture.
Howard Gardner emphasizes that the degree of development of one or another type of intelligence depends on the frequency of its use in life. The more often this happens, the more opportunities to form a certain type of intelligence in the future, the better it will develop. In fact, all types of intelligence are closely related. Developing one, other related types will definitely develop. Average children have several types of intelligence well developed: there are some abilities that manifest and develop with ease, others manifest themselves with effort, and one or more – only with great effort. To determine the percentage of development levels of certain types of intelligence, it is enough to pass a simple test that is easy to find on the Internet. As a result, you will see which abilities and interests are expressed more and which are less.
Parents, upon noticing a tendency in a child to any type of intelligence, should try to develop these abilities, as well as choose an appropriate technique for this. It is important to choose the learning style that is ideal for your child. Then the development of the child will be as effective and joyful as possible.
Not everyone can create 3D models in their head by solving a geometric problem or drawing a three-dimensional image. This ability is typical for people with visual-spatial intelligence.
Strengths: creation of visual and spatial images, easy handling of them.
Personal characteristics:
likes to read, write, draw;
solves puzzles quickly;
interprets pictures, graphs and diagrams well;
memorizes maps and navigates the terrain.
Potential career:
architect;
artist;
engineer.
2. Linguistic-Verbal Intelligence
This kind of intelligence refers to a person’s ability to use words effectively to express what he means.
Strengths: effective work with information, rapid learning of languages and writing.
Human characteristics:
remembers written and oral information well;
likes to read and can write good text;
makes persuasive speeches;
can explain well;
often uses humor when telling stories.
Potential career:
writer or journalist;
lawyer;
teacher.
3. Logical-mathematical intelligence
Usually, the most obvious indicators used in determining intelligence are logical and mathematical abilities. In Gardner’s concept, this is one of the types of intelligence.
Strengths: ability to recognize patterns and analyze information, conceptual thinking, and quick math problem solving.
Personal characteristics:
excellent problem solving skills;
thinks abstractly;
likes to do scientific experiments;
solves complex calculations well.
Potential career:
scientist;
mathematician;
programmer;
engineer;
accountant.
4. Body-kinesthetic intelligence
High coordination of consciousness and body is inherent in people with bodily-kinesthetic intelligence.
Strengths: high motor activity, precise coordination, dexterity, tactile memory.
Characteristics of a person:
dances well and loves sports;
likes to make things with his own hands;
excellent physical coordination;
physical endurance.
Potential career:
dancer;
builder;
sculptor;
actor.
5. Musical intelligence
If a person has the talent to disassemble musical compositions into elements and track all the instruments that sound in it, then he is the owner of musical intelligence.
Strengths: sense of rhythm, ear and musical talent.
Human characteristics:
loves to sing and play musical instruments;
easily guesses musical compositions;
remembers songs and melodies well;
understands musical structure, rhythm and notes.
Potential career:
musician;
composer;
singer;
music teacher.
6. Interpersonal Intelligence
Emotions are closely related to your intellect. Interpersonal intelligence refers to the ability to sense the feelings of other people as well as understand the motives behind their behavior.
Strengths: empathy and interaction with other people.
Characteristics of a person:
knows how to evaluate the emotions, motives, desires and intentions of others;
communicates well;
has a skill in non-verbal communication;
sees situations from different points of view;
creates positive relationships with others;
is able to resolve conflicts.
Potential career:
psychologist;
consultant;
coach;
salesperson;
policy
7. Intrapersonal intelligence
Self-awareness is also a form of intelligence. If a person understands himself, his desires, knows what he feels and why he feels it, then we can say with confidence that he has intrapersonal intelligence.
Strengths: introspection and self-reflection.
Characteristics of a person:
understands his strengths and weaknesses well;
likes to analyze theories and ideas;
excellent self-awareness;
clearly defines his emotional state.
Potential career:
philosopher;
writer;
scientists.
8. Naturalistic intelligence
The ability to “read” and understand nature and all living beings inhabiting it is the main characteristic of naturalistic intelligence.
Strengths: ability to study the environment.
Human characteristics:
interested in subjects such as botany, biology and zoology;
categorizes information well;
can enjoy camping, gardening, hiking and outdoor activities;
does not like to study unfamiliar topics that are not related to nature.
Potential career:
biologist;
environmentalist;
gardener;
farmer.
9. Existential intelligence
“Why and why do we live?”, “what happens to us after death?” are typical questions for a person with existential intelligence. Strengths: deep sensitivity and high ability to solve fundamental questions, combined with a passion for finding answers to these questions.
Human characteristics:
looking for answers to questions about the meaning of life;
prone to constant reasoning;
likes discussions and arguments;
explores other people’s concepts and ideas.
Potential career:
psychoanalyst;
religious figure;
artist;
artist.
Application of Howard Gardner’s theory of multiple intelligences in English lessons
Ministry of Education and Science of Ukraine
Department of Education of the Black Sea City Council of Odessa Region Malodolinsk secondary school of I-III levels of the Black Sea City Council of Odessa Region
Applying the theory of multiple intelligences Howard a Gardner in English classes
Gamargaeva Irina Alekseevna
English teacher of the highest category, teacher methodologist.
Higher education.
Izmail State Pedagogical Institute, 1980.
Specialty: English teacher.
Teaching experience – 36 years.
Chernomorsk 2016
annotation
This work considers Howard Gardner’s theory of multiple intelligences as a way to implement a student-centered approach to teaching foreign languages, and gives a description of eight types of intelligence. The purpose of the work is to show the effectiveness of the application of this theory in English lessons based on the analysis of the diagnostics carried out. The work introduces the methods, techniques and algorithms for analyzing and planning lessons, taking into account different types of intelligence. In the work you can find examples of practical tasks for lessons on the topics “Christmas” grade 5, “School life” grade 6, which can be used when applying the basic provisions of the theory of multiple types of intelligence. The work is accompanied by its own presentation, which will help answer the question: “Why is it important and useful to know your learning style”
Review
to work as an English teacher, teacher of the highest category, teacher-methodologist of the Malodolinskaya secondary school of I-III levels Gamargaeva Irina Alekseevna
on topic : “Application of Howard Gardner’s theory in English lessons”
Relevance of the topic: The relevance of the topic is justified by the need to address issues of implementation of student-centered learning. This work proves that education should be structured in such a way as to enable students to gain experience that would require the involvement of different types of intelligence. Gamargaeva I.A. studied a certain amount of scientific material and advanced pedagogical experience. Howard Gardner’s theory is seen as a way to implement student-centered learning.
Design of the work: the work was done correctly, in compliance with the volume, format, font, spacing, margins, numbering.
Main result: At a sufficient theoretical and methodological level, a study of the main provisions of Howard Gardner’s theory was carried out and an analysis of the diagnostics carried out to determine the dominant type of intelligence in order to improve the efficiency and quality of teaching English was given.
Job Value: The material is presented in a logical sequence; there is a logical relationship between the sections of the work. Gamargaeva I.A. showed a good level of mastering the material on the chosen topic, showed the ability to formulate her own point of view based on the analysis of the studied works and her own experience. The advantage of the work is personally developed types of tasks, taking into account different types of intelligence.
Deputy director of the school for water resources management _______________ T. P. Pavlova
Content
I. Introduction.
II. Main part.
A) Theoretical part:
Personally-oriented education as the main direction of modern pedagogy.
Howard Gardner’s theory as a way to implement student-centered learning.
Methods, techniques and teaching aids by types of intelligence.
C) Practical part (from personal experience):
Planning and analysis of the lesson, taking into account the theory of multiple intelligences.
Description of diagnostics and analysis of the results of determining the types of intelligence and learning styles (from personal experience).
Types of tasks taking into account different types of intelligence (from personal experience).
III. Conclusions.
IV. Bibliography.
V. Applications.
« C try to know about children as
instead of to make them all pass
through the same eye of the needle”
Gardner[1]
Introduction
The desire of Ukraine to integrate into the European and world educational space has necessitated the formation of a new educational paradigm, which involves the humanization of education and is based on the recognition of the variability of individual cognitive strategies, the possibility of implementing which allows a person to realize his personal potential to the maximum extent. Therefore, today more and more attention is paid to a person as a person – his consciousness, spirituality, culture, morality, as well as a highly developed intellect and intellectual potential.[2]
One of the most important tasks of the modern school is the individualization of the educational process, its orientation to the personality of the child. Accordingly, there is no doubt the extreme importance, the urgent need for such training of the younger generation, in which educated intellectual individuals with knowledge of the basics of science, a common culture, the ability to think independently and flexibly, take initiative, creatively solve life and professional issues would graduate from high school.
Currently, the problem of teaching a foreign language at school is very relevant. A foreign language lesson has its own specifics, which the teacher cannot ignore. At present, the global goal of mastering a foreign language is considered to be familiarization with a different culture and participation in the dialogue of cultures. In this regard, the teacher of a foreign language faces the task of forming a personality that will be able to participate in intercultural communication. Thus, the active essence of communicative-oriented teaching of a foreign language is realized in the conditions of a humanistic approach to learning. In general, these conditions are as follows:
students get the opportunity to freely express their thoughts and feelings in the process of communication;
each participant in communication remains the focus of attention of the others;
participants in communication feel safe from criticism.
Summarizing the above, we can conclude that in order to implement the process of individualization, it is necessary to master new approaches to education based on new ideas and learning technologies.
Main body
Personally – oriented education as one of the main directions of modern pedagogy.
Student-centered learning is a kind of learning that puts the child’s originality, his self-worth, the subjectivity of the learning process at the forefront. The purpose of personality-oriented education is to “lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and other qualities necessary for the formation of an original personal image. ”[3] A fundamentally new position is assumed in personality-oriented education. teacher:
an optimistic approach to the child, the teacher’s desire to see the prospects for the development of the child’s personal potential and the ability to stimulate his development as much as possible;
attitude towards the child as a subject of his own educational activity, as a person who is able to study not under compulsion, but voluntarily, at his own will and choice, and to show his own activity.
The standard of education in the system of student-centered learning is not a goal, but a means that determines the directions and boundaries of the use of subject material as the basis for personal development at different levels of education.
In this regard, I was very interested in Howard Gardner’s theory of multiple intelligences.
The theory of multiple intelligences as a way to implement personality-oriented learning.
The famous American psychologist Howard Gardner believes that every person is talented and has at least eight types of intelligence, expressed in varying degrees. The theory of multiple intelligences was first published in 1983 in the book “The Structure of the Mind: A Theory of Multiple Intelligences” by G. Gardner. According to this theory, the activity of the human brain is based on the work of several types of intelligence, and not one, as previously thought. G. Gardner states: “It is extremely necessary to define and develop all types of intelligence and all its combinations. We are all very different due to different combinations of types of intelligence.”[4]To successfully implement the individualization of the educational process, it is necessary to study, comprehend and put into practice the achievements of the global educational thought.
The innovation of the theory of multiple types of intelligence, which is one of the possible ways of individualizing the educational process, is undoubted, since it is based on the principle that education should be structured in such a way as to enable students to gain experience that would require the involvement of different types of intelligence.
An analysis of publications on the topic under study showed that the theory of multiple types of intelligence has been deeply studied by foreign authors, such as: T. Armstrong, M. Eisencks, D. Larsen-Freeman, Mary Ann Christisen, B. Campbell. T. Armstrong, characterizing the Theory of multiple intelligences as a democratic theory, states that it expands the horizons of the usual teaching methods at school[5]. According to B. Campbell, the role of the teacher changes dramatically when applying the theory of multiple intelligences in the classroom. The teacher becomes a facilitator, stimulating learning activity and directing it in the right direction, an adviser, organizer and full participant in the process of communication and learning. Russian researchers on this topic (M.A. Choshanov, E. V. Klyukina, V. P. Zinchenko) mainly consider the main conceptual provisions of the theory, that is, the types of intelligence.[6] In Ukraine, this topic is also given great attention. The issues of creating a methodological basis for applying the theory of multiple types of intelligence in education, and, in particular, teaching a foreign language, remain insufficiently studied in modern domestic pedagogical science.
The purpose of my work is to consider the effectiveness, main methods and types of practical tasks that can be used when applying the theory of multiple types of intelligence in foreign language lessons.
So, let’s consider the types of intelligence that G. Gardner singled out.
Verbal-linguistic intelligence – easily receptive to language and sensitive to intonation, order and rhythm of words, have a good verbal memory and a rich vocabulary; have highly developed listening skills; think more in words than in images; They love to read and write and tell stories.
Logical – mathematical intelligence – has the ability of deductive and inductive, concrete and abstract thinking, excellent analytical and problem-solving skills, think well and ask logically structured questions, understand the relationship between cause and effect, like to experiment.
Visual – spatial intelligence – have the ability to perceive visual and spatial information, modify it and recreate visual images, understand the relationship between images and meaning; (look at things “with the eyes of the mind”), think in pictures and create mental images to help memory; love visual puzzles.
Musical and rhythmic intelligence – memorize melodies and musical images, recognize the range and rhythm, easily capture and copy the melody of the language, understand the connection between sound and feeling; language skills are well developed, they can talk creatively about music.
Bodily – kinesthetic intelligence – solve tasks, create and transmit ideas and emotions through the movement of all parts of the body; very mobile and mobile, have developed gestures and tactile memory; respond well to movement around the class; may feel restless if unable to move.
Naturalistic intelligence – (intellect of a naturalist) – have the ability to study flora and fauna, the natural world; prone to productive activities.
Interpersonal intelligence – have the ability to effectively interact with people, understand them and recognize their goals, motivation, intentions; enjoy working in cooperation, like to lead discussions and debates, have good leadership and diplomatic qualities.
Intrapersonal intelligence – have an understanding of their own emotions, goals and intentions, an appeal to the inner world, a heightened sense of self-esteem, are self-confident and like to work alone; realistically assess their strengths and weaknesses and abilities are often intuitive.
I draw special attention to the fact that it is not at all necessary that children should have all the characteristics inherent in one or another type of intelligence. And far from always a person has a pronounced one type of thinking, there can be combinations of 2-3 types.
According to G. Gardner, the degree of manifestation and development of a particular type of intelligence depends on the life experience of the individual. The more often a person uses one or another type of intelligence, the more opportunities to develop it in the course of training. Therefore, I try to build the educational process in such a way as to enable children to gain experience that would require the involvement of different types of intelligence. It is important to help children understand that they can show or discover their abilities and skills in different ways, in different activities, and then create conditions for learning based on their strengths. The cumulative impact on all varieties of intelligence during the lesson should be guaranteed to create conditions for the development of the creative potential of students. Thus, in my lessons, I try to use tasks that allow you to develop all eight types of intelligence. The main thing is to give the child the opportunity to learn, to study something in the way and way that is closest to him, and in which he feels comfortable.
In order to consider “how it works”, I want to present a small interlinear for each type of intelligence, which will allow you to select methods and techniques, teaching aids, types of tasks, as well as goal setting, taking into account different types of intelligence. (Goal-setting is the process and result of the nomination, formulation, setting of goals and objectives of training, which is initiated by the teacher and accepted by the students.) [7]
3. Methods, techniques, teaching aids types of tasks by types of intelligence
Methods and techniques
Teaching aids
Job types
Material presentation
Goal setting
Verbal-linguistic intelligence
Reading, discussions,
vocabulary games, storytelling, journaling, brainstorming, writing, working with a dictionary, writing dictations, summaries
and essays.
books, newspapers,
magazines,
directories,
usage
humor, fairy tales,
stories
audiobooks.
read,
ask questions
as you read, write, tell,
fill the gaps,
word games
title
oral
long
word on
blackboard
Logical-mathematical intelligence
Math games, data analysis, problem solving, experiments, entertaining tasks, logic games and puzzles, tasks for ingenuity and resourcefulness
Tables, graphs, charts
Arrange in a logical order, write down key words, create a classification
tion, find inconsistencies
look at the diagram and formulate
those rule, create a schema
question-answer
logical
what a riddle
Visual-spatial intelligence
Creation of presentations, imagination games, mental maps, visualization, collage,
puzzles, the inclusion of drawing elements.
color illustration and visualization,
graphic symbols, video films, comics,
a computer.
Draw, color, create a diagram, make a thematic selection of pictures, prepare a presentation,
make a mind map.
Visual
unusual
illustration-
tion
Musical and rhythmic intelligence
rhymes,
songs, poems, repeated repetition in a certain rhythm.
audio recordings,
musical
tools,
books about music and musicians,
use of natural sounds.
Listen
sing, comment
write a song, write a rap.
oral
Music fragment.
bodily-kinesthetic
Dramatization, dance, outdoor games, role-playing games, relaxation, physical exercises, body language
Models, creative tools,
sports
inventory,
suits
Build, draw, touch and identify, prepare a craft and describe it, exercises on
relaxation
Gesturing
Mysterious
subject
naturalistic intelligence
Any techniques and methods related to the study of the history of mankind, the development of natural phenomena
plant illustrations,
animals, natural phenomena, tools for exploring nature
Draw an analogy with an animal, plant, natural phenomenon
By analogy with an animal or plant
world
Unusual
plant
interpersonal intelligence
Group and pair work, project work, mutual learning, mutual control,
interview, brain
storm
Board games, role-playing game attributes
Teach, Invite, Learn, Explain
Question-
reciprocal
Turn-
reach out to a partner and share
intrapersonal intelligence
Individual work, keeping a diary, creating
portfolio, self-control
Individual
cards, language
equipment
Correlate with the facts of your life, proana-
lyse, prepare recommendations based on personal experience, fill out a portfolio.
Individual, emotional
linen
Close your eyes and
remember-
those times when…
Thus, we can conclude that the ways of applying G. Gardner’s theory in teaching are different – it can be a group or individual project, a study of a program topic planned in a special way. The main thing is to give the child the opportunity to reveal their cognitive and creative potential.
Working on the basis of the theory of multiple intelligences, it is important to be aware of what types of intelligence are involved in the lesson when studying the topic, but it is not at all necessary to radically change your methods of teaching children. In fact, the application of this theory makes learning more effective, allowing students to use all the methods of learning available and close to them.
4. Analysis and planning of lessons taking into account the types of intelligence
To make the work more productive, analyzing the previous lesson, I advise you to consider it from the point of view of the theory of multiple intelligences and ask yourself a few questions:
What types of intelligence were involved in this lesson?
Which student was most interested in him?
Which student was not interested?
Were there any discipline problems during the lesson?
Were these problems somehow related to the types of intelligence (talking, drawing, fiddling)?
What could have been done differently to interest more children?
Is there another way to study a given topic using other types of intelligence?
What am I most pleased with in this lesson, and what did not work out as intended?
When planning lessons aimed at the systematic development of all types of intelligence, I try to adhere to the following algorithm:
Formulate lesson objectives.
Answer key questions in accordance with the principles of the theory of multiple intelligences.
Select the means and methods of teaching.
Select tricks and exercises.
Make a sequence of actions.
Select controls.
Setting lesson goals by types of intelligence
Verbal-linguistic. – How to use speech?
Logical and mathematical. – How to use numbers, logic or critical thinking techniques?
Visually – spatial. – How to use visual images?
Musically – rhythmic. – How to use music, poetry, songs?
Bodily-kinesthetic. How to use physical exercises or manual labor?
Naturalistic. – How to draw a parallel with the natural world?
Interpersonal. – How to stimulate learning?
Intrapersonal. – How to involve the subjective experience of students?[8]
Description of diagnostics and analysis of results.
In order to effectively use the theory of multiple intelligences in the classroom, in February 2016, I carried out diagnostics to identify the leading type of intelligence of students in grade 10-A. 16 people took part in the diagnostics. (A test to determine the types of intelligence was put up on the site ( irinagam . jimdo . com . – section: “Storinka for students”)[9]
The purpose of this study was to identify the characteristics of intelligence, to determine the dominant, secondary and underdeveloped intelligence of students. To facilitate analysis, the results of the study of multiple intelligences were presented in the form of a table and graphically.
Naturalistic
musical
Logіko – mathematical
existential (spiritual)
International
kinesthetic
Verbal (linguistic)
Internal specialty
Visual (space)
1. Buryachenko M.
40
60
thirty
60
fifty
40
fifty
80
twenty
2. Vovkovich G.
fifty
80
40
fifty
twenty
90
twenty
90
70
3. Voronov R.
fifty
70
80
70
100
twenty
thirty
70
thirty
4. Dyachuk M.
40
60
60
40
fifty
fifty
thirty
thirty
40
5. Ivantsov V.
twenty
60
thirty
twenty
thirty
60
twenty
thirty
thirty
6. Katerenchuk T.
40
70
fifty
60
70
80
60
80
60
7. Krychun D.
twenty
twenty
thirty
thirty
ten
twenty
thirty
60
twenty
8.Lushpa D.
ten
twenty
70
70
60
60
40
80
70
9. Markova A.
60
70
fifty
60
40
60
70
100
fifty
10. Melnitska D.
thirty
60
fifty
fifty
40
thirty
40
60
fifty
11. Mkhitaryan A.
thirty
60
thirty
40
40
thirty
twenty
thirty
fifty
12. Oreshkin V.
fifty
fifty
fifty
70
60
60
70
70
fifty
13. Ostrovska O.
40
60
thirty
70
70
80
60
40
70
14.Stakalska O.
thirty
40
thirty
60
60
fifty
fifty
100
40
15. Subotkina N.
thirty
fifty
40
thirty
thirty
twenty
40
60
40
16. Tsurkan Y.
fifty
70
thirty
70
fifty
70
fifty
fifty
40
70 -100
Well-developed areas
40-60
Average-developed
0 – 30
Less developed areas
Based on the analysis of student responses, it was found that:
the largest number of students (8, that is, 50%) have intrapersonal intelligence as dominant,
followed by musical and existential (5 each, that is, 31. 25% each),
then – bodily – kinesthetic (4 accounts, that is, 25%)
then – interpersonal and visual-spatial (3 each, i.e. 18.75%)
and least of all – (2 each, that is, only 12.5%) have a pronounced logical-mathematical and verbal-linguistic type of intelligence.
At the initial stage of work, especially with younger students, in order to familiarize students with the basics of the theory of multiple intelligences and in the conditions of the formation of conscious use and development of their own cognitive abilities, you can use the PIZZA method [10]. Students answer the questions “Yes” or “No” and “take away” the “piece of pizza” that received the most “Yes” answers.
Sample questions for determining the leading type of intelligence:
Verbal-linguistic – “Word Smart”:
Do you like to speak English?
Do you like to write English words?
Do you read a book every day?
Logical – mathematical – “Logic Smart”:
Do you like to count?
Do you like to do sums?
Is Maths your favorite subject?
Visual – spatial – “Picture Smart”:
Do you like to draw?
Do you see pictures in your head when you close your eyes?
Do you enjoy watching TV and playing video games?
Bodily – kinesthetic – “Body Smart”:
Do you like to do sports?
Do you like to make things with your hands?
Do you enjoy playing “Lego” and making models?
Musically – rhythmic – “Music Smart”:
Do you like to listen to music?
Do you play any musical instrument?
Do you like to sing songs?
Interpersonal – “People Smart”:
Have you got many friends?
Do you like to work in groups?
Do you enjoy playing team games?
Intrapersonal – “Self Smart”:
Have you got a secret or a special place to stay alone? If-No-
Would you like to have such a place?
Do you like to share your things with your classmates?
Naturalistic – “Nature Smart”:
Do you enjoy being out in nature?
Have you got any collections? (butterflies, insects, leaves, shells, or other natural things).
Do you like animals? Have you got any pets?
If students’ abilities develop, then their academic success demonstrates their progress and advancement. If the quality and level of students’ work does not improve, then this type is ineffective for the student, and it is necessary to find ways for him that will help him better reveal his individual characteristics and achieve more successful results. This is one of the ways to prevent poor progress [11]. Determining the leading type of intelligence will allow the teacher to take into account the individual characteristics of students in the organization of the educational process. So, to attract the attention of students in the lesson, it is recommended to use different strategies depending on the leading type of intelligence:
Verbal-linguistic – phrase on the board “Be quiet, please!”
Logical – mathematical – clap.
Bodily – kinesthetic – with gestures (forefinger pressed to lips).
Visual – spatial – with the help of illustrations.
Musical – rhythmic – with the help of a stopwatch, rhythmic beats.
Interpersonal – using the “Telephone” technique (whisper a word, phrase or sentence to a friend)
Intrapersonal – using the “Listen to yourself” technique.
Naturalistic – sounds of nature or animals in the recording.
Additional research by Neil Fleming in the field of human intelligence is reflected in the so-called VARK model, which helps to determine in what way it is easier for students to absorb information. This model was developed in 1992, becoming one of the most popular concepts, it focuses on three basic learning styles, which should also be considered in any situation in the lesson[12].
In grade 10-A, I also did a learning style diagnostic to find out if students would learn better if the teaching methods used matched their learning style? Will they learn better if the teacher encourages their strengths and preferences? Knowing and understanding learning styles can go a long way in solving problems that arise when perceiving information. The work is accompanied by a presentation that talks about different types of learning styles and explains why it is necessary and useful for students and teachers to know their type of learning style. (Why is an Understanding of Learning Styles Important and Helpful for Teachers and Learners?). According to the diagnostics in the 10-A class, the following was revealed:
Learning styles
Number of pupils
%
visual learners
9
56.25%
audience learners
7
43.75%
Kinesthetic learners
four
25%
mixed learners
5
31.25%
How can this help the educational process?
Information about student learning styles is very important for both teachers and students because:
Teachers need to understand what students’ learning styles are in order to adapt their teaching methods accordingly.
students who know their learning style learn better.
teachers better understand the difference between students and can explain their behavior in the classroom.
if the teacher’s learning style differs from that of most of his students, he needs to change the method of presenting the material.
Types of tasks taking into account different types of intelligence within the framework of the theme “Christmas”, Grade 5.
The purpose of this development is:
firstly, to demonstrate how teachers can optimally involve students with different types of intelligence in an English lesson
and secondly, to show that this can be easily achieved using the activities that are used in each lesson, while creating a learning environment in which students feel comfortable.
Moreover, in order to maximize the activity and interest of students throughout the lesson, I offer a variety of activities and teaching techniques for consideration, which at the same time allow you to optimize the learning process. (Worksheets for students are attached)
exercise #1
Type of intelligence : verbal-linguistic, intrapersonal
Quest: Matching
Purpose: vocabulary activation
Form of work: individual
present
snowman
decoration
deer
fireplace
chimney
stocking
bells
wreath
Christmas tree
christmas cracker
Decoration
christmas tree
Wreath
sparkle
fireplace
snowman
sled
Sleigh
present
bells
carol
chimney
stocking
carol
clapperboard
Christmas lights
Shine
reindeer
garland
After a few minutes, show students the correct answers for self-control. Translation can be replaced with pictures.
Exercise #2
Type of intelligence : logical-mathematical
Quest: Matching
Purpose : Vocabulary activation
Form of work : group
Students must connect the halves of the words, write them down and identify the word that is not related to the topic “Christmas”
-ation
-man
ca-
chi-
chri-
clas-
-deer
fire-
decor-
ca-
snow-
spar-
-igh
-king
-cker
-ath
-place
-mney
cra-
wre-
pre-
-kle
-rd
rein-
-roll
-sent
sle-
room
-stmas
stoc-
The chopped-up words are:
decoration 8. snowman the extra word is:
card 9. sparkle classroom
carol 10. sleigh
chimney 12.
Christmas 13. cracker
reindeer 14. wreath
fireplace 15. Present
Exercise #3
Type of intelligence: logical – mathematical
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Quest: Wordsearch
Goal : vocabulary activation, development
logical thinking
Forms of work: individual, pair or group
Across:
1. He comes on Christmas and he has a white beard (Santa Claus)
3. He puts them under the Christmas tree. (presents)
4. People put it on the Christmas tree. ( decoration)
6. People decorate their houses with Christmas … ( lights)
8. People eat it at Christmas dinner. (turkey)
9. It is in the sitting room and it contains a fire. ( fireplace)
Down:
8.He comes on Christmas down the… ( chimney)
5.Children hang them by the fireplace. (stockings)
7. People send each other Christmas … ( cards )
Exercise #4
Type of intelligence: visual-spatial
Quest: Making a Collage (Christmas Card)
Purpose: activation of vocabulary, development of creative abilities
Form of work: group
Students are invited to create a collage on the theme “Christmas”. Each member of the group performs a specific function (cut, glue, paint, make sentences). At the end of the work, the group presents a collage, explains the idea. You can make a postcard and sign it. As an option, students can be invited to choose pictures with given words, and the text of the wish should be composed of sentences that need to be added in a logical sequence. Each member of the group takes part in the presentation.
Christmas Wishes
#1 #1 #2
2.Full of laughter, love and light, 4. Happy New Year too!
1. We wish you a Merry Christmas 2. May your Christmas dreams come true,
4.To excite your appetite. 3. And when Christmas is over,
3.With delicious holiday food 1. We wish you a Merry Christmas,
No. 3 No. 4
4.When Christmas vocation is gone. 2. Filled with joyful holiday cheer,
3.I`m looking forward to seeing you 1. I wish for you a Christmas
2. Be sure to have lots of fun 4.And a very Happy New Year!
1. Have a perfect Christmas, 3. I wish you a Merry Christmas
Exercise #5
Type of intelligence: bodily-kinesthetic
Quest: Guess what or who game
Purpose: activation of vocabulary, improvement of speaking skills, development of creative abilities (acting).
Form of work: group
Outdoor game with the identification of the winner. Students have to take it in turns to draw an action or object related to Christmas, the rest of the participants must guess it within 30 seconds. Points are awarded for each correct answer.
Exercise #6
Type of intelligence: verbal-linguistic
Quest: match the word to rhyme
Purpose: activation of vocabulary, development of creative abilities
Form of work: individual or frontal. (Visual aids may be used)
Something you give that rhymes with pleasant – ( present ).
Something you send that rhymes with hard – ( card ).
Something you thing that rhymes with barrel – ( carol )
Something green you decorate that rhymes with bee – ( tree ) .
Something you hang that rhymes with rocking – ( stocking ).
Something you ring that rhymes with well – ( bell ).
Where Santa lives that rhymes with hole – ( pole ).
A little helper that rhymes with Shelf – ( elf ).
Something you put on top of the tree that rhymes with car – ( star ).
Exercise #7
Type of intelligence: musical-rhythmic, visual-spatial
Students are invited to watch the cartoon, listen to the song and fill in the missing words.
Rudolhp, the (1) reindeer 1 – red-nosed
Had a very (2) nose 2 – 1117 shiny
And if you ever saw him,
You would even say it glows.
All of the other (3 ) 3 – reindeer
Used to laugh and call him 4 – names
They never let poor Rudolph
Join in Any Reinder (5 ) 5 – Games
Then on (6) foggy Christmas Eve 6 –
foggy 7
(7) came to say 7 – Santa
“ Rudolph, with your nose so bright
Won’t you guide my (8) tonight? 8 – sleigh
Then all the reindeer loved him
As the (9) Out with Glee , – ShOUTED
17
Rudolph, the red-nosed reindeer,
You’ll go down in (10). 10 – history
Exercise №8
Type of intelligence: musical-rhythmic
Quest: creating a poem
Purpose: activation of vocabulary, improvement of listening and reading skills, development of creative abilities.
Form of work: group
Students are invited to put together a poem from separate sentences, and then listen to the song and compare.
Shopping, shopping, Christmas shopping.
Mums are hurrying, running, hopping.
Presents, boxes everywhere,
Cards and crackers, teddy-bears,
Lots of useless pretty things:
Candles, tinsel, golden rings.
I’ve been doing shopping too.
Look at me: you’ll see it’s true:
messy clothes and messy hair
Christmas, Christmas everywhere
Exercise #9
Intelligence type: interpersonal, intrapersonal.
Task: interviews.
Purpose: activation of vocabulary, improvement of speaking skills.
Form of work: steam room.
Students are asked to complete questions by putting the words in the correct order.
1- holiday?, your, favorite, What’s – (What’s your favorite holiday?)
2- make, for, Do, you, things, special, it? – (Do you make special things for it?)
3-you, What, make? do – (What do you make?)
4- you, guests? Invite Do – (Do you invite guests?)
5- usually, your, do, day? this, on, What, family, do – (What do your family usually do on this day?)
6-like, this, do, Why, you, holiday? – (Why do you like this holiday?)
Exercise #10
Type of intelligence : naturalistic.
Task : nature and Christmas.
Goal : vocabulary activation, improvement of writing skills, development of creative abilities.
Form of work : individual, group.
Students are encouraged to remember words related to nature and Christmas and make sentences with them.
Parents put presents for their children under the Christmas ….(tree)
People bring Christmas …(trees) from the …( forest ) and decorate it with toys and Christmas lights.
We put the …( star ) on top of the Christmas tree.
Santa Claus comes from the…(North Pole).
A …( reindeer) brings Santa Claus in sleigh.
Exercise #11
Intelligence type: naturalistic
Task: word classification
Purpose: vocabulary activation
Form of work: group
Students are asked to categorize the words.
Discuss which of the following things or objects :
a chimney, a fireplace, a gingerbread, a reindeer, a sleigh, a snowman,
a stocking, a card, a wreath, a tree, a cracker, a present –
you can
find in a forest?
buy in a supermarket?
make yourself?
eat?
wrap in a parcel?
put in a pocket?
Exercise #12
Type of intelligence : verbal-linguistic.
Task : Storytelling – write a story using the suggested vocabulary.
Goal : vocabulary activation, creative writing.
Form work : individual, pair.
Shopping, a Christmas cake, a lot of presents, Christmas carols, Christmas tree, decorations, Christmas dinner.
Exercise #13
Type of intelligence: intrapersonal.
Task: self-assessment.
Purpose: development of regulatory abilities (self-assessment, goal setting),
development of motivation for knowledge and creativity (that is, to develop the ability to set a learning task: correlating what is already known and what is still unknown. [ 13]
Work form : individual.
Students are invited to evaluate their progress in studying the topic “Christmas” and determine the immediate goals for self-development.
What activity did you like best and why?
What activity did you not like and why?
Do you like working in groups? Why/Why not?
What activities do you think you did well in?
What activities do you think you didn’t do well in?
What do you think you need to improve?
Set three goals for yourself ( things you need to focus on).
III . pins
Analysis of the results of the study and the studied literature allow me to draw the following conclusions:
each person has a propensity for one or another type of intellectual activity, but in different people these abilities are manifested to one degree or another.
most people can develop any type of intelligence to an adequate level of competence. In other words, it cannot be argued that this or that person does not have abilities for mathematics, music, literature, they are simply not developed properly.
different types of intelligence can closely interact and influence the development of each other.
There are various ways to develop one or another intellect.
During the research, contradictions were identified that determined the relevance of this experience:
between the need to form the communicative competence of all students, on the one hand, and the heterogeneity of interests, inclinations and demands of schoolchildren, on the other;
between the need to implement a personality-oriented approach to the process of teaching a foreign language and the lack of effectiveness of the developed tools and techniques to achieve this goal.
The flawless merits of the theory of multiple intelligences include the following points:
a new understanding and definition of intelligence,
wide opportunities for the development of abilities in individuals with different types of intelligence,
democratic nature of the theory: each type of intelligence has the right to exist and develop,
unique opportunities to enrich the learning process with the help of different types of intellectual activity. [14]
Howard Gardner’s theory has had a catalytic effect on education. It has enriched foreign language teachers with a large arsenal of opportunities for understanding the cognitive abilities of the individual. This theory can contribute to the learning process in the following ways:
teachers can critically evaluate their intellectual abilities and teaching methods,
better explore the intellectual potential of students,
use the most effective methods appropriate for learning using one or another type of intelligence or a combination of intelligence types.
Given the basic conceptual provisions of the theory of multiple intelligences, teachers can plan, create exercises and tasks using a variety of sources, instill in students the knowledge of learning strategies necessary for lifelong learning.
References, sources
G.Gardner// The structure of the mind. Theory of multiple intelligences / Williams, 2007.
Foreign language 1-11 class. Basic programs and methodological recommendations.
2016 -2017 initial rec.
Alekseev N.A. Person-oriented learning; questions of theory and practice; Monograph – Tyumen; 1996.
Gardner, H. Are there additional Intelligences? The case for the Naturalist Intelligence? – Cambridge, M.A: President and Fellows of Howard College,1995.
Armstrong, Thomas. Multiple Intelligences in the Classroom 3d ed. – Alexandria, VA: Association for Supervision and Curriculum Development, 2009.
Ablyakimova FG The use of the theory of multiple types of intelligence in teaching foreign languages.
Goal setting in pedagogy. Website:https.//author24.ru/spravochniki/pedsagogika.
Ibragimova N. Multiple Intelligences Theory in Action in EFL Classes: A Case Study – Eastern Mediterranean University, 2011.
irinagam.jimdo.com. – section: “Storinka for students”.
Chekalina O.G. Implementation of a student-centered approach to teaching English based on the principles of the theory of multiple intelligences./ Website: metod.yarono.ru/wp-content/uploads/2015/04 Opyt – Checkalina – OG.pdf
Development of the intellectual potential of students in foreign language lessons. Website: teachandlearnenglish.com/
Learning styles according to the VARK model. Website: aboutyourself.ru/kogn-psi/stili-poznanita-soglasno-modeli-vark.html
Goal setting in the classroom. http:mc-krkam.edusite.ru
Choshanov M. Theory of multiple intelligences .// Headmaster 2000 №3.
Rolf Palmberg “Multiple Intelligences” Finland
Website :http://www.vasa.abo.fi/users/rpalmber/
Howard Gardner “The Theory of Multiple Intelligences”
Wikipedia.org wiki.ru/Gardner,_Howard
Applications
Annex 1 – worksheets for students for tasks by types of intelligence Worksheet No. 1
The task: match the English words with their equivalents :
1. present
a. snowman
2. Decoration
b. deer
3. fireplace
c. chimney
4. Stocking
d. bells
5. Wreath
e. Christmas tree
6. Christmas cracker
f. decoration
7. Christmas tree
g. wreath
8. sparkle
h. fireplace
9. snowman
i. sled
10. Sleigh
j. present
11. Bells
k. carol
12. Chimney
l. stocking
13. carol
m. clapperboard
14.Christmas lights
n. shine
15. reindeer
o. garland
Worksheet 2
The task: match the halves of 15 words that have been chopped in half and write
them down. One of the words is not a Christmas word. Which word is it?
-What are the Christmas words?
– Which is the extra word?
action
-man
ca-
chi-
chri-
clas-
-deer
fire-
decor-
ca-
snow-
spar-
-igh
-king
Cker
-ath
-place
Mney
cra-
wre-
pre-
-kle
-rd
rein-
rol-
pre-
sle-
room
stmas
stoc-
Worksheet 3
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The task: Find and circle nine Christmas words in the table. Write them down. Guess the word in the sentences below and fill in the gaps with words from the table.
Across:
1. _ _ _ _ _ _ _ _ _ _ comes on Christmas and he has a white beard
3.He puts _ _ _ _ _ _ _ _ under the Christmas tree.
4. People put _ _ _ _ _ _ _ _ _ _ on the Christmas tree.
6. People decorate their houses with Christmas _ _ _ _ _ _.
8. People eat _ _ _ _ _ _ at Christmas dinner.
9.The _ _ _ _ _ _ _ _ _ is in the sitting room and it contains a fire.
down:
He comes on Christmas down the _ _ _ _ _ _ _ .
5.Children hang _ _ _ _ _ _ _ _ _ by the fireplace.
7. People send each other Christmas _ _ _ _ .
Worksheet 4
Christmas Wishes
The task: read and number the lines of the Christmas wishes in the correct order.
#1
( _ ).Full of laughter, love and light,
( _ ). We wish you a Merry Christmas
( _ ).To excite your appetite.
( _ ).With delicious holiday food
#2
( _ ). And when Christmas is over
( _ ).May your Christmas dreams come true,
( _ ). Happy New Year too!
( _ ). We wish you a Merry Christmas
No. 3 No. 4
( _ ).When Christmas vocation is gone . ( _ ). Filled with joyful holiday cheer
( _ ).I `m looking forward to seeing you ( _ ). I wish for you a Christmas
( _ ).Be sure to have lots of fun ( _ ) .And a very Happy New Year!
( _).Have a perfect Christmas, ( _ ). I wish you a Merry Christmas
Worksheet 5
The task: read the word and try to mime the meaning of it to your classmates.
santa claus
reindeer
Snowman
Bells
Sleigh
christmas tree
Presents
Chimney
Worksheet 6
The task: guess the rhyming words:
Something you give that rhymes with pleasant – ( _ _ _ _ _ _ _ ).
Something you send that rhymes with hard – ( _ _ _ _ ).
Something you sing that rhymes with barrel – ( _ _ _ _ _ )
Something green you decorate that rhymes with bee – ( _ _ _ _ ) .
Something you hang that rhymes with rocking – ( _ _ _ _ _ _ _ _ ).
Something you ring that rhymes with Well – ( _ _ _ _ ).
Where Santa lives that rhymes with hole – ( _ _ _ _ ).
A little helper that rhymes with Shelf – ( _ _ _ ).
Something you put on top of the tree that rhymes with car – ( _ _ _ _ ).
Worksheet 7
The task: listen to the song while reading the song text displayed on the screen. Then turn away from the screen listen once more and fill in the missing words in your worksheet .
Rudolhp, the (1) reindeer
Had a very (2) nose
And if you ever saw him,
You would even say it glows.
All of the other (3 )
Used to laugh and call him (4 )
They never let poor Rudolph
Join in any reindeer (5 )
Then on (6) Christmas Eve ,
(7) came to say
“ Rudolph, with your nose so bright
Won’t you guide my (8) tonight?
Then all the reindeer loved him
As they (9) out with glee ,
Rudolph, the red-nosed reindeer,
You’ll go down in (10) .
1 –
2 –
3 –
4 –
5 –
6 –
7 –
8 –
9 –
10 –
Worksheet 8
The task: listen and put the verses in the correct order:
I’ve been doing shopping too.
Look at me: you’ll see it’s true:
messy clothes and messy hair
Christmas, Christmas everywhere.
Presents, boxes everywhere,
Cards and crackers, teddy-bears,
Shopping, shopping, Christmas shopping.
Mums are hurrying, running, hopping.
Lots of useless pretty things:
Candles, tinsel, golden rings.
Worksheet 9
The task: make up questions, move around in the classroom interviewing your classmates about their Christmas habits.
1.holiday?, your, favorite, what’s
one.
2- make, for, Do, you, things, special, it?
2.
3-you, What, make? do
3.
4- you, guests? Invite, Do
four.
5- usually, your, do, day? this, on, what, family, do
5.
6-like, this, do, Why, you, holiday?
6.
Worksheet 10
The task: fill in the blanks with Christmas words connected with nature:
Pole, forest, tree, star, reindeer, trees
Parents put presents for their children under the Christmas ….(tree)
People bring Christmas …( trees ) from the …( forest ) and decorate them with toys and Christmas lights.
We put the …( star ) on top of the Christmas tree.
Santa Claus comes from the…(North Pole).
A …( reindeer) brings Santa Claus in a sleigh.
Worksheet 11
The task: categorize given objects to what you can do with them.
A chimney, a fireplace, a gingerbread, a reindeer, a sleigh, a snowman,
a stocking, a card, a wreath, a tree, a cracker, a present
Which of the things can you
find in a forest?
(a)
buy in a supermarket?
(b)
make yourself?
(c)
eat?
(d)
wrap in a parcel?
(e)
put into a pocket?
(f)
Worksheet 12
The task: make up a short story using the following words: Shopping, a Christmas cake, a lot of presents, Christmas carols, Christmas tree, decorations, Christmas dinner.
Worksheet 13
The task: the students are asked to evaluate their progress in studying the topic “Christmas” and identify the next targets for self-development.
1 What activity did you like best and why?
2 What activity did you not like and why?
3 Do you like working in groups? Why/Why not?
4 What activities do you think you did well in?
5 What activities do you think you didn`t do well in?
6 What do you think you need to improve?
7 Set three goals for yourself (things you need to focus on)
Appendix 2 . Presentation.
You can view the presentation by clicking on the link:
Why is an understanding of learning styles important and helpful for teachers and learners?
Appendix 3 .
Presentation of the lesson English language in the 6th grade on the topic “School Life” to the assistant A. Nesvit from the study of the theory of Havard Gardner about the plurality of types of intelligence
Howard Gardner’s theory of multiple intelligences: what science says about this concept: shkola30 — LiveJournal
Scientific justification for an individual approach to each student or another myth? KIRILL MOLOKOV Philologist, polyglot, IT geek. Formerly a teacher of English and Literature and a reviewer for Rolling Stone Russia. Now he translates for RBC and writes about programming and education for Skillbox.
(source) On a tip olegchagin here (fragment) “Can a school teach you to think?”
Cover: Katya Pavlovskaya for Skillbox Media
You must have noticed that students manifest themselves in different ways: some are good at languages, some are good at mathematics, and some are good at everything at once. This was also noticed by the American psychologist Howard Gardner, who developed the theory of multiple intelligences based on this observation.
At the end of the 20th century, this concept was one of the main trump cards of critics of IQ tests. However, today this theory is criticized almost as much as IQ. We figure out whether Gardner was right or is it just another myth in pedagogy.
American psychologist Howard Gardner. Photo: Harvard Graduate School Of Education
Getting Started
In the early 1980s, Gardner studied the cognitive abilities and academic success of people of all ages. Among the studied were both highly gifted and people with brain damage. The psychologist found that the results of many students depend not only on natural talents and interests, but also on how they absorb information.
For example, if a student does not understand the grammatical structure of a foreign language by ear, this does not mean that he does not have linguistic abilities. Perhaps it was necessary to use a different approach – for example, visualize information in a table.
After some time, Gardner suggested that, from the point of view of the structure of intelligence, the brain is not a single whole, but many independent “blocks”, each of which is responsible for different skills and abilities. And in 1983 the psychologist published book “The Structure of Mind: The Theory of Multiple Intelligences” (original title – Frames of Mind: The Theory of Multiple Intelligences), in which he formulated the theory of the existence of “multiple intelligences”.
Gardner originally identified seven types of intelligence. However, in 1999, he supplemented the theory with the book “Intelligence Reframed: Multiple Intelligences for the 21st Century” (original title – Intelligence Reframed: Multiple Intelligences for the 21st Century), in which he described another type of intelligence – naturalistic. This is how Gardner’s modern “eight of intelligences” appeared:
Musical . Promotes the perception of information by ear and through a sense of rhythm. Allows you to easily learn to play musical instruments, sing and compose melodies.
Verbal . Helps to assimilate material in text format and learn languages.
Interpersonal . Allows you to work effectively in teams and establish strong social ties. The developed type of this intelligence speaks of high empathy.
Body-Kinetic . Affects touch and coordination. For people who are dominated by this type, according to Gardner, the environment, tactile contact and breaks are important to move freely.
Visuospatial . Responsible for imagination and the ability to navigate in space. This intelligence makes it easy to remember images, which is why such people like to receive information in the form of pictures.
Logical and mathematical . Easily analyzes information and processes data presented in graphs, tables and charts.
Intrapersonal . Responsible for analyzing one’s own feelings, emotions and actions. According to Gardner, often people who have this intelligence predominate are introverts who are comfortable working and studying in solitude. And the psychologist also believes that the development of intrapersonal intelligence helps the creation of individual projects and writing reflective essays.
Naturalistic . Responsible for the ability to study and understand nature, the environment. This intelligence, according to the author of the theory, is improved by research and experiments.
Gardner’s main idea is that these intelligences are autonomous – there is no connection between them or it is very weak. The psychologist claims that usually a person has several types of intellects well developed, but some of them may lag far behind the “main ones”. Because of this, people who brilliantly show themselves in one discipline are sometimes not always able to master even the school curriculum in another.
NOTE :
This is why Gardner sees IQ tests as the unfairness of the educational system – after all, in fact, they measure only verbal and logical-mathematical types of intelligence.
Gardner’s theory leads to the conclusion that you can become a great musician or doctor without having the highest IQ. However, these people are still written off at school, because the traditional approach to education is sharpened mainly on logic and verbal information.
How multiple intelligences evolved
In Rethinking Intelligence: Multiple Intelligences in the 21st Century, Gardner also proposed another kind of intelligence, existential . According to the psychologist, this type most distinguishes people from animals, as it makes you think about the meaning and reasons for your own existence and other philosophical problems.
However, in a 2016 interview with the BigThink web portal, the psychologist admitted that so far he is only thinking about expanding the established list of eight types of intelligence. In the same conversation, Gardner talked about another type that he thinks about a lot – pedagogical . It, according to Gardner, is easy to detect even in four-year-old children – already at this age, some pick up different words, explaining the same topic to an adult and a peer.
“There can be eight, ten, or even 12 intelligences. I’m not so much concerned with the number as with challenging the theory that intelligence is something whole. Life is too short, and if we devote all the time to only one intellect, we will not have time for others. Much more important is another question: is it worth developing your strong intellects, or is it better to pull up the weak ones?
HOWARD GARDNER,
interview with BigThink
In the interview, the psychologist also rejected the idea of the existence of humorous , culinary and sexual intelligences. Gardner commented that, for example, humor is part of logical-mathematical intelligence, as many jokes are built on destroying the expectation of a logical ending.
Among the most interesting continuations of Gardner’s theory is an attempt to supplement the list with digital intelligence. This type is also called “meta-intelligence” – it combines other types and is responsible for human interaction with the digital environment and technologies.
In 2015, South Korean educator and Ph.D. in the field of biostatistics Park Yoohyeon and her colleagues from Nanyang Technological University invented the concept of DQ (digital quotient, translated as “digital coefficient”), about which she wrote the book “ IQ EQ DQ. New Intelligence in the Age of AI “. In the same year, specialists launched the DQ Institute online platform, which actively promotes the idea of digital intelligence and develops DQ standards. The organization itself defines digital intelligence as follows:
NOTE :
“Digital intelligence is a set of social, emotional and cognitive abilities that enable people to face the challenges and adapt to the demands of digital life. ”
DQ score example. Infographic: Maya Malgina for Skillbox Media. Source: DQ Institute
In 2021, the idea of DQ has just started to become popular, but in the future, digital competencies may be on a par with EQ (emotional intelligence) and IQ. Digital intelligence, in particular, is responsible for the ability to quickly adapt to technology and computer literacy, skills that already play an important role in the modern economy.
How Gardner’s Theory Affects Teaching
The theory of multiple intelligences is sometimes confused with learning styles, with which Gardner strongly disagrees. For example, there is a widely known theory about auditory, visual and kinesthetic skills, which allegedly need to be taught in different ways – however, there is no real evidence for this. It has been repeatedly proven that if a conditional auditory is given more information by ear, then this does not guarantee its high results in learning. Gardner warns against the same – do not think that a person with a highly developed visual-spatial intelligence needs to be taught only with the help of pictures. Such an approach, according to him, can only worsen the effectiveness of training and reduce the development of other intellects.
The psychologist believes that the concept of different learning styles does not give a clear criterion of how, to whom and what style should be chosen. And it is not clear how to evaluate and define this or that style:
“Learning style is just a hypothesis about how a person approaches the study of various things. If the student has a “reflective style”, then it is assumed that he reflects on everything. But we cannot say that reflexivity in writing necessarily indicates that a person is reflexive when interacting with other people. However, if reflexivity really shows up in everything, then teachers should take this style seriously.
HOWARD GARDNER,
article in The Washington Post
Gardner also advises against labeling students. For example, if a student cannot master the multiplication table in the classical way, this does not necessarily mean that his logical and mathematical intelligence is poorly developed. Perhaps he just needs a different approach to remembering the table. At the same time, given the individual characteristics of the student, it is important not to focus on the same learning approaches for him.
To avoid the erroneous application of his theory in practice, the psychologist made three clear recommendations for educators:
Individualize learning as much as possible. Instead of applying one size fits all approach, carefully study each student and try to find the most effective and comfortable ways of learning for a particular person. Of course, with large classes this is not so easy. But organizer applications can help here, where you can write down a brief description of each of the students in order to create individual tasks based on it.
At the same time, teach in a variety of ways. That is, you should not limit yourself to one individual way of teaching for each particular student, even if you are firmly convinced that you know all the strengths and weaknesses of this person. Present information in different ways – use storytelling, illustrations and graphics, role-playing games. Such an approach, according to Gardner, develops several human intellects at once. That is, in fact, it helps to use the strengths of the student for better assimilation of the topic, and “pump” the weaknesses. And the analysis of the topic from different angles becomes more complete and deep, not to mention the fact that due to such a variety of presentation of educational material, more students will learn it.
Forget the term “learning styles” . It will lead to labeling and will not help you or your students in any way.
NOTE :
It may seem that the principles of individualization and diversity are somewhat contradictory, and Gardner himself, unfortunately, did not write very much about the practice of their application. However, one can imagine a scenario where the teacher explains a new topic to the class using a variety of methods – text, illustrations, interactive exercises – and gives students individual tasks to reinforce: for example, someone writes an essay, someone draws a diagram, someone cooks report in tandem with a classmate.
Frame: the film “School of Rock”
In fact, it is for these recommendations that teachers fell in love with the theory of multiple intelligences. She played a significant role in the fact that teaching began to concentrate more on the student himself and his characteristics. Gardner’s theory teaches us not to jump to conclusions and helps to reveal “hopeless” students from a completely different perspective. Which ultimately contributes to the fight against the very social injustice, which the psychologist considers IQ tests and the entire traditional education system to be the culprit.
Research has also shown that trying to explain material in different ways helps students absorb information better. As a result of a large-scale meta-analysis, John Hattie, an educator and creator of the Visible Learning project dedicated to effective learning, came to this conclusion as a result of a large-scale meta-analysis. And the opportunity for students to demonstrate knowledge and skills in a way convenient for them increases the interest, involvement and effectiveness of learning.
All this sounds great, but with Howard Gardner’s theory itself, everything is not so simple.
Why the theory of multiple intelligences is criticized
Despite all the attractiveness of the theory and its influence on pedagogy, it has not received wide recognition in the scientific community. Gardner is accused of both lack of experimentation and partiality to his own ideas. Also in doubt is the question of the empirical data that were used to create the theory. The psychologist himself wrote honestly about this:
“Although the theory of multiple intelligences has been tested by a huge amount of empirical data, it has not been subjected to serious experimental tests. ”
HOWARD GARDNER,
“The Structure of the Mind: The Theory of Multiple Intelligences”
According to critics, Gardner simply mixed intelligence, talents, character traits and acquired skills and called it all “intelligences.” It has been repeatedly proven that the types of intelligence that Gardner clearly distinguishes are in fact closely related – and this confirms the theory of general intelligence. For example, people who have developed interpersonal intelligence, as a rule, also show high results in logic tests – after all, for example, good lawyers and diplomats need to be able to both argue logically and communicate successfully.
Some researchers even call this concept pseudoscience. In particular, the Dutch psychologist Piet van der Ploeg, having analyzed a number of scientific works allegedly confirming the reliability of the theory of multiple intelligences, noted violations in the conduct of experiments.
The fact is that during comparative experiments, the approach to learning in the control group was often artificially “dried” – they turned the entire educational process into continuous cramming. Also, the groups of subjects who tested Gardner’s ideas were sometimes given more time to study than the control groups. And the positive results of applying the concept, which fit within the margin of error and did not have statistical significance, were often interpreted in favor of the theory of multiple intelligences.
Psychologist Linda Gottfredson is also an opponent of the theory – she is convinced that IQ predetermines not only academic results, but also career success. This link, while disputed by some critics, is supported by multiple studies and meta-analyses. Gardner’s theory cannot yet boast of this.
So, there is a high probability that the theory of multiple intelligences is nothing more than a beautiful myth. Most scientists have not recognized Gardner’s ideas, and the psychologist himself agrees that the theory has practically not been proven experimentally. But despite the possible pseudo-scientific nature of the concept, Gardner is definitely right about one thing – there is no universal approach to learning. Even if the human intellect is an integral unit, it will definitely not be superfluous to take into account the characteristics of each student and present information in different ways. This will help students absorb the material and increase the effectiveness of learning – and science agrees with this.
From the experience of working on the project “Howard Gardner’s theory of multiple intelligences in the practice of teaching a foreign language at school at a younger stage” | “Education of Yamal”
Lyalina A.A.,
English teacher
MBOU “Secondary School No. 2”,
Purpe village, Purovsky district
in education from mass pedagogical phenomena to the personality of the child, a detailed study of the possibilities of his individual development. Modern pedagogy is increasingly talking about the personal orientation of the educational process. At the same time, one of the main responsibilities of the school remains unshakable – to ensure the assimilation of the state standard of education by each student. In this situation, teachers are concerned about the question of how to make mastering the standard more individualized, and therefore more effective.
The school curriculum mainly emphasizes two types of abilities – verbal-linguistic and logical-mathematical. However, Howard Gardner believes that there are many other knowledge and talents that can enrich our lives and help us interact effectively with the world around us. He claims that each person owns at least nine types of intelligence, expressed in varying degrees. Under the intellect G. Gardner understands the ability of a person to non-standard problem solving, generating new ideas, creating a product or providing services that have a high degree of value.
G. Gardner’s theory of multiple intelligences suggests that people have seven varieties of mental abilities or intellects: linguistic, logical-mathematical, musical, spatial, kinesthetic, interpersonal and intra-personal. G. Gardner also points to the possibility of adding one more to this list of intellects – naturalistic intellect, and makes the assumption that there is a ninth, the so-called existential intellect. Let us dwell on a more detailed consideration of the most significant, according to G. Gardner, intellects.
Verbal-linguistic intelligence is the ability to use words effectively in speech or writing.
Logical-mathematical intelligence – the ability to use inductive and deductive reasoning, solve abstract problems and logical puzzles, understand complex relationships of interdependent concepts, ideas and things, ask a question, experiment, calculate, etc.
Visual-spatial intelligence – the intelligence involved in understanding pictures and images, includes the ability to imagine, draw automatically, work on a design project, etc.
Kinesthetic intelligence – consciousness of the whole body, gives the ability to control and interpret movement, dance, run, jump, touch, gesticulate.
Musical intelligence – this intelligence is assisted by the sense of sound and the emotional ability to respond to it.
Interpersonal intelligence is represented by the ability to quickly recognize and evaluate the mood, intention, motivation and feelings of other people.
Intrapersonal intelligence is represented by the ability to perceive oneself (to see one’s own advantages and disadvantages), to consciously notice the inner mood, the ability of self-discipline, self-understanding and self-esteem.
Naturalistic intelligence refers to the ability to learn from nature.
Existential intelligence is the ability to meditate, to study history, philosophy, culture, religion.
The use of the main provisions of the theory of multiple intelligences in the educational process seems to be one of the best options for organizing individualized learning, since students become active subjects of learning activities and acquire certain knowledge and skills through direct perceptions. A modern teacher should be able to work simultaneously with different students (with different initial levels of knowledge, different mindsets, different attitudes to learning), building a special line of learning for a particular student, taking into account the peculiarities of his intellectual organization.
Describing the main factors contributing to the introduction of the theory of multiple intelligences in the educational process, G. Gardenr notes that many teachers are attracted by the possibility of implementing the following educational goals:
establishment of an individualized betrothal;
creating favorable conditions for students to receive God-
that experience in the learning process;
creation of such learning conditions that do not exclude from the general process those for whom learning is given with difficulty;
proof of the expediency of including all kinds of art in the educational process;
the use of interdisciplinary connections in the learning process;
looking for new ways of grading
The applications of Gardner’s theory in schools can be as varied as the schools themselves. The main principle is important – the educational process should be built in such a way as to enable children to gain experience that would require the involvement of different types of intelligence. The use of the theory of multiple intelligences in the school is based on the use of the diversity of individual differences and the creation of multiple paths for development and learning based on them. It is necessary to design the educational process taking into account the peculiarities of the intellectual organization of schoolchildren. This will create conditions for the full intellectual development of students, to consolidate the individual identity of each of them and optimize the process of mastering knowledge, skills and abilities in foreign language lessons.
Obviously, the process of learning a foreign language is built mainly on the basis of linguistic intelligence. To include other types of intelligence in the work, we have made a variety of activities in English lessons, among which the following should be noted:
Developing linguistic intelligence: word games aimed at enriching, activating vocabulary, memorizing new words in different ways (for example, the Snowball game), working with metaphors, phraseological units, comparisons; reproduction of the information received in one’s own words, presentation of situations and dialogues, training of grammatical skills, group discussions, storytelling, anecdotes, jokes.
Developing logical and mathematical intelligence: establishing the order of words in a sentence, classifying objects, words, etc., establishing the sequence of information, compiling lists, highlighting key words in the text, composing words (by letter, by syllable), determining grammatical relationships, logic games, tasks involving numbers, solving various problems, drawing up diagrams, models of samples, comparing cultures, traditions of English-speaking countries.
Developing spatial intelligence: projects related to art / drawing / needlework (creating portraits of a family, friend, image of a favorite toy), graphic organization of the lesson (tables, graphs that students can create themselves), use of color, visual presentations (videos, slides , photographs), computer, video projects, drawing projects, creating a route on the map and explaining the choice of this route.
Developing musical intelligence: creating songs on grammatical themes, composing rhythmic texts containing information on the topic, selecting music for the topics studied, rules, verses; tongue twisters, musical presentations.
Developing kinesthetic intelligence: instant response cards: active games, pantomimes.
Developing interpersonal intelligence: working in pairs, team games, joint discussion / research, exchange of opinions, voting, joint projects, dialogues, conducting a lesson, general work on a task.
Developing intrapersonal intelligence: self-study task, talking about your family, describing places where students feel free and happy, evaluating their own results, individual projects, working on mistakes, writing poems and stories, expressing personal impressions, opinions.
One of the forms of work used by us in the process of teaching a foreign language was the use of training centers developed by Bruce Campbell. The lessons were planned in such a way that during the lesson, learning took place in seven different ways. Schoolchildren were divided into groups of three or four and began work in the centers. The work lasted twenty or thirty minutes. Students moved from center to center, performing various tasks.
We used the model of training centers in one of the English lessons while studying the topic “My Family”. Seven centers were used: linguistic, statistical, reading, music, arts, as well as centers for joint and individual work.
In the linguistic center, students worked with dictionaries, performed translation and spelling exercises. In the kinesthetic center, schoolchildren performed pantomimes, showed what their family members were doing at the moment. In the music center, the students sang a song, listened to poems about the family. In the arts center, students were asked to draw a portrait of their relatives, depict pets. In the collaborative work center, students read a text about the family together and answered questions about the text. In the center of individual work, each wrote a short story on the topic “My family”.
By the end of the lessons held in the centers, the students were able to talk about the family in English, answer questions on the topic and, importantly, when reinforcing this topic, they used their linguistic, musical, kinesthetic, intrapersonal and interpersonal abilities. Students have developed independent work skills. The teacher acted as a mentor, observer and source of information.
In the class, where the training was conducted taking into account the peculiarities of the intellectual organization of schoolchildren, academic performance increased. Improved perception and assimilation of new information due to the focus on different types of intelligence; the use of various forms of tasks contributed to the acquisition of new knowledge, skills and abilities that schoolchildren learned to apply in practice. The desire for cooperation has increased, interest in the subject has increased, schoolchildren have become more independent, self-confident in English lessons. There was a positive attitude towards foreign language lessons, attendance improved. The role of the teacher has become less directive. The student has become an active subject of learning activity, along with the teacher. Such results allow us to conclude that the application of the theory of multiple intelligences of G. Gardner is an effective way to increase the level of knowledge of schoolchildren in the subject, meets the requirements of individualization of education and stimulates the growth of students’ intellectual abilities.
For the successful implementation of the theory of multiple intelligences in the education and upbringing of children, it is recommended to adhere to the following conditions:
Constantly maintain the interest and increase the motivation of children to learn a foreign language.
Take into account the intellectual, biological, psychological characteristics of students in the learning process.
To renew and enrich the environment of children with a wide variety of new objects and stimuli for them in order to develop their curiosity, to create conditions for the manifestation of creative activity.
Create a favorable atmosphere in the group. Give children the opportunity to actively ask questions, encourage the expression of original ideas.
Do not restrain the child’s initiative, do not give clear instructions, help to act independently. Do not do for him what he can do (or learn to do) for himself.
Be kind to children, teach children empathy. Cultivate a sense of collectivism, give tasks to unite the group.
In conclusion, it should be noted that, taking into account the intellectual characteristics of students during classes, the teacher also develops various skills. He begins to perceive his students from at least seven new positions. Planning such a lesson requires ingenuity, so there is an increase and development of the creative potential of the teacher himself. As a result, the introduction of the main provisions of Howard Gardner’s theory into the practice of teaching English contributes not only to improving the results of language learning, but also improves the quality of teaching.
Thus, the use of the main provisions of the theory of multiple intelligences in the educational process seems to be one of the best options for organizing individualized learning in English classes, since it ensures not only effective teaching and mastery of a foreign language, but also the comprehensive intellectual development of each student.
References
Gardner G. Structure of the mind: the theory of multiple intelligences. – M., 2007.
Elodimova I.V. Diagnosis and correction of learning motivation in preschoolers and younger schoolchildren. – M., 1991.
Dubrovina I.V., Akimova M.K., Borisova E.M. and others. Working book of a school psychologist / Ed. I.V. Dubrovina. – M., 1991.
Zimnyaya IA Psychology of teaching foreign languages at school. – M., 1991.
Koryakovtseva NF Modern methods of organizing independent work of students of a foreign language. – M., 2002.
I. Kushnir A. M. Pedagogy of a foreign language. – M., 1997.
№
Skill and personality of the teacher. On the example of the activity of a foreign language teacher. – 2nd ed., Rev. and additional – M., 2001.
Pasov EI Communicative method of teaching foreign speaking. – M., 1991.
Rogova GV, Rabinovich FM, Sakharova TE Methods of teaching foreign languages in secondary school. – M., 1991.
Solovova E.N. Methods of teaching foreign languages. Basic course // AST Astrel. – M., 2009.
Feinberg S. Each child has his own temperament and character / / Preschool education. – 1999. – No. 2. – S. 62.
Kholodnaya MA Psychology of intelligence. Research paradoxes. – 2nd ed., revised
Howard Gardner – online presentation
1.
Howard Gardner
Howard Gardner is a psychologist and lecturer in Cognitive Psychology and Educational Theory at Harvard University. The author of the famous theory of multiple intelligences. Member of the American Philosophical Society , the American Academy of Arts and Sciences and the National Academy of Education . Famous book: The Structure of the Mind: The Theory of Multiple Intelligences
3. Theory of Multiple Intelligences
MI-Multiple Intelligences Gudner claims that there is no single intelligence, the so-called general intelligence or “g”, measured by the well-known IQ test. On the contrary, there are multiple intelligences that are independent of each other and cannot be measured by standard tests. He identified 9 types of intelligence
1. linguistic, 2. logical-mathematical, 3. visual-spatial, 4. bodily-kinesthetic, 5. musical, 6. naturalistic, 7. interpersonal, 8. intrapersonal 9. existential All types of intellects are equal, each is a special way of interacting with the surrounding reality , and valuing some intellects more than others is purely cultural tradition.
4. 1 Verbal-linguistic intelligence –
1 Verbal-linguistic intelligence • easily receptive to language and sensitive to nuances, order and rhythm of words. Children with strong verbal-linguistic intelligence love to read, write, and tell stories. They have a good verbal memory (remember names, places, dates, names, etc.) and a rich vocabulary. This type of intelligence is well developed in writers, speakers, teachers, secretaries, office managers, actors, poets.
5. 2 Logical and mathematical intelligence
• deductive and inductive, concrete and abstract thinking. Children with this type of intelligence have excellent analytical and problem-solving skills. They think well and ask logically structured questions. This type of intelligence dominates among scientists, mathematicians, programmers, bankers, lawyers, accountants.
6. 3 Visual-spatial intelligence
includes the ability to visual-spatial reflection of the world. To it is better to perceive and understand information, such children need visual images, they extract information well from maps, diagrams, diagrams, they love puzzles and puzzles. They are strong in drawing, drafting, designing, modeling. Among the professions where this type of intelligence is in demand are artists, cartographers, designers, architects, sculptors.
7. 4 Body-kinesthetic intelligence
• – solves tasks, creates and conveys ideas and emotions through 90,009 body movements. Such children are good athletes, have good coordination of movements, are very mobile, have developed gestures and tactile memory. Actors, mimes, dancers, surgeons, musicians, inventors use this type of intelligence.
8. 5 Musical intelligence
includes sensitivity to the level, timbre and rhythm of sounds, emotional susceptibility to music. Children, memory melodies and musical images that recognize the range and rhythm, are the owners of a well-developed musical intelligence. This type dominates among singers, musicians, composers, dancers, music teachers .
9. 6 Naturalistic intelligence –
• One of the last identified by Gardner. He assumes the ability to study flora and fauna, the natural world; predisposition to productive activities such as hunting, farming or occupation biological sciences. Thomas Armstrong explained this type of intelligence also as the ability to see the natural world from a different angle – understanding the interaction of nature with civilization, the symbiotic relationships inherent in nature, the life cycles of nature. Charles Darwin, John Muir, E.O. Wilson possessed a developed naturalistic intellect. People with naturalistic intelligence often choose the professions of botanists, naturalists, physicists.
10. 7 Interpersonal intelligence
• – refers to the ability to interact effectively with people, understand them and recognize their goals, motivations, intentions. Children with this type of intelligence are happy to work in cooperation, have good leadership and diplomatic qualities. (Remember that this type of intelligence implies the ability to understand people, but its owners are not always enthusiastic about activities based on cooperation, cooperation, and not all extroverts detect this type intelligence. Sometimes there are weak ones in this area). Teachers have developed interpersonal intelligence, doctors, people involved in trade, politicians, advisers, priests, businessmen
11.
yourself. This intelligence is also often called emotional. From his help to control fear, greed, sadness and love. For example, how do you react to a feeling of fear: trying to run away or to calm yourself? Do you hold yourself back in a state of irritation or say words that you later regret? These are all examples of intrapersonal intelligence. Intrapersonal intelligence is also called the intelligence of success, because it is a necessary addition to other types of intelligence, allowing you to achieve mastery in your case.
12. 9 Existential intelligence
An intelligence that potentially assists the individual in dealing with the deep questions of human existence. For example, such people can put forward new theories about the meaning of life, the possibility of immortality, and how people appeared on planet Earth. Who are we on this Earth? What is the role of man in globalization?
As any cat owner can attest, cats love toys. Whether it’s a jingle ball they like to bat around the house or a crinkly stuffed animal they like to kick, toys are a great outlet for domestic cats to get out their energy and exercise their natural hunting skills.
Luckily, cats don’t need expensive or high-tech toys to keep them occupied; often, they are just as happy to play with a new toy as the box it came in. This is great news for cat owners, as there are many fun homemade cat toy tutorials out there that won’t cost a penny and utilize materials you likely already have at home.
How Often Should You Play With Your Cat?
8 Easy DIY Cat Toys & How To Make Them
Pom Pom Rattle Tub
T-shirt Knots
Puzzle Tub
Treasure Box
Catnip Kicker
Tassel Wand
T-shirt Cat Tent
Cardboard Cat Palace
What Types of Toys Do Cats Like?
What Types of Toys Do Cats Dislike?
What Toys Are Safe For Cats?
How to Clean Cat Toys
What Toys Are Unsafe For Cats?
Play Is Part of a Healthy Lifestyle
How Often Should You Play With Your Cat?
Though they can amuse themselves, cats like to play with each other, other pets in the house and their humans — especially if that human is wielding a feather wand or string toy. One to two fifteen-minute play sessions a day should be enough to satisfy your cat, though you may find their capacity for play changes depending on their age or energy level. Young cats and kittens can chase balls seemingly for hours, which most are happy to do without human participation.
Contrary to their standoffish reputation, cats are social mammals that crave connection (albeit on their terms), so playtime is a valuable opportunity to give your cat attention, mental stimulation and some physical exercise. End each play session with a treat or by allowing your cat to catch and keep their toy. This reward system will help them develop a positive association to playtime, especially if they need help with socialization.
Don’t force your cat to play if they don’t feel like it, such as while they’re sleeping, eating or simply not in the mood (watch their body language). An unplayful cat may feel like you’re antagonizing them, and cats aren’t shy with their claws or teeth when they get annoyed.
When you can’t make time to play with your cat, leave toys around the house to prevent them from getting bored while you’re busy (provided they are cat-safe — see below). Bored cats can become destructive, so make sure they have easy access to toys that can distract them from clawing your drapes.
8 Easy DIY Cat Toys & How To Make Them
Now for the fun part! Most of these toys can be made out of simple household materials, and many are great projects to do with kids. Feel free to put your own cat-safe spin on any of the crafts below. Crafts are listed in order of simplicity.
Pom Pom Rattle Tube
Materials:
Toilet paper tube
Pom poms (optional)
Hot glue
Cat treats
Instructions:
1. Optional: With a hot glue gun, glue pom poms evenly around the toilet paper tube. These will give the cat something to grab onto while playing.
2. At one end of the tube, fold the edges in until one slightly overlaps the other. Drop several treats inside the tube and fold the other end in.
3. That’s it! Roll it toward your cat and watch them try to pry open the ends of the tube to get at the treats.
T-shirt Knots
Materials:
Old t-shirt
Ruler
Pencil or Sharpie
Scissors
Instructions:
1. Lay a t-shirt on a flat surface. Starting at the bottom edge, draw 6 skinny rectangles 1” wide by 10” tall.
2. Cut the rectangles out until you have 6 long strips of fabric.
3. Stack all 6 strips together and tie together with a single knot at the center.
4. Toss to your cat and let playtime commence. Make as many of these as your house can handle!
Puzzle Tub
Materials:
Old Tupperware container with lid
Sharpie or marker
Scissors or box cutter
Sandpaper
Leather awl (optional)
Jingle bell (optional)
String (optional)
Small ball (rubber, jingle, ping pong, etc. ) or mouse toy
Cat treats
Instructions:
1. Lay the container lid on a flat surface. You’ll be cutting two separate holes in the lid, each large enough for your cat’s paw to fit through.
2. Use the ball of your choice to trace two circles on the container lid, making sure the circles are large enough for your cat’s paw. Cut the circles out with the scissors or box cutter against a flat surface safe for cutting.
3. Sand the edges of each circle with the sandpaper until they are no longer sharp.
a. Optional: Use the awl to poke two more holes in the center of the lid, side by side, large enough for your string to pass through. If you don’t have an awl, any sharp pointed tool will work.
b. Thread the jingle bell onto the string. From the underside of the container lid, thread each end of the string up through an awl hole and tie the ends together tightly on top of the lid.
4. Place the ball/mouse toy and a handful of treats into the container and close the lid tightly.
5. Let your cat try to figure out how to get the treats and/or toy out of the container while enjoying the (optional) jingling sound of the bell.
Treasure Box
Materials:
Shoebox or similar sized, shallow cardboard box
Toilet paper tubes and/or paper towel tubes
Egg carton (paper or plastic)
Scissors
Hot glue gun
Cat treats, catnip and/or small cat toys
Instructions:
1. If your box comes with a lid or flaps, discard or detach. Do the same with the egg carton and cut the remaining portion into thirds using scissors. (If the carton is plastic, sand the cut edges until smooth.)
2. Trim the cardboard tubes until they are each as long as the box is deep.
3. Stand the tubes up in the box along with the egg carton segments and arrange however you like. Once you are satisfied with the placement, hot glue each piece to the floor of the box, making sure the edges of the tubes are sufficiently fastened on the bottom.
4. Place cat toys and/or treats into the box, spreading them evenly between the tubes and carton sections.
5. Place the box on the floor and let your cat try to figure out how to retrieve their treats or toys from the various compartments.
Catnip Kicker
Materials:
Old sweater, long sock or long-sleeved shirt
Scissors
Fiber fill
Dried catnip
Newspaper
String or yarn
Hot glue (optional)
Instructions:
1. If using an old sweater or long sleeved shirt, detach one of the sleeves with scissors and trim into a segment roughly 1’ long. If using a sock, cut the foot portion off to leave a tube that’s open at both ends.
2. Portion out enough fiber fill to stuff your fabric tube. Sprinkle dried catnip generously throughout the fiber fill.
3. Lay a sheet of newspaper on a flat surface and place the fiber fill along one edge. Roll the fiber fill up in the newspaper and fold in the ends until the bundle is slightly shorter than your fabric tube.
4. Insert the wrapped bundle into your fabric tube.
5. Twist both ends of the tube closed and tie tightly with string. (Hint: Some hot glue under the string and on the knot will ensure the tube stays closed.)
6. Enjoy watching your cat kick and wrestle with their new crinkly catnip toy!
1. Measure and cut a length of cotton twine about 2.5’ long, making sure you have some left over.
2. Lay one end of the twine along one end of the dowel so the ends overlap by about 3”. Glue the end of the string to the dowel.
3. Cut out a 4” x 4” rectangle of faux leather or other tough fabric. Roll the fabric around the end of the dowel with the string attached, keeping the rest of the string clear and the tip of the dowel flush with the edge of the fabric. Glue the fabric in place.
4. If using leather cord to make a tassel, wrap the cord around a glasses case or similar sized object about 10–15 times and cut (more cord means a fluffier tassel).
5. Thread the loose end of the cotton twine through the looped leather cord and it tightly to itself. Secure the knot with a dot of glue.
6. Slide the looped cord off the glasses case and cut through the middle of the loop opposite the cotton twine knot.
7. Fold the cut cords in half with the cotton twine knot in the center, creating a tassel. Using a separate piece of cotton twine, wind the twine around the top of the tassel, tie and glue tightly in place.
a. If using ribbon, follow the same steps above to create a tassel.
b. If using feathers, a wine cork, etc., simply tie and glue your chosen object to the end of the twine.
8. Time to go fishing for a cat! Watch them jump and reach for that pesky tassel.
T-shirt Cat Tent
Materials:
Medium t-shirt
15” x 15” piece of flat cardboard
Two wire clothes hangers
Pliers or wire cutters
Duct tape
Safety pins
Cat blanket
Instructions:
1. Using the pliers or wire cutters, cut the top off each hanger so that you have two lengths of plain wire. Bend them into two identical U-shaped curves.
2. Cover each edge of the cardboard in duct tape to create smooth edges.
3. Using the end of one of the wire pieces, poke a hole in each corner of the cardboard, at least ½” from the edge.
4. Arrange the wire curves so that each end is inserted into a hole diagonally opposite, making a “cage.” Tape the two wire curves together where they meet in the center at a perpendicular angle.
5. Using the pliers, bend each wire end under the cardboard to hold the “cage” in place. Make sure the ends of the wires are flush against the bottom of the cardboard and tape in place.
6. Insert the entire structure into the t-shirt from the bottom and arrange so that the neck hole is in the center of one of the four sides. Gather the sleeves and remaining fabric of the shirt underneath the cardboard and fasten in place with safety pins. Make sure the fabric is stretched taut over the sides of the structure and lies flat against the bottom of the cardboard.
7. Place your cat’s blanket inside the finished tent and invite them to explore their new playhouse.
Cardboard Cat Palace
Materials:
One large cardboard box or two mid-sized boxes
Sharpie
Box cutter
Hot glue
Instructions:
Note: This project is intentionally open-ended. Use your imagination to create a unique structure!
1. Fold the bottom of your box (or one of your boxes) closed and glue the flaps in place.
2. Lay your box (or one of your boxes) on its side on a flat surface that’s safe for cutting on. Draw windows and a door large enough for your cat to fit through on the inside of the box in whatever arrangement you’d like. Use a box cutter to cut out the shapes.
3. If using one large box, simply toss your cat’s favorite blanket, toys, some treats or catnip into the box, fold the top flaps closed and glue in place. Once the glue is dry, your cat palace is complete!
a. If you have a second box, you can now make a two-story palace.
b. Draw and cut out windows in the second box.
c. Fold and glue the bottom flaps shut.
d. Stack the second box on top of the first and glue in place. Through the open top of the second box, cut a hole between the two “floors” of the palace with a box cutter.
e. Once all the glue is dry, your two-story cat palace is complete! Finish off with cat blankets, toys, treats and your cat.
What Types of Toys Do Cats Like?
Prey-style toys:
Even if they’re strictly indoor pets, all cats retain their natural hunting instincts. They love toys that look and move like their natural prey, such as toys modeled after mice, fish or birds. In play sessions with your cat, try to mimic the way these animals move: Send feather toys “flying” across the room, make mice toys appear to scurry and so on.
Puzzle toys:
Even though they sleep a lot, cats can get very engaged and energized by problem-solving. If there’s a tangible reward involved, such as a treat or favorite toy, a cat will spend hours attempting to retrieve an object out of a hard-to-reach place.
Hiding places:
Cats feel safe in small spaces as long as they have an escape route. They also prefer to avoid conflict and may get scared easily, so a box or cat tent provides a perfect refuge. Hiding places surrounded by cardboard or fabric are also insulating, and cats love to be warm.
What Types of Toys Do Cats Dislike?
Though they can get creative with their playtime, cats may not tolerate certain types of toys.
Tinfoil: Cats generally can’t stand the sound tinfoil makes when they step on it, the texture under their paws or the feel of it on their teeth. Tinfoil can also have edges sharp enough to pierce skin.
Sticky surfaces: It may make for a funny video, but cats hate it when things like tape or glue get stuck to their paws or fur.
Loud toys: Dogs may like squeaky toys, but cats in general are not fans of loud noises. Steer clear of mechanical or battery-powered toys that may startle and alarm your cat.
What Toys Are Safe For Cats?
Most of these toys are safe for cats to play with by themselves, but if possible, keep an eye on your cat’s play sessions while you’re home to make sure they don’t injure themselves or swallow anything they shouldn’t.
Plush toys: Stuffed fabric toys are great for cats, as long as they are made of sturdy enough fabric to resist ripping.
Catnip/catnip-filled toys: Catnip is a harmless plant with leaves that have an entrancing effect on almost all cats. A catnip-filled toy is a great diversion, although some cats like to eat or roll around in the leaves, fresh or dried. If your cat likes to eat catnip, don’t give them more than a tablespoon at a time to prevent vomiting.
Balls: Ping pong, foam, bouncy, jingle — smaller balls make great cat toys, as long as they are large enough that your cat can’t swallow them.
Plastic shower rings: Cats will happily chase and chew on tossed plastic shower rings — the sturdier the better.
Paper bags and cardboard boxes: Cats love to hide in and pounce on crinkly paper bags and boxes. Be sure to remove any handles on paper bags to prevent your cat getting caught in them.
Laser pointers: Cats will chase a little red dot for hours while you stay comfortably in one spot. They may become perplexed by their inability to catch and keep it, but they will not be deterred. Just be careful not to shine the light in your cat’s eyes.
Feathers: Toys with feathers are fine under human supervision, but make sure your cat doesn’t swallow any loose feathers. Indigestible feathers can cause intestinal blockages.
Even if all your cat’s toys are cat-safe, watch to see if they start licking or sucking on certain materials excessively. This could be a sign of a medical issue or nutritional deficiency, and you should inform their vet.
How to Clean Cat Toys
Cat toys take a beating during play sessions, and some well-loved toys can become pretty dirty. Most cat toys can be cleaned fairly easily.
Plush toys: Place toys in a mesh bag and wash in the washing machine with scent-free detergent. Tumble dry on low.
Rubber or plastic toys: Soak in hot, soapy water for 20 minutes, rinse and air dry.
Hiding places (like a cat tent or palace): Spot clean with a damp cloth or detach fabric portions and wash in the washing machine.
Cat beds and blankets: Vacuum or lint roll regularly. Wash in the washing machine about once a month and tumble dry on low.
Catnip-filled toys: For toys with sewn-in catnip, spot clean with a damp cloth. For refillable toys, empty them and wash according to their material, then refill with new catnip
Fether toys: Spot clean with a damp cloth (feathers won’t survive the washing machine).
What Toys Are Unsafe For Cats?
It can be hard to convince them otherwise, but there are some household items that cats should not get their claws on during playtime.
Loose pieces of string or yarn: Cats can swallow pieces of string that are not attached to anything, leading to intestinal discomfort and possibly surgery.
Toys with small pieces or fillings: Avoid toys with small, detachable pieces or fillings, as they present a choking hazard.
Rubber bands: Tempting to chew on, but not digestible and potentially harmful if swallowed.
Plastic bags or bubble wrap: Cats can get tangled in thin sheets of plastic and risk suffocation.
Packing peanuts: Like rubber bands, these can be tempting to chomp on and swallow, but they are typically made of synthetic foam and can cause digestive issues.
Hands, arms or feet: This last tip is for your own safety. It should go without saying, but don’t use your body as a cat toy. Cat claws and teeth are sharp, and cats don’t discriminate when deploying these built-in hunting and defense tools. Not to mention, getting covered in cuts and cat saliva is unsanitary.
Play Is Part of a Healthy Lifestyle
Exercise and mental stimulation are incredibly beneficial for a cat’s long-term health and happiness, as is a diet of protein-packed, minimally processed foods. A diet high in meat, minerals and moisture and low in carbohydrates is ideal for a domestic cat’s nutritional needs and will give them the energy they need to play for hours.
Visit the RAWZ blog for more pet health articles, and explore our lines of high-meat wet and dry foods for cats and dogs.
17 Genius DIY Toys Your Cat Will Love
Cats enjoy mental stimulation and playtime to keep their minds and bodies active throughout the day. Fortunately, you don’t have to spend lots of money on cat toys because there are all kinds of DIY cat toy ideas to explore. Many of these ideas use items and craft supplies you may already have around the house. Find a DIY cat toy project that inspires you, and let’s get hands-on!
T-shirt cat toy
Image credit: Muslin & Merlot
You don’t need to be a crafting expert to create these simple toys. Repurpose your old clothes into cat toys in just a few minutes. Learn how to make these Muslin and Merlot t-shirt cat toys.
Soda box cat toy
Image credit: Cuteness
The final product is a toy you and your cat will enjoy together—a whack-a-mole type game for your cat made with an empty soda box. Visit Cuteness to learn more about the DIY soda box cat toy.
Sock fish cat toy
Image credit: KittyClysm
If you’re looking for a quick and easy project, this one’s for you. Consider also adding catnip inside the sock if your cat is particularly interested. Visit KittyClysm for the sock fish toy tutorial.
Cardboard cat playhouse
Image credit: Johnny Miller
Who doesn’t have spare boxes from their online shopping habits? If you want to upgrade the plain cardboard boxes your kitty likes to sit in, consider making them into a fancy playhouse. See the slideshow on how to make a cardboard cat playhouse.
Cat wand
Image credit: Irresistible Pets
Cat wand toys are a great way to exercise your kitty as they run and jump to try and catch the ribbons. Use this homemade wand toy to dazzle your cat and get some playtime with their favorite human. Learn more at Irresistible Pets.
Felt mouse catnip toy
Image credit: Lia Griffith
With basic sewing skills, you can create these simply adorable felt mice. Learn more in Lia Griffith’s felt mouse catnip toy tutorial.
Cat scratching post
Image credit: Dream a Little Bigger
Give your kitty their dedicated piece of furniture on which they can release their scratching energy. Find the instructions from Dream a Little Bigger.
Self-petting station
Image credit: Instructables
Now your cat can get the pets and scratches they want at a moment’s notice with this homemade cat scratching station. Instructables teaches you how to make self-petting station.
PVC pipe hammock bed
Image credit: Love Pets DIY
Here’s a cozy spot where your cat can relax while playing with all of their new homemade toys. Love Pets DIY teaches you how to make it.
Yarn pom pom toy
You only need yarn and scissors to make your cat their own pom pom toys. These pom poms work well as standalone toys or can be used to enhance flirt poles and other DIY cat toys.
Toilet paper tube toy
Here’s another quick craft that requires very little work—all you need is an empty toilet paper tube.
Cattail catnip toy
Image credit: Sew4home
Though this toy can be hand sewed, a sewing machine will make the project much faster. It requires fabric, thread, and catnip. Sew4home provides the instructions.
Cat play gym
Image credit: Charleston Crafted
Though it requires a few supplies, you’ll need to be a little handy with a drill to make this adorable kitty gym. Visit Charleston Crafted to learn how to make this cat play gym.
Junk food cat toys
What’s a cuter way to offer your kit some catnip than with their own cat-sized cheeseburger? To create these toys, you’ll need colored felt and sewing thread. Read more at A Beautiful Mess.
Fishing pole cat toy
Image credit: Saltwater Daughters
Go fishing for the cutest kitty with this homemade fishing pole flirt toy. Want to make one for your cat? Visit Saltwater Daughters.
Interactive cat tower stool
Image credit: Diana Rambles
This homemade cat condo cleverly repurposes a bar stool into a multi-purpose kitty hangout where your cat can play, scratch, and lounge. Here’s how to make this cat tower stool.
Natural cat toys
Image credit: Prodigal Pieces
If you enjoy cute cat toys but also like to keep a natural home free of BPAs and other harmful plastics and chemicals, this is the cat toy project for you. Prodical Pieces has the instructions to make these natural cat toys.
If you’re looking for more cat-related DIY projects, check out these 9 cat life hacks. Or learn how to build your cat a DIY “catio” to let them enjoy the outdoors safely.
47 Brilliant Easy Homemade DIY Cat Toys For Your Cats
Disclaimer | This article may contain affiliate links, this means that at no cost to you, we may receive a small commission for qualifying purchases.
One second would be all a cat owner would need if he was to remember a funny instance with his furry friend ! Cats are somehow super positive creatures that manage to bring a really good mood really easily despite their immense lack of interest, they are curious, they are fluffy and somehow naïve, they can make you laugh easily and every now and then, some more than others, they seek affection as well !
The list that follow contains easy homemade diy cat toys and accessories that aim to give the little one more comfort and more toys, we invite you to cast a glance and let us know what you find interesting !
Contents
Easy Homemade DIY Cat Toys
1. Epic two level coral hanging cat bed
2. craft an a diy cat condo out of original wine crates
3. simple and effective cat brush scratching installment
4.transform a wooden shelve into a diy cat palace
5. branches and fluffy surfaces cat tree kingdom
6. DIY cat tree made with real branches featuring greenery
7. all wood diy cat playground
8. diy wooden box cat bed
9. epic diy cat scratching post
10. old drawer becomes cat luxury bed
11. awesome geometric DIY cat skyscraper
12. epic DIY smart cat door climber
13. salvaged DIY cat mouse toys
14. craft DIY felt mouse cat toys
15. rope DIY cat scratching post
16. craft a sculptural PVC pipe ensembles wrapped in yarn
17. epic wrecking ball inspired DIY cat bed
18. DIY cat beds on another level entirely
19. DIY cat self petting brushes
20. DIY wall mounted cat scratcher
21. Adorable DIY yarn wrapped cat toy
22. wood and yarn sculptural scratching post
23. luxurious DIY cat apartment for royal felines
24. recycled paper DIY cat bed
25. DIY PVC Pipe Cat Bed
26. transform a small IKEA stepper stool into a cat suite
27. small DIY cat tree
28. DIY cat hammock and bed
29. transform suspended shelves
30. simple DIY cardboard pom pom maker
31. use a simple hoop to realize pom poms
32. Learn how to craft pom poms with a coat hanger
33. create epic rugs from old T-Shirts
34. pom poms construct an epic rug
35. 3D DIY Pom Pom rug
36. cardboard to pom pom technique
37. pom pom wall hanging doubling as cat toy
38. DIY upcycled paper cat rug
39. brilliant T-Shirt DIY cat tent
40. DIY candy cat toys
41. ingenious DIY magnetic cat toy
42. DIY wand toy
43. Homemade DIY cat rattling toy
44. DIY sphere cat toy made out of toilet paper carboard
45. easy to crochet cat toy
46. DIY cattail catnip toy
47. Happiness is in the little things
Related Articles
1. Epic two level coral hanging cat bed
A level of comfort surely ain`t enough for our feline friend, we know it too well, comfort is key. Aesthetics should not be overlooked either, here teal with a really elegant, royal inspired gold tree describes a really interesting look, fit for the lovely furry companion.
via etsy
2. craft an a diy cat condo out of original wine crates
Sumptuous, elegant, royal, what material can suit a kitten better than original wine crates, items with tradition that tickles their ego. Use these to craft something graphic and use sufficient scratching surfaces to trigger their play interest.
via etsy
3. simple and effective cat brush scratching installment
Installing these DIY cat toys will take only a minute and if the feline responds to them, they will give you days, weeks or even months of quality time to both you and your furry friend.
via Ana Julia
4.transform a wooden shelve into a diy cat palace
The procedure is rather simple as any regular IKEA shelf can be disassembled to become a cool corner palace for your furry friend, choose surfaces that your feline finds scratch-worthy and you are good to go, diy cat toys for cat queens and kinds !
via Laurie Crawford
5. branches and fluffy surfaces cat tree kingdom
A really easy diy cat toy to realize that will definitely be of interest for your your kitten, one that offers it entire new levels of happiness through comfortable platforms of observation and new scratch surfaces to play with. It is also worth noting that there you`ll need little to no costs to craft this.
via cattreekingdom.org
6. DIY cat tree made with real branches featuring greenery
Just like the craft above, Brittany used real branches to create an awesome diy cat toy that uses real branches. Brittany went the extra mile an added some faux leaves that bring color into the picture thus enhancing the naturalness of the ensemble.
via bybrittanygoldwyn.com
7. all wood diy cat playground
Several branches can be tied together by simple wood platforms, beautifully sculpted to highlight the naturalness of the ensemble. All you need is a hand saw, nails and if possible, a jig-saw to cut the contour easier. Do your best to pick interesting branches that have several ramifications, these will add a different dimension to the ensemble that you and the furry friend will find interesting in this homemade cat toy.
via weefolkart.com
8. diy wooden box cat bed
A simple wooden box can become rapidly so much more, you`ll be needing a colorful texture, a tad of paint to stencil the name of the little one and you are good to go. Some sort of sponge or an old pillow could greatly enhance the comfort of the pet also, diy cat toys can hardly get easier than this!
via diydecoracao. blogspot.com
9. epic diy cat scratching post
The craft is insanely easy to realize, you will need a wooden post, plywood, carpet, staple gun, some sort of glue and L brackets, almost all these can be salvaged from old projects or from the scrapyard thus minimizing the cost a great deal. You will know what carpet you need to use to make the pole attractive, the cat surely already pointed out a winner in your home.
via coolcattreeplans.com
10. old drawer becomes cat luxury bed
A really simple craft if you take it step by step, a craft with an extraordinary customization degree, one that you control entirely, insanely easily. You`ll be needing an old drawer or an old wooden box that can receive the treatment of a drawer, you can add some old drawer handles or knobs for that exquisite look; you decide whether the drawer receives legs or not and if you paint the drawer a certain color, if you upholster it in a certain fabric using a staple gun or if you lave the wood bare, all up to you. In the drawer, an old pillow is recommended to boost comfort.
via candlcountrychic.blogspot.com
11. awesome geometric DIY cat skyscraper
Certain crafts are simply to awesome to be described, they are indeed but we are going to do our best ! The overlapped box game above gains a really distinct, interesting, geometric play thank to its sculpted edges and circular windows; the wood naturalness also boosts the ensemble overall. It is worth nothing that furs contained exude a coyness that can hardly be matched by anything else and yet to make things even more interesting, the stairs leading to the skyscraper are cantilevered thus emphasizing the feeling of space and a very cool airiness that we greatly appreciate.
A great effort has been made to offer the furry friends sublime comfort in a really graphic manner, a simple expression with an extraordinary result overall.
via Pinterest
12. epic DIY smart cat door climber
The principle is extraordinarily simple, one could easily realize the playful tiered toy at home yet if time is an issue, see the link below, your cat will surely find it interesting !
Available for purchase here.
13. salvaged DIY cat mouse toys
They look adorable, the texture chosen make them timeless, really graphic, especially for a cat toy, this would be a toy that would not alter the aesthetics of your home if left randomly in the house.
via marthastewart.com
14. craft DIY felt mouse cat toys
Compared to simple, up-cycled textiles, felt may be a more appealing material to kittens, it is also super easy to work with and it can be found in really awesome colors that you can mix and match to create something interesting.
via liagriffith.com
15. rope DIY cat scratching post
A simple and insanely durable, resilient craft that will entertainment your cat for years and years to come. You can dye the rope at home to match it to the rug or carpet below or you can purchase it already colored; leaving it bare functions as well.
via dreamalittlebigger.com
16.
craft a sculptural PVC pipe ensembles wrapped in yarn
Extraordinarily creative craft able to shape a really dynamic cat toy, one that you can customize great deal, this piece can be fit onto the wall, completely independent, short or long with variable girth, it can even sculpt a long route around the apartment at a certain height, one that would not interfere with human activities. The yarn can be natural or dyed, infinite customization opportunities that can be realized rather easily thanks to pvc pipes.
via catssery.com
17. epic wrecking ball inspired DIY cat bed
A great craft for Halloween, one that will surely scare a few fellas while they roam the house looking for candy.
via 9gag.com
18. DIY cat beds on another level entirely
Here two wide PVC pipes hold two yarn baskets, all wrapped in something that would suffice the cat`s scratching instinct. In the baskets, two furry surfaces await the royal couple.
via Pinterest
19. DIY cat self petting brushes
The DIY Project itself is really swift but that is not the biggest selling point, the immense selling point is that the cat themselves will find great comfort in this toy and they will free up some of your time, petting themselves with the new, inexpensive cat toy. The items that make a difference in this craft ? Toilet brushes !
via diyready.com
20. DIY wall mounted cat scratcher
A piece of pipe, preferably PVC can be anchored onto the wall and wrapped in yarn, this small installment ought to raise the interest of your furry friend and its greatest advantage is that one can install it anywhere, in a small corner between doors, above a door itself, in the mudroom, living room or kitchen, you make the rules.
via purrrfectpieces.co.uk
21. Adorable DIY yarn wrapped cat toy
The image above is inexplicably beautiful, adorable, simply cast a glance at the furry`s face ! You can realize the craft above with an old plastic toy that you can wrap in yarn. It will take a great deal of patience and time to obtain the neat effect above but the result is certainly worthwhile.
via welovecatsandkittens.com
22. wood and yarn sculptural scratching post
A project that can be realized entirely out of salvaged wood, possibly wooden pallets, beautifully tailored into a base and post that you ought to sculpt in to create the rotation, swirling effect that you see above; power tools, experience and protection equipment can help you realize the cuts easily yet if these are not a tool in your arsenal the post can remain square or it can be replaced with a branch that would exude the naturalness that you pursue without your input. Don`t forget the yarn ! You can wrap the entire post or small segments to create a rhythm that your kitten may enjoy; colorful yarn is an option as well !
via creatievetijd.blogspot.com
23. luxurious DIY cat apartment for royal felines
You can always go the extra mile and create a kitten heaven that would seamlessly integrate into your modern furniture ensemble, you just have to put your mind to it, it is simple to realize yet it somehow looks dangerous, unnatural, presenting a lot of corners, edges in which both the human and the furry friend can get hurt. How do you see the piece above?
via Ank van Meerkerk
24. recycled paper DIY cat bed
The craft will keep you busy for a while but it will repurpose a lot of paper in the process. You can get inspired by the weaving process above only to materialize a design of choice later on, you decide how you use the technique. The color patchwork design looks extraordinarily well too yet paper can be filtered out by the colors contained if need be.
via liveinternet.ru
25. DIY PVC Pipe Cat Bed
The super simple homemade cat bed can be realized rapidly and for the creature’s comfort it can be placed over a radiator during winter, you can use the same technique to rapidly scale this up to a construct of your own mind; needless to say that the fabric itself can be changed and cleansed rapidly.
via www.lovepetsdiy.com
26. transform a small IKEA stepper stool into a cat suite
A simple IKEA hack for which you will need rope, scratchy surfaces and an hour of two of patience to realize the craft. The feline will surely appreciate your efforts !
via ikeahackers.net
27. small DIY cat tree
A few branches, faux lives, rope to tie things together and a scratchy surface on top of a piece of plywood, that is literally all you need, nothing else. The small tree can emphasize your decor with a bit of green yet the furry one will be the one really excited about the new addition.
via Amy Cicconi
28. DIY cat hammock and bed
One mundane cardboard box can become both a cat hammock and a cat bed, a few piece of textiles, possibly up-cycled bed sheets, pillow covers or tablecloths can easily do the trick.
via onegoodthingbyjillee.com
29. transform suspended shelves
Simple shelve consoles can be modified to create a vertical labyrinth for your furry friends, use your creativity to shape something original, tailored to layout, something that would not interfere with your current furnishings. Such ensembles can also be purchased yet we all know that is far better to adapt these to your setting.
via ebay.com
30. simple DIY cardboard pom pom maker
Pom Poms may be everything you need for your fluffy friend, they`re super funny even when left randomly around the house, they can be super super colorful and they are easy to make. This naturally opens up great possibilities, you can scale these to create awesome awesome stuff.
via thecrafttrain.com
31. use a simple hoop to realize pom poms
A different method to create the marvelous pom poms rapidly, use them to boost color and entice your furry friends.
via red-brolly.com
32. Learn how to craft pom poms with a coat hanger
A third technique that constructs pom poms rapidly thus allowing you to win the day !
via vickibrowndesigns.com
33. create epic rugs from old T-Shirts
The image above describes a simply extraordinarily rug, one constructed with T-shirts, in this case, highly colorful ones that develop a gradient. A beauty for feet and eyes alike.
via indulgy.com
34. pom poms construct an epic rug
Fluffiness attracts fluffiness. A simple pom pom is interesting indeed yet a bunch scaled can create a really cool surface that can be mounted in the vertical plane just as in the horizontal one, regardless of choice spreading happiness in the eyes of the feline and the homeowner alike. In the example above, the splendid gradient helps the piece double easily as wall art in its setting.
via ideipentrucasa.ro
35. 3D DIY Pom Pom rug
Yes, the tutorial was meant for humans, indeed, yet the extraordinary result might be better appreciated by the pretentious felines in their playground or cat bed one might imagine. The simple, repetitive process allows you to start this project at any time as you can work on it across several weeks, every now and then creating one more pom pom and adding it to the rug. The extraordinary secrets behind the really voluptuous look stand in the pom pom`s different size and colors and their density, as you can clearly notice they are a lot jammed into a small surface thus creating a really awesome effect.
via de.dawanda.com
36. cardboard to pom pom technique
Cats will love them individually as toys and scaled on a surface for comfort, you decide how you use them.
via postila.ru
37. pom pom wall hanging doubling as cat toy
A piece of driftwood on which colorful pom poms are anchored can work beautifully as wall art and a cat toy alike. It goes without saying that certain cats have no attraction to pom poms or toys in ensemble for that matter but if your furry one is into pom poms, she`ll love this, especially when it moves around, triggered by the homeowner.
via reniqlo.co.uk
38. DIY upcycled paper cat rug
Swift, colorful and somehow, sustainable as it up cycles paper, it reuses the energy invested into the piece of paper once more before hitting the recycling center. Paper in this shape entices the furry friend due to the noise it makes on one hand and due to the really unusual texture on the other. He will be curios at the very list, it might even become his favorite spot ! It is worth nothing that this rug cannot be cleansed and therefore it will have a rather short lifespan but the advantage is that it holds excess cat hair trapped between the pieces of paper somewhat.
via craftaholicsanonymous.net
39. brilliant T-Shirt DIY cat tent
Probably the easiest and the most rewardful tutorial in our list, one that simply cannot be overlooked if your first kitten joined the family and you don`t know where to start from.
via instructables.com
40. DIY candy cat toys
One colorful fluffy sock wrapped around a small plastic bottle can form an immense, colorful candy, one that is often very appreciated by the small felines as it is quite noise when tossed around; it also rolls and it also furry`ish, a quite compelling package.
via gooddogsco.com
41. ingenious DIY magnetic cat toy
For the cat it might look like a simple pendulum that moves around, the DIY project is easy to realize too happily but rewards are far out of the realm of “easy”. Give this magnetic cat toy a chance !
via instructables.com
42. DIY wand toy
A simple play before feeding your cat ? One DIY Wand Toy will do ! They are super easy to realize and yet highly effective !
via purinaone.com
43. Homemade DIY cat rattling toy
One small plastic bottles and some corn and you are good to go. Feel free to paint the corn so it attracts the cat visually too or if you can , replace them with something similar that does the job, you need to make sure that the plastic bottles rattles in the process, that is all.
via thecatpinky.blogspot.com
44. DIY sphere cat toy made out of toilet paper carboard
The easiest and the least expensive diy cat toy in our list can be constructed in three minutes. You can paint the toilet paper rolls or use some washi tape every now and then to make things interesting but the project is rewardful regardless!
Source Unknown
45.
easy to crochet cat toy
If your crocheting is a tool in your DIY arsenal you already know how much more opportunities do you have, how far greater projects you can realize, just cast a glance at the epic example above ! One new piece of epicness at your grasp that will make your furry friend happy !
via dabblesandbabbles.com
46. DIY cattail catnip toy
It can be realized with one seam, that is all you are going to sew for this epic cattail catnip toy, your cat will love it and fully appreciate its owner for the craft ! Keep in mind that kittens ignore catnip and not all cats actually love catnip but most of them do and if they do, you surely know by now that you should limit their contact to catnip, maybe let them play with it once or twice a week to avoid desensitization. Craft away !
via sew4home.com
47. Happiness is in the little things
In the link below you will find no less than 12 diy handmade cat toys, organized per days, simple and epic crafts, just like the one above !
via mysocalledcraftylife. com
From simple to complicated, the DIY cat toys above are meant to make you and the little furry one happy ! We all know how many smiles are these small creatures provoking, we all know how easily they can bring on a good mood, we all know how much we love them and we would surely be willing to craft for them !
What do you think ? We would love to hear from you in the comment section below !
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Anton Giuroiu
As a sheer idealist, Anton’s approach in architecture and content curation is tedious and meticulous this clearly reflects in his work here on Homesthetics with each and every article, after a decade of work on Homesthetics, the content creation guidelines still being improved every month.
13 DIY Toilet Paper Roll Toys You Can Make for Your Cat
Toilet paper roll toys are easy to make and fun for your cat.
Cats love cardboard because they are made from trees-a cat’s natural scratching post.
You can make food puzzles, wand toys, cat mobile, and treat-release toys using empty toilet paper rolls.
These toys will keep your cat busy for hours.
Here are 13 different toilet paper roll toys you can make today:
Toilet paper wand toy
TP roll ball
TP roll catnip kicker toy
Slide strips of TP roll under the door
DIY food puzzle activity center
Fray the ends of the TP roll
Toilet paper rings
DIY treat digger
Put the toilet paper roll on a wand toy
TP roll bug
DIY treat-release toy
Scratcher toy
Toilet paper roll mobile toy
Note: Do not let your cat play with toys unsupervised. Most include string and other materials cats should not eat.
Try these out today or save THIS PIN to your DIY Cat Toys board on Pinterest.
Disclaimer: I earn a commission through affiliate links below. No additional cost to you.
Also, nothing I say is medical advice. All photos are of my cats.
1. DIY toilet paper wand toy
Cats love wand toys and strings so this DIY cat toy is a winner. Some wand toys can get pricey. But you can make this one easily.
Materials:
Toilet paper roll
Scissor
Organic cotton string
Wooden dowel with a hole (optional)
Instructions:
Cut vertical strips in your toilet paper roll
Fold the top part down and cut a slit on the fold
Push string through the slit
Knot the end
Repeat with as many strips as you want
Tie the string on a wooden dowel for more playing control (optional)
Fun ways to use this toy: You can dangle this for your cat to hop up and catch.
Slide it around your home to make your cat run.
Or tease this toy around the Ripple Rug, Cat Box Classics cardboard scratcher house (use code caticles10 for 10% off!), or other cat furniture.
Use code caticles10 for 10% off this beautiful cat box!
2. TP roll ball
Cats love to bat things around, especially when they are lightweight. This toilet paper roll ball is great for that, and you can also hide treats inside to engage your cat even more.
Instructions
Cut your toilet paper roll horizontally to create circular rings
Fit the rings inside of each other making a ball
Put healthy treats inside
You can also use the strips from the toy above and fasten them together using string to make a wand toy ball
Put catnip inside and knot an old piece of clothing around the ball
Buy healthy cat treats:
Amazon
Only Natural Pet
Raw Paws Pet Food has yummy meat-only treats. Use code CATICLES15 for 15% off.
Fun ways to use this toy: Slide the ball across the floor to engage hunt mode.
You can use this toilet paper roll toy as a treat-release toy too.
Put your cat’s favorite treats inside to make your cat work for his food.
3. TP roll catnip kicker toy
Does your cat do bunny kicks on his toys? Jericho does this all the time. You can make your kicker toy with multiple toilet paper rolls and some fabric.
You can use an old long-sleeved shirt, pants, leggings, or a sock.
Instructions
Cut the leg or sleeve off of your article clothing of choice. Skip this step if using a sock.
Knot the end, and put a toilet paper roll through the fabric to the knot
Knot the fabric at the end of the roll and add another roll through the fabric
Keep knotting the ends and add more TP rolls until you’re done
Knot the end so it all stays together
Fun ways to use this toy: Put organic catnip inside to entice your cat to play.
Shake it around to enhance the scents.
If your cat doesn’t fancy catnip, you can try some catnip alternatives.
4. Slide strips of TP roll under the door
Sometimes playing with cats is simple. Cats are natural-born hunters. Since cats are attracted to movement, they go crazy when they see something move in and out of their sight.
Instructions
Cut slits of toilet paper roll
Slide the slits under doors, furniture, on the floor, etc.
Fun ways to use this toy: Slide strips of toilet paper roll under doors, furniture, blankets, around the wall corner.
5. DIY food puzzle activity center
Mental stimulation is a great way to provide environmental enrichment to your indoor cat.
Food puzzle activity centers stimulate your cat because there’s problem-solving and a yummy reward after hard work.
Instructions
Cut toilet paper rolls in different shapes and sizes
Arrange them in the box or on the food mat
Put treats inside and around the puzzle
Fun ways to use this toy: You can use a box to contain the activity center.
Or buy a large food mat on Amazon. I also added an egg carton.
Cut the toilet paper rolls into different shapes and sizes for more stimulation.
6. Fray the ends of the TP roll
This frayed toilet paper roll toy will make your cat run around and do bunny kicks. All you need is a toilet paper roll and a scissor.
Instructions
Cut slits about half an inch along each end of the toilet paper roll
Slide the toy across the room or toss it in the air
Fun ways to use this toy: Roll this toy around on the floor.
The unpredictable movements are attractive to cats.
You can also use this toy as a treat digger.
7. Toilet paper rings
Cats enjoy chasing things, and the exercise is great for them. These rings are a lot of fun because you can slide them across the floor.
Your cat will bat and slide them around.
Instructions
Cut horizontal rings in the toilet paper roll
Toss the rings into the air or slide them across the floor
Fun ways to use this toy: Slide the rings across the floor or use as treat diggers in a DIY food puzzle toy.
You can make different sizes of rings for more advanced play.
8. DIY treat digger
A great way to keep your cat entertained is to make him work for his food. You can create tunnel diggers with toilet paper rolls and a box.
Your cat will get plenty of mental stimulation trying to figure this one out.
Instructions
Wedge toilet paper rolls vertically inside a box
Put treats inside the toilet paper rolls
Fun ways to use this toy: Put healthy treats inside some of the tunnels and watch your cat paw around for hours.
9. Put the toilet paper roll on a wand toy
Wand toys are a big hit for cats. They are wonderful at mimicking prey behavior. But, cats are finicky and get bored easily. Use a toilet paper roll to freshen things up.
Instructions
Push the wand toy attachment through the toilet paper roll
Larger attachments work best because it keeps the roll on the toy
Wave the wand toy around as you normally would
Fun ways to use this toy: I used one of the RompiCatz (previously called Neko Flies) attachments for this. The bug on the end helps keep the toilet paper roll in place.
If you don’t have a wand toy, simply attach the whole toilet paper roll to a piece of string instead.
10. TP roll bug
Cats love to hunt bugs because of their unpredictable and quick movements. My cat, Jericho, is from the streets and loves hunting bugs.
Did you know that some bugs contain more protein than chicken? This DIY toilet paper roll bug will remind your cat of his wild side.
Instructions
Fold the toilet paper roll down so it is flat
Cut slits on both sides to create small holes for legs
Put pipe cleaners through the holes to make bug legs
Fun ways to use this toy: Cut three or four holes on each side to add more legs. Be careful of cats trying to chew and eat the pipe cleaners.
11. DIY treat-release toy
Again, cats can benefit from mental stimulation when you make them work for food. Treat-release toys are a great choice for cats that need to keep busy while you work.
Instructions
Fold one end of the toilet paper roll to close it off
Cut a small hole on one side of the roll
Put a few treats inside
Fold the other end to close it off
Fun ways to use this toy: You can make multiple treat-release toys and hide them around your home before you leave for the day.
TP treat-release toys may not be best for unsupervised play.
You can also buy feeder mice treat-release toys on Amazon or Chewy.
12. Scratcher toy
Scratching is a natural stress relief for cats. Even if cats have lived indoors their entire lives, the urge to scratch is ingrained.
Cats scratch when they are excited, and they also do it to shed old layers of their nails.
Instructions
Fill toilet paper rolls with paper
Wrap toilet paper rolls with sisal rope
Knot the ends to hold it together
You can put catnip inside to engage your cat
Fun ways to use this toy: You can use one toilet paper roll or as many as you like for this DIY scratcher toy.
Hang this from condos, scratching posts, or the side of the couch.
13. Toilet paper roll mobile toy
Do you know the baby mobile toys that hang from cribs? Well, you can make one for your cat too using toilet paper rolls, a string, and a few feathers.
Instructions
Cut a few holes along the bottom of the toilet paper roll for the mobile toys
Push the toys you want to use through the holes
Push the string through the TP roll and through each toy
Hang string, feathers, or slits of toilet paper rolls from the mobile toy
Fun ways to use this toy: You can hang this from the window, your cat’s condo, the scratching post, or the table.
I used a few attachments from this wand toy.
You could use any of your cat’s favorite toys.
Why make toilet paper roll toys?
Pros
Easy to make. You can make all of these toilet paper roll toys with household items.
Cheap. You already buy toilet paper so just save the rolls instead of tossing them. You can also use paper towel rolls.
Cats love them. Trees are the cat’s natural scratching posts. This is why cats love boxes so much.
DIY toys are safer. Making your toys at home can be safer for your cats because you have control over the materials used.
Cons
Need to be replaced regularly. Since you cannot clean toilet paper roll toys, you will have to replace them regularly. This is often the case with DIY toys.
Need to watch for eating. Some cats might be so attracted to the toilet paper roll that they eat it.
Toilet paper roll toys attract cats automatically, and they are very easy to make at home.
These 13 DIY toilet paper roll cat toys will keep your cat busy for hours.
Just remember to play safe!
Final thoughts on DIY toilet paper roll toys
For the most part, toys should not be left for playtime unsupervised.
If you use string or small pieces, put them away when you cannot supervise playtime.
Cats swallow things and get tangled very easily.
Always practice a safe playtime, please.
Cat still won’t play? Grab my 5 secrets to get your cat to play!
Three Fun Toys for Cats – The Honest Kitchen
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Liz Palika
Commercial cat toys are great but they can be expensive so I keep an eye open for ways to make cat toys out of supplies I have here at home. The first two I’ll share with you here are easy ones I’ve used for many kittens and cats but the third one I saw online recently and then had to try for myself. I hope you and your cat have fun with all of these.
Water Bottle Toys
Water bottle toys are great fun for both kittens and cats. I use a six to eight ounce size bottle for kittens and 16 ounce and larger for cats.
For kittens who are just learning how to play with toys, I’ll take a small plastic bottle and let it dry. It needs to be dry so the treats you put in the bottle don’t get wet and moldy. I’ll remove the cap and, with sharp scissors, cut a couple of holes in the body of the bottle. The holes need to be larger than the kitten’s paw but significantly smaller than the kitten’s head. Make sure there are no sharp pieces of plastic where you cut the holes.
Place a handful of the kitten’s kibble in the bottle (or some hard treats). Put the kitten and bottle on the floor and let the kitten investigate it. You might need to move the bottle a little to get the kitten interested. Do not shake the bottle, though, or you’ll scare the kitten. It may take a couple of tries before the kitten plays with the bottle toy so don’t get discouraged. Kittens are cautious by nature.
You can make the same toy for an older kitten or an adult cat with a 16 ounce battle. If your cat is attracted to the bottle toy and gets the kibble or treats out easily, make another toy with a larger bottle. Even a 1 liter bottle will work. Again, take the cap off and cut a couple of appropriate sized holes in the larger bottle. However, if that’s too easy for your smart, problem solving cat, leave the cap on and only cut one hole in the side.
Cardboard Tubes
Cardboard tubes found in the center of toilet paper rolls, paper towel rolls, and in wrapping paper can all be great toys. I use the toilet paper tubes for kittens and the paper towel tubes for adult cats. For older cats with confidence and good problem solving skills, a wrapping paper tube works great.
Make sure the tube is clean and all adhering lumps of glue and paper are peeled off. Close one end of the tube by folding in two sides of the tube. It won’t completely close the end and that’s fine; you want some treats to spill out when the cat plays with it.
Place some kibble or treats in the tube. For a kitten, initially leave the other end open. Let the kitten figure out how to get a paw into the tube, move the tube, and get the treats out. When this becomes easy for the kitten, then fold one side of the open end closed and eventually, as the kitten’s skills get better, close the open end as you did the first end.
You can do the the same thing with a paper towel tube for an older kitten or adult cat. The toy is the same except that it’s a longer tube that will take more manipulation for your cat to get the treats out.
A wrapping paper tube is only for larger cats with better problem solving skills. Since it’s longer and larger, the cat will have to manipulate it more to get the treats out of it. To make this toy, close one end by folding in the sides. Cut a couple of holes in the sides of the tube. Make sure they’re larger than your cat’s paw but smaller than her head. Put some kibble or treats in the tube and then fold in the other end.
If your kitten or cat is hesitant to play, drop a couple of flakes of tuna in the tube with the kibble. That will spark some interest.
T-Shirt Box
A video of a cardboard box covered by a T-shirt being turned into a cat bed or play toy has been widely circulated recently so of course I had to try it. The video showed a square box being used but I didn’t have a square box. The only box I had that was even remotely usable for this purpose was rectangular in size. Then the T-shirts I had were of a variety of sizes so I tried a few. What I found was this project was flexible; you can do this using boxes and T-shirts of many different sizes. After all, even if the project doesn’t look pretty, your cat isn’t going to care.
For my first try at this, I used a rectangular box that was 14 inches long and 7 inches tall and wide. I used an XL T-shirt. I taped the bottom of the box closed. Leaving the top open, I pulled the T-shirt over the box so the neck of the T-shirt was over the open top of the box. Stretching the T-shirt tight, I then flipped the box over. Holding the bottom edge of the shirt at each side, I rolled the excess shirt until all the loose shirt was rolled up. The ends of the rolled material were then pulled towards the center and tied in a snug knot. At each side, the short sleeves were tucked inside the shirt. I ended up with a T-shirt covered box, with the shirt nice and snug, that had an open neck that allowed the cat access to the box. Placing it on the floor and calling a cat, the box had a resident within minutes.
I repeated this using a smaller box and a small T-shirt and had similar results for my foster kittens. The only issue I ran into with this one was there was less material to roll up on the bottom and to tie into a knot. But that didn’t change the kittens enjoyment of the box at all.
With my imagination going as to possibilities of this toy, I next cut out circles in each side so the cat could exit the box through that hole matched with the T-shirt’s short sleeves. Guess what? It worked! So although the video showed this with a square box of one size, you can try all kids of variations with it.
Be Safe
When making homemade toys, safety needs to be considered all the time. It’s hard to predict what a cat (and especially a kitten) is going to do. So when making and introducing any new toy, remain with your cat and the toy to make sure there won’t be any problems. You need to know, too, that any access and exit points are larger enough that your cat won’t get stuck. All paw holes for treats also need to be large enough that a paw won’t get stuck but small enough that a head won’t poke through and potentially get stuck.
Have fun but be safe.
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Cat Enrichment Project for Kids: DIY Treat Toy Puzzle
Cats need outlets for play and exercise to stay happy and healthy.
Keep your cat active and fulfilled with this easy homemade toy that dispenses treats.
Welcoming a kitten or cat into your home is a big deal and a major responsibility. Cats are not toys that can be turned on whenever you want to play or ignored when you don’t feel like taking care of them. Your cat depends on you to feed her, play with her, clean up after her, and provide plenty of cozy napping spots. It is important that you put yourself in your cat’s paws so that you are aware of what she needs and can make sure she is healthy and purring with contentment. But it’s worth it for your furry friend.
One of the best gifts you can give your cat is to not treat him like a little person or a funny-looking dog. Cats think, act, and behave differently than humans and dogs. It’s important to treat your cat like the fine, furry feline he is! Unlike dogs, cats are not born pleasers. Cats are observational learners. They pay close attention to sights, sounds, smells, and household routines. That explains why they come racing into the kitchen when they hear a can being opened but stay nestled on the sofa when your cell phone rings.
Cats — especially those that are indoor-only — can become bored and destructive if not provided with outlets for play and exercise. Keep your cat active and fulfilled with a homemade toy that dispenses treats! Just remember that if you love to give treats or are using them to train your cat, reduce her meal portions somewhat so she isn’t getting too many calories. Treats should make up no more than 10 percent of your cat’s daily food intake.
Cut two or three holes along the length of the tube, making them just a little bit bigger than the treats.
This will allow treats to fall out when your cat paws at the tube or tosses it in the air. Decorate the tube with a funny cat face or however you want.
Fold down the sides of one end of the tube to close it. Drop a few cat treats into the tube and fold the other end shut.
Arden Moore is the author of more than two dozen books on cats and dogs, including A Kid’s Guide to Cats, A Kid’s Guide to Dogs, The Cat Behavior…
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DIY cat toys
Cat plays with a fishing rod toy made from an old knitting needle, string and a ping-pong ball.
You always want to please your beloved cat with something tasty and interesting. Cats are born hunters, you can’t get away with instincts, therefore, toys for cats and cats should be made based on their main “profession” of a hunter. How to make an interesting toy for a cat or a cat with your own hands at home from ordinary and simple scrap materials?
How to make a cat toy with your own hands
A bow on a string is a toy as old as the world. We take a piece of paper, fold it in the form of a bow. You can simply tie it with a cord in the middle. It’s easy to play: put a paper bow in front of the cat, and then sharply pull it towards you. The cat will run after it to catch the prey.
Pendulum toy is easy to make: fold a small piece of cardboard in half and tie it to a string. Play in the same way as with a bow on a string.
Rattle . This toy is also made very quickly and simply. You need to take a plastic jar of pills with a good screw cap, wash it well, dry it, and then put inside small buttons, small coins, beads, beans, beads or something like that that will rattle like a baby rattle when it is shake or when she is in motion. You can buy special bells in the needlework store. Instead of a plastic medicine bottle, you can use empty plastic eggs from a Kinder Surprise type of child’s toy. Such eggs just close well and the contents will not spill out during the game. If you understand that the jar can open when playing, it is better to seal it with tape so that the cat does not swallow the small parts from the rattle and choke on them.
Sock mint toy . For this toy, we need an old thin sock and catnip. In a clean thin sock (you can walk around in it a little so that your smell remains) to the very bottom, in the very sock, put a little mint, then twist it at the end so that it does not spill out of it when turning the sock inside out, then turn the sock inside out, making it so way another layer over the mint. Inside we put a little more catnip, twist the sock a little so that the mint does not spill out and turn it out again and so on several more times. At the very end, you should tie the sock on top with a string or the sock itself and let the cat play. Mint excites certain centers of the hypothalamus of the brain, activating the instincts of the hunter, but this does not happen with all cats, not everyone completely likes the smell of catnip. So everything is individual here, but it’s worth a try – suddenly your cat will like this toy.
Ball . Cats are very fond of independent games – to drive a ball, for example, in the middle of the night. More than others, my cat loves to play with a ping-pong ball, it is light and fast.
The rod toy is also very popular with cats, you can buy it in pet stores, or you can make it yourself. To create it, you need a stick, on which we carefully attach a rope, attach a ping-pong ball or multi-colored ribbons of different lengths to a rope or cord. You can play with a cat with such a fishing rod, or you can make an independent toy out of it by attaching a stick to a wooden board and placing it on the floor. It will also be necessary to strengthen the toy on the floor so that it does not quickly turn over and fall, perhaps just take a heavy board for such purposes. Instead of a stick, you can also use an old knitting needle, just make the toy so that the cat does not get hurt with the knitting needle.
Looking for food . Predators, and cats are them, love to play with anything. You can remember about their hunting instincts and make a simple toy “In search of food” in the form of hidden food. For example, it can be a shoe box with honeycomb-shaped bushings glued into it. Feed should be placed in several holes in the bushings and covered with cardboard on top. Having smelled food, a cat or a cat will look for it and will do everything to get it at all costs.
Cat Safety
Never give a cat chocolate or grapes, even for play.
Sometimes cats like to play games or hunt without the participation of people, so you should only play with those who are not averse to playing with you.
A cat can choke on her toys, so give her only toys that you are 100% sure of, and keep an eye on your pet from time to time, otherwise he may quietly gobble up rain from the Christmas tree or throw all small objects from the table onto the floor. A ribbon, a thread of yarn can be strangled, so an eye and an eye for a cat!
The frantic pace of life in our time has affected not only us, but also our pets. Cats are born hunters by nature, forced to sit within the four walls of an apartment or house and get bored while waiting for their owner. You can make toys for cats from simple improvised materials that are at hand and which are often simply thrown into the trash.
how to make at home
In the article I will consider the best options for hand-made toys and analyze detailed instructions that make it easy to build soft, paper and even interactive fun for little kittens with your own hands from improvised means.
What do-it-yourself toys can be made for kittens and the best home-made options
To create home-made toys for a cat or a cat, it is absolutely not necessary to complete special courses and have an innate talent for needlework. It is enough just to allocate a little free time and stock up on useful material.
Focus on rustling, fur or simply bright things that attract a cat.
Cardboard boxes. The main favorite of the cat family. Here you don’t even need to make any special efforts, because the box in its original form already acts like a magnet. However, adding slots and building a house from several cardboard samples will tighten the pet even more.
Cardboard boxes for cats
Wine corks. Wood is a natural material that guarantees the safety of a kitten. Light corks race across the floor with pleasure, and their size excludes the possibility of swallowing.
Cat with wine stopper
Thread spools. Throw the reel on the floor and watch the unbridled fun. Be sure to get rid of the threads.
Swallowed threads interfere with bowel movements and may cause the animal to vomit.
Cat and spool of thread
Bags. Rustling allows you to occupy a fluffy pet for a long time at minimal cost. Don’t give your kitten plastic bags. He may suffocate while playing. Choose paper counterparts.
Cat in a bag
Nylon tights. Surprisingly, even from old tights with a hole you can make a fascinating little thing. It is enough to form a soft ball by making a few knots.
Packing from shoe covers or from Kinder. Fill the case with rumble grits or catnip. This is the best toy for cats.
Cats love boxes of all sizes.
Mirror surface and sun rays. Sunny bunny is the simplest, but no less exciting fun for kittens.
Sunny Bunny is a great game for a kitten
Pompom. Use thick woolen threads, felt or fur. Add a string to the resulting pompom and tie it to any object.
Cat game with pompom
Table tennis ball. Choose durable plastic to avoid injury to the kitten’s esophagus.
Balls of all sizes conquer cats
Cones and feathers. Don’t forget to capture a piece of nature while walking.
The kitten will happily nibble on the bump and try to catch the flying feather.
Kitten playing with feathers
Pencils. As a rule, they are found in any home. A kitten can easily be taught the “fetch” command, because playing with a wooden stick brings him pleasure. Be sure to get rid of sharp ends that can injure your pet.
Not a single cat will pass by a pencil
How to make a toy for a cat from improvised means
The main ideas have already been considered, it remains to understand the step-by-step instructions. Check out the suggested options and try to create toys at home. All of them can be done fairly quickly.
Rainbow pom pom
To make a pom pom you will need:
bright strips of fabric of equal length;
thick thread;
scissors.
After preparing the required material:
Lay the pieces on top of each other and fold in half.
Bandage the center tightly.
Cut the strips at the folds and straighten the ends.
Give the received toy to be torn to pieces or add a tying rope for joint games.
Rainbow pom-pom
Budget alternative to interactive toys
Such toys are great for relieving the owner of an overly annoying kitten. The pet is independently involved in the game and does not need the presence of another participant.
The intricate labyrinths offered in stores hit the pocket hard, and you won’t be able to find out for sure about the reaction of a mustachioed friend.
For an exciting labyrinth with secrets you will need:
scissors;
small balls, feathers or treats;
cardboard box;
tape.
Wooden play box
Everything ingenious is simple:
Make small holes in the box to fit the cat’s paw. A couple on the sides will be enough, and on top it is worth increasing the amount by 3 or 4 times.
Tape the inside and edges of the box carefully with tape to prevent the box from collapsing during play.
Put anything that might be of interest to the kitten in the resulting holes.
The pet will definitely appreciate the provided design and will happily try to catch goodies while chasing hidden objects along the way.
Cardboard box
Sometimes even ordinary plumbing comes into play. For the next version of the container with secrets, use:
drill;
4 plastic elbows.
Step-by-step instructions:
Connect the water pipes to form a complete circle.
Make a few holes with a drill, allowing only the cat’s paw to pass through.
Finish the edges and place some rattling toys.
4 ordinary knees need to be connected to each other. Make holes in the finished structure. Finished toy for a cat.
Origami mouse. Both adults and children can make it. Making a paper mouse is really addictive and develops motor skills:
Fold the sheet diagonally and return to its original position.
Fold each side of the square towards the fold.
Turn the resulting shape over and fold it in half, connecting the top tip to the bottom. Return to starting position.
Bend the top corner down, and then bend it in the opposite direction, slightly beyond the resulting triangle.
Fold the opposite corners, aligning with the level of the fold, and go slightly beyond the diagonal. Correctly folded corners will overlap each other.
Expand the resulting figurine to the state from point 2.
Focus on the resulting folds by folding the corners inside the figure.
Fold back the top of the figure, focusing on the bottom edge of the small triangle.
Turn the figurine over, peel back the top layer and fold in half along the diagonal line.
Feel for the thickening inside the workpiece and bend the “mouse” in half, focusing on it.
Returning everything to its original position, bend the future ponytail down along the resulting fold.
Unfold the tail again and bend it into the workpiece.
Make the tail narrower by bending the halves inwards.
Carefully close the resulting ponytail and bend to the side.
Turn the figurine over and fold the tail in half again.
Remove the lower tabs by bending them inwards. Straighten your ears.
Draw a muzzle.
Origami mouse
In conclusion, I will repeat the advantages of home toys, including:
safety;
budget;
availability.
Homemade toys are not only as good as store-bought ones, but they are far superior. Such things are made with care and love, so the success of the mustachioed scoundrel is guaranteed.
DIY cardboard toys for cats with photo and video
Cat lovers will agree that this pet is either sleeping or eating or needs attention. When you live in your house and he has the opportunity to walk on the street, then he spends all his energy there. Well, if the cat is constantly in the apartment, he has nowhere to put this charge, and therefore he begins to look for adventures. It would seem that a beautiful and calm pet in the photo begins to run around the apartment, ride the curtains, bring down everything that is not right. In order to diversify your favorite hobby, you need a lot of fun that you can do yourself. Let’s look at how to make toys for playful domestic cats quickly and easily with your own hands.
Owners buy a variety of toys to keep their cat busy. Accordingly, over time, they bother him, and the search for new adventures begins.
We make a rattle toy for a cat with our own hands
You know very well that any rustle, ringing, crackling immediately interests a mustachioed pet. The cat, although a domesticated animal, still remains a hunter. If there is a “victim”, then it is necessary to pursue it. We propose to make a rattle for him. We are sure that your cat will appreciate it.
We will need:
A small plastic bottle (you can from tablets)
A couple of bells (cities, beans, beads -all that can rattle)
Scotch
ours there is. Put bells in the middle and close.
Tape the cap to prevent the bottle from opening. The rattle is ready.
We make our own comfortable scratching post for cats
By nature, cats are carnivores. They just need somewhere to climb and sharpen their claws. When your pet grows up, you definitely need to make sure that there are products in the house where he will do it. Otherwise, he will correct the design of your furniture.
To protect things in the house, he needs to have a scratching post, a place where he will fix his manicure.
There are a large number of scratching post options in stores. It can be either just a beam covered with twine, or a structure with a berth, a house or a toy with a fishing rod. First you need to decide in which position it is more convenient for your pet to sharpen its claws. If he drapes the carpet, then you need a horizontal scratching post. If – a sofa, then vertical. It is not necessary to buy it in the store. Making a scratching post with your own hands is not difficult.
Place it in the room, in a visible and accessible place for the cat. Accordingly, it should fit into your interior. Let’s make a regular scratching post. It is important that it is stable, compact, durable.
We will need materials:
Wooden beam. The height of the beam should be two lengths of your cat (we measure without a tail). This is approximately 50-70 cm. You can take a round or square one (the diameter or side of the square is not less than 5-6 cm.).
Strong cord with a minimum diameter of 4mm. It must be made from natural materials so as not to harm the health of your pet.
Square board 40×40 cm and thickness not less than 15mm. It will serve as the foundation.
A piece of thick fabric for upholstering the base and top of the timber. The flap must be larger than the base itself so that the sides can be wrapped.
Woodworking adhesive.
Screwdriver and self-tapping screws.
Electric jigsaw or hacksaw (in the event that the details of the product need to be cut out).
If parts of the item are not ready, cut them out. At the base we cut a hole for the beam. It is important to note that the product should not stagger. Therefore, we make a hole according to the size of the beam. We wind the tourniquet on the timber, tighten it tightly. Every 10 cm we smear with glue, this will give strength. The last 2-3 turns are carefully glued. Well glue the top of the beam with glue and close it with a cloth, cut off the excess edges of the patch.
We glue the base of the product well and apply the fabric. Cut out the center. The sides should also be covered with fabric. We connect the base with the beam. We strengthen with self-tapping screws. We check for durability. As we noted earlier, the scratching post should not stagger, should not roll over. We install it in a designated place and invite the “client” to try it for strength.
You can also attach a ball on top of the rope and your pet will have something to play with. We offer you to see a selection of pictures with varieties of claws.
Video tutorials on making interactive toys
Interactive toys are products that make your cat get smart, for example, in getting food. They also train attentiveness and speed of reaction. You can make interesting models from cardboard, wood, plastic. Such toys can lure your pet for a long time, and give you a lot of pleasant impressions from watching your four-legged friend. In a selection of videos, you can see what such fun looks like and how you can do it yourself.
DIY cat toys – 50 ideas
Cats remain playful throughout their lives. Play even with older cats to keep them active and healthy longer. We do not recommend teaching cats to play with your hands – pets can scratch you badly. The animal may not pay attention to toys from the store, and you will waste your money. It is better to make toys for your favorite cats with your own hands. Our editor has collected 50 ideas for homemade toys for cats and kittens!
Read
Content
Content of the article:
0.0.1 Content
1 toys
2 simple toys from improvised items
3 Toys from cardets
Toys made from old things
Simple toys made from scrap objects
Toys made from cardboard
Toys made from toilet paper rolls
Toys made from cloth and rope
Plastic toys
Toys made from old things
Sock ottoman
Fill the sock with padding polyester or styrofoam beads, add some catnip and sew up the sock.
Source: crayonsandcravings.com
T-shirt bows
Cut an old jersey T-shirt into small strips, fold them together and tie them into bows.
Source: muslinandmerlot.blogspot.com
Shoelaces
Tie several shoelaces together and tease your cat with them.
Source: simplyemma.co.uk
Lounger
Cut old T-shirts into wide strips. Braid braids from stripes. Lay out the pigtails in a circle, sewing them together.
Source: barkpost.com
Glove with ribbons
Sew ribbons to the fingers of the gloves, put them on your hand and play with the cat.
Source: petdiys.com
T-shirt house
Make a house for your pet out of an old T-shirt. You will need wire hangers and a piece of cardboard. Detailed instructions here.
Source: dearcrissy.com
Simple throw-away toys
Bump
Bring a bump from the park and give it to your pet.
Source: www.reddit.com
Foil ball
Roll up a round foil ball and give it to the cat.
Source: diys.com
Ice Tray
Pour some dry food into the ice mold. The cat will get food with its paw and play.
Source: foodpuzzlesforcats.com
Wine Cork
Tie a wine cork to a string and tease the cat.
Source: zooplus.co.uk
Pencils
Give your pet blunt pencils. Cats love to chew and roll them.
Source: unsplash
Wooden Sushi Sticks
If you don’t have pencils in your house, use sushi sticks instead.
Source: unsplash
Paper bag
Give your animal a paper bag. Cats love to sit in bags.
Source: wallpaperflare.com
Ping-Pong Tennis Ball
Choose balls that are strong and hard to chew through.
Source: unsplash An exciting movie for your pet has been shot.
www.declawing.com
Ball
Tease your cat with a ball of string.
Source: thecatsite.com
Balloon
If you are given a balloon, make a toy for your cat. Tie some weighty object to the ribbon of the ball so that the ball falls lower. The cat will jump up and pull the object. Cats also play with pleasure with an ordinary balloon.
Cats love wool. Give your cat an old wool sock, she will be happy to play with it.
Leaves
Bring leaves from the park and play with the cat.
Source: thecatsite.com
Paper ball
Crumple the A4 sheet well and shape it into a ball. It’s so easy to make a toy for a cat out of paper.
Source: courageouschristianfather.com Cats love to tear soft paper.
Source: imgur.com
Cardboard toys
Rug
Cut corrugated cardboard into strips and twist it around until you get a rug like in the photo. Fasten the strips together with tape.
Source: craftingagreenworld.com Make holes in the cardboard box and put the balls inside. Here is a detailed instruction on how to make a toy for an adult cat and kittens with your own hands.
Source: cuteness.com
Big Tunnel
Glue several cardboard boxes together and make holes in them. Read instructions , on how to make your own cat toy.
Source: 3milliondogs.com
Source
DIY cat toys Therefore, at least once a day you need to play with your pet. But the owner cannot always pay attention to his cat, instead, you can present the animal with some interesting educational toy or a play complex for cats, with which he will be able to independently.
In our master class, we will show you how to make DIY cat toys so that your pet does not get bored.
closed pipe
In order to build such a toy, we need:
plumbing corners: “External bends 110 x 90″ – 4 pcs.;
drill and attachment for drilling large holes with a diameter of 40 mm and 50 mm;
Kindersurprise chocolate egg containers or regular plastic balls less than 50 mm in diameter.
Assembling the structure. We connect the corners in pairs, for this you need to make a little effort so that each segment is well bonded to each other.
It is not necessary to glue the structure additionally, it will still hold tightly, and you can disassemble it at any time.
Making holes. Using a drill with a special nozzle, we drill holes of 40 mm each, they can be placed randomly. We have 6 holes in total. At the top, it is desirable to make two holes larger than the others – 50 mm, so it will be convenient to fall asleep through them and pull out the balls.
Here’s what you should get.
In order to avoid burrs, we process the edges of the holes with a construction knife. Then your pet won’t get scratched while playing with his new homemade cat toy.
We take our Kindersurprise egg containers and put them in a closed pipe. Now the cat will be carried away for 10-15 minutes, rattling balls in a closed pipe.
We showed you one of the ways how to make a cat toy with your own hands. Consider the following option.
shiny ball
This cat toy is made from scrap materials:
aluminum foil;
yarn;
silicone or rubber ball.
We measure and cut about 3 meters of yarn.
We wrap the ball with thread, but it will not be completely wrapped in yarn. We stretch the end of the thread under the yarn, leaving a long piece for ourselves so that we can hold the toy over the cat.
We wrap the resulting ball with aluminum foil. Here’s what we should get.
Now we can call our cat or kitten.
Consider another way to make a toy for a cat with your own hands.
Cats and mice
In order to make such a toy we need:
sheet of thin cardboard;
square piece of plywood or plastic;
small soft toy;
knife;
stapler.
Cut out 8 holes on a sheet of cardboard, 3.5 cm in diameter, placing them in a circle.
We roll the cardboard into a roll and fix the edges with a stapler (you can also use glue, but there is a risk that the structure will fall apart at the most inopportune moment).
Cut out a strip of cardboard 8 cm long so that the edges can be folded over. We fasten it to the top of our “tower” with a stapler.
Attach cardboard legs with a stapler to the bottom of the “turret” – 3 pcs. In order for the structure not to slide on the floor, we, using a stapler, fasten the “tower” by the legs to the cork stand.
We hang the toy by a thread in the cavity of our “turret”. To do this, we need to punch a hole in the previously attached cardboard strip. The thread must be wound on a small ring, 5 mm in diameter, at one point. Then we stretch the other end of the thread through the hole in the cardboard “bridge” so that the ring remains outside, and tie the toy itself to it.
This is such an unusual homemade toy for a cat.
With the help of our master class, you can easily make the same exciting and useful toys for your pet.
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How to Make Your Own Cat Toys
Cats are very active pets. They love to play with different things. Moreover, various objects found on the floor are used for this more often than toys specially purchased for them. Why this happens is unknown, but it is a fact. Therefore, if you have some free time, you can do do-it-yourself toys for cats. This idea can be implemented as simply and quickly as possible from materials that are always at hand.
Paper cat toys
A wide variety of cat toys can be made from this material. You can just give him an A4 sheet, crumpled a little and for the next half hour the pet will have something to do. True, after that you have to tidy up a bit. You can also make a dense ball-ball out of paper or newspaper, which the cat will enthusiastically “drive” across the floor. But from time to time these balls will have to be taken out from under cabinets, sofas and other furniture.
Cats are very interested in butterflies for some reason. If they catch their eye, the real hunt begins. Therefore, a butterfly made from a sheet of paper will not be left without attention. It is enough just to fold a sheet of paper with an accordion, and tie a long rope to it in the center. Such a “butterfly” will not only move around the floor, but also, with certain movements, rise into the air, forcing the cat to jump. This will involve the animal even more in the game, provoking it.
Cardboard cat toys
Cardboard boxes can be found in every home. From them you can make very interesting things for cats. Surely, many have noticed that cats very often climb into bags, bags and empty boxes if they come across them on the way and can sit there for a long time. There they feel as comfortable and safe as possible. Using cardboard boxes, you can make a house for a kitten. It can be of different shapes and sizes, you can even make a whole labyrinth for your pet – it all depends on your imagination and free time.
If you take a not very high cardboard box (from a pizza, for example) and cut holes in it, and put some object inside the box that the cat will try to get, this will be great fun for him for a long time. Holes can be of different sizes and shapes. The main thing is that the cat’s paw should pass freely into it.
Corrugated cardboard can be used to make a very interesting toy for a cat. It is necessary to cut out circles of the same diameter from it. Make a hole in the center of these circles, and stretch a rope or strip of fabric through it. Next, you need to fix these circles, tightly pulling them to each other with knots on both sides.
Cat toys made from toilet paper rolls
You can also make a lot of interesting things. If you cut the sleeve into 4 strips 1.5-2 cm wide, then straighten them and insert into each other at a slight angle, the result will be a neat ball with holes. You can stuff a few pieces of dry cat food inside it, so the fun will become even more interesting. To prevent the ball from falling apart during the game, you can fix the strips together with glue.
If you make through holes in cardboard sleeves with a screwdriver, an awl, knitting needles, or in another convenient way, you can get interesting fun for the cat. It is desirable that these holes are of different diameters. You can insert cocktail tubes, feathers, rustling ribbons and other items that may interest the cat into them. With such a toy, he can do anything – scratch it, gnaw on tubes, roll it on the floor.
You can take the lid from under the cardboard box, put the grommets in it (vertically), and fix them with a glue gun. Put a pet treat inside these bushings. It will be very interesting and exciting to get them to the cat. These supplies will need to be replenished from time to time.
If you stick the bushings on top of each other in the form of a triangular pyramid, and then put various bright objects inside the holes, the cat will have to spend a lot of time getting them out. Items can be changed from time to time to maintain interest.
Thread toys for cats
Cats are known to love to play with balls of yarn for knitting. But just giving him a ball is not an option, because in a minute the pet will unwind it and get tangled in the threads. You can make a ball for games from threads and a tennis ball. It should be dipped in PVA glue and the yarn should be wound on top in one or two layers (depending on the thickness of the thread). The end of the thread should be fixed with the same glue. As a base, you can use a container from under the kinder or other suitable items. You can crochet or knit a ball of yarn.
Thread can be used to make a pom-pom. It won’t take long, and the kitten will enjoy the new toy. You can cut multi-colored threads of the same length, and tie them to a plastic or metal ring. You will get such a “furry” ring that will definitely attract the attention of a cat. It can be tied to a fishing rod, this will diversify the game.
What else can be used?
If a sock appears without a pair, there is no need to rush to throw it away. From it you can make a soft toy for a pet in the form of a fish or a mouse. It is enough just to fill it with cotton wool or foam rubber and tightly tie the edge with a rope. The same can be done with a glove without a pair or from old tights. Often, catnip, or rather, its powder, is added to a soft toy when it is filled. Cats like this plant (its smell) very much, and thus interest in the toy does not disappear for quite a long period.
From leftover felt or other fabric, you can sew a mouse for the cat to play with. This is easy to do and anyone, even a child, will cope with this task. Cats really like fur toys, so old fur collars can also be used to implement this idea.
Ordinary paper bags can take a cat’s attention for a long time. At first they will be interested in the rustling of the bags, and then the kitten can simply climb into the bag and sit there.
On a sunny day, you can play with a kitten, making him sunbeams using a mirror or glass. The kid will be happy to chase the rays and try to catch them. It looks very funny from the outside.
Cats love to play catch-up. Therefore, for this purpose, you can use everything that is at hand. A measuring tape is great for this fun. You can use an empty spool of thread to which you need to tie a string or rope. And you can give it to the cat anyway, he will be happy to roll this item on the floor on his own.
If you put a little grits into boxes of toys from kinder surprises and close it tightly, you will get interesting fun for the cat. During the ride, the croup will rustle, creating additional interest for the pet. You can also use plastic medicine jars.
Cats love teasing toys or fishing rods. This is when a rope is tied to the stick, and to its end – any suitable object that the cat can chase for hours. When an item gets bored, it can be easily replaced with the next one. It can be anything, as long as it’s safe.
Cat toys made from old knitted T-shirts
Can be cut into strips a couple of centimeters wide. From them you can make many toys for cats. If you tie several strips in the middle, you get a “sweetie”. If you make its ends long enough and tie it to a fishing rod, you get a great teaser toy.
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Daycare Centers
Opening a Daycare Center in the City of Cleveland:
You will need a permit to operate a Daycare Center in the City of Cleveland. You will need to also obtain a license from the Ohio Department of Job and Family Services, and we strongly suggest that you contact the Ohio Department of Job and Family Services at 1-866-886-3537 (option 4) for information on their rules and regulations. Request that they send to you a copy of the State of Ohio Daycare Licensing Law and Administrative Rules.
In order to receive a Daycare permit, you will have to receive approval from several departments within the City of Cleveland. These departments include:
Fire Department
Building and Housing Department (including zoning)
Division of Environment (if you plan to serve food)
Division of Health
In general, passing the Building and Housing zoning codes is the most difficult because remodeling and equipment may be needed.
These are suggested steps in preparing for the opening of your Daycare Center:
Obtaining a Building Permit: The first step in getting a Certificate of Occupancy is getting a Building Permit. You must submit architectural drawings to the Building Department. These drawings must include: plot plans, floor plans, sections, elevation, electrical, heating, ventilation, air conditioning, and plumbing details. If the Daycare Center will be serving meals, the plans must also include drawings for the kitchen. If you choose, you can hire an architect who will have information regarding building codes. This architect may physically inspect the building and propose plans to improve the building which will meet all building codes. You then submit the drawings in triplicate to the Division of Building and Housing, Room 505, Cleveland City Hall for approval.
If the plans meet all requirements, then the permit will be issued to a General Contractor registered within the City of Cleveland. This method is fairly quick, if the building used for the Daycare Center is currently owned by prospective operator. When the plans are submitted to the Building Department, the plan examiner will review the plans for compliance with all applicable codes. If the plans meet all requirements, a building permit will be issued only to a General Contractor registered within the City of Cleveland. If the permit is denied by the plan examiner for incompliance with applicable codes, you have the right to appeal the decision for a variance before the Board of Zoning Appeals.
Applying for Certificate of Occupancy: After the remodeling work is completed, you must apply for a Certificate of Occupancy from the Division of Building and Housing. Once this application has been made, the building will be inspected by Building, Fire, and Environmental Health inspectors to verify if the changes meet the codes. If the codes have been met, a Certificate of Occupancy will be issued. NO BUILDING MAY BE OCCUPIED UNTIL THIS PERMIT HAS BEEN ISSUED.
Acquiring Permit to Operate a Daycare Center: After the Division of Assessments and Licenses has received written approval from all of the departments involved, they will notify you that you are approved or disapproved. If you are approved, you must submit a Daycare Center application to the City of Cleveland Assessments & Licenses with a $50.00 fee. This application must be renewed each year. During the year, the District Nurse will visit your Daycare Center at least once to be certain that the Daycare Center is following the rules and regulations.
Daycare License Applicaton
You can download or view a PDF of the codes by clicking the following link: Daycare Center Codes.pdf
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what social facilities were built in the Kuban in 2022
The expression that today the Kuban looks like one big construction site has become a familiar cliché in a good way. The region, annually growing to hundreds of thousands of inhabitants, needs educational, cultural, sports and medical institutions. Now more than 60 schools and kindergartens are being built at the same time in the Krasnodar Territory.
Little ones, happy new home!
If we talk about the smallest residents of the region, who really need places in preschool organizations, the deficit is solved by increasing the volume of construction of children’s institutions. So, this year, nine new kindergartens were built and four were bought from developers. By the end of this year, it is planned to complete two more preschool institutions in Krasnodar for 510 places.
One of the kindergartens was opened in the village of Vodniki. Children’s Day will be remembered by residents for a long time: a new pre-school institution for 190 places opened its doors on this lovely holiday.
The total area of the new facility is about 6 thousand square meters. m. The new kindergarten is designed for 10 groups, two of which are nurseries. A music and sports halls, a drawing room, and, of course, a modern catering unit, a laundry and a first-aid post were equipped for the children. For walks, shady canopies and playgrounds were built, and the sports zone was not forgotten. According to residents, the kindergarten is very conveniently located, there are parking lots, and it is also quite comfortable to get there by bus. In the future, it is planned to open a separate speech therapy group in the kindergarten.
A new kindergarten was also opened in the Dinsk district in the village of Zarozhdenie. The building is designed for 125 seats. It has six groups, two of which are nurseries for children from 1.5 years old. The institution organized round-the-clock security, installed video cameras and an alarm button.
From mathematics to aesthetic education
Since the beginning of the year, 11 schools have been opened in the Kuban, eight of them opened their doors on Knowledge Day. Among them is the largest Krasnodar school in the Southern Federal District for 1875 students.
The object was built according to the national project “Housing and Urban Environment”. There are 10 first classes in the building, each with 25 people. Rooms for robotics, aesthetic development, modeling and creativity were equipped for students. Pupils will enjoy an art studio, a publishing center, an office for children’s public organizations, a school theater.
On the Day of Knowledge, a school for 1,550 students was put into operation in the 16th microdistrict of Novorossiysk; now it is rightfully considered the largest in the city. We built an object under the regional state program “Socio-economic and innovative development of the Krasnodar Territory”. The total area of the building is more than 27 thousand square meters. meters.
The school has three floors, 62 classrooms and additional education rooms. The object was transferred to the operational management of gymnasium No. 6. The new school was equipped with three sports halls, one of which is equipped with exercise equipment, an assembly hall for 850 seats and a canteen for 750 seats. Children’s and sports grounds, a football field and treadmills were equipped on the adjacent territory.
And Anapa residents were pleased with the opening of two schools at once. One, for 1,100 seats, was built in the Alekseevsky microdistrict, and the second, for 1,550 seats, in the Gorgippia microdistrict. The first was erected under the national project “Education”. The building has three gyms, an assembly hall for 600 seats, a first-aid post, a library, a canteen and other facilities. Classes were equipped with interactive whiteboards and other modern equipment. Particular attention will be paid to Cossack traditions – the educational institution is planned to be named after the chief ataman of the Black Sea Cossack army, the hero of the Russian-Turkish war, Alexei Bezkrovny.
Children of the Evrika Municipal Gymnasium now study in a new building with 1,550 seats in the Gorgippiya microdistrict. There are three gyms, playgrounds and sports grounds, basketball and football fields, a large assembly hall, a medical unit and classrooms equipped with the most modern educational equipment.
The Day of Knowledge began with housewarming in the village of Starokorsunskaya, where on September 1 a new elementary school building for 250 students was opened. It was erected under the national project “Education”.
The new building is designed for 250 places in one shift and includes five blocks: general school, medical, educational, information and library and sports. There are offices of a psychologist, a speech therapist, a defectologist, in the courtyard there are complexes of sports and playgrounds. In the institution in the new academic year, the Center for Education in Natural Science and Technology “Point of Growth” will also start working. Pupils in grades 5-11 will be able to conduct practical and experimental work in physics, chemistry, biology, attend classes in robotics.
Pupils from Novokubansk started the second term in a new building for primary classes with 400 seats. The building was built on the territory of school No. 23 under the regional state program “Development of Public Infrastructure”.
The appearance of an additional building next to the main one made it possible to organize training in one shift.
Orthopedic desks and modern equipment have been installed in the new spacious classrooms. There is also a large sports and small gym, a robotics room, a recreation area, a modern catering unit and a dining room for 215 people. The school also has its own planetarium for astronomy lessons.
Governor Veniamin Kondratiev ordered the construction of the educational institution in 2020 at a meeting with residents of the district.
The construction of the Sochi school on Mamaika has also been completed. This is the only school in the area. The modern educational institution appeared thanks to the national project “Education”. The building is designed for 800 seats and consists of eight buildings. Comfortable conditions for study and sports have been created here. There will also be a variety of circles and sections, creative laboratories and children’s TV. And in the summer, there will open a health camp around the clock stay.
Medicine is closer and more accessible
Another area in the creation of social infrastructure, which was developed in 2022, is the construction of general practitioner offices and medical and obstetric stations. The creation of such healthcare institutions makes medicine more accessible and treatment more comfortable.
In total, 18 offices of a general practitioner are to be built in the Krasnodar Territory in 2022, four of them have already been put into operation, the rest will open their doors by the end of December.
So, in November, we completed the construction of one of the GPs in the village of Mikhailovskaya, Kurganinsky district. Similar healthcare facilities are being built in the region on behalf of the governor Veniamin Kondratiev.
The health facility has already been approved for commissioning. Now they are preparing documents for the transfer of the object to the regional property. Approximately in December 2022, the office will be able to accept the first patients.
The office of a general practitioner in the village of Mikhailovskaya will receive 30 people per day. It is a one-story building with a total area of about 500 sq. meters. It housed a lobby, a cloakroom, a waiting area and medical facilities: a dressing room, a treatment room, a gynecological examination room, doctor’s offices, ultrasound, ECG and rehabilitation treatment rooms.
As for the construction of feldsher-midwife stations, in total, in 2022, 11 new FAPs were equipped in the Krasnodar Territory as part of the Modernization of Primary Health Care program. Now local residents will be able to receive medical care near their homes in proper conditions.
Such feldsher-obstetric stations have already been built in remote settlements of Vyselkovsky, Yeysk, Novokubansky, Timashevsky, Seversky, Uspensky, Krasnoarmeisky and Korenovsky districts. One of the last FAPs was built in the Timashevsky district on the Bolshevik farm.
Raising new champions
The Krasnodar Territory is rich in athletes who climbed the podiums of the highest level competitions. And in order to grow new champions, conditions are created in the region for the development of sports. One of the most notable events of the outgoing year was the opening of the Water Sports Palace in Krasnodar. The sports complex was built as part of the national project “Demography”.
A new facility with an area of more than 40 thousand square meters. meters – part of the cluster “City of Sports” in Krasnodar. The palace includes four bowls: Olympic, training, children’s and diving, which can also be used for water polo and synchronized swimming. Tribunes for 3,000 seats were installed here, a room for judges and the press, a conference hall and a medical service area, and massage rooms were opened.
On the whole, a course has been taken in the Kuban for sports development. Martial arts centers are being built in the region on behalf of the governor. One of them was opened this year in Anapa. There will be departments for judo, sambo, freestyle wrestling, hand-to-hand combat and other sports, where young athletes will be able to hone their skills.
In total, 19 more martial arts centers are planned to open in the region in the next two years.
Prepared by Yulia Osipova
Municipal schools and kindergartens of Kuban may soon be transferred to the regional level
Residents of the Krasnodar Territory see and feel the consequences of transferring medical institutions to the regional level. Patients are sometimes shocked by what is happening in hospitals and clinics in municipalities. The state of medicine, to put it mildly, is alarming.
So it was almost decided to transfer schools and kindergartens to the regional level. The corresponding bill has already been submitted to the State Duma, and the initiative has already been supported by 341 deputies.
The prospects in the lower house of parliament are bright. They say that in the event of a change in the subordination of schools and kindergartens, both financing and the quality of education will improve.
– Subjects of the Russian Federation will be given the opportunity to give municipal educational organizations the status of state educational organizations by transferring them to the jurisdiction of the subject of the Russian Federation, – indicated in the explanatory materials to the project.
The authors of the bill believe that now it is difficult to build a single educational space, as there is no unity in the regulation of important issues in the field of education. And in this regard, education varies in quality.
The State Duma recognizes that the difference between urban and rural schools is colossal. They say that this also applies to the quality of education, and equipment, and the conditions for the work of teachers. But how can the law affect this?
– The quality of education will grow, which means that our domestic technologies will be the result, the economy will develop and everything will be fine, – the speaker of the State Duma Vyacheslav Volodin expressed his opinion quite simply.
Hard to believe in changes for the better. Moreover, not all institutions are going to be transferred to the regional level. The subjects of the Russian Federation will have the right to decide which schools and kindergartens to leave under the control of municipalities.
The education sector needs a single space, of course. But both in Russia and in the Krasnodar Territory they like to experiment, introducing different educational models.
In addition, commercial schools and kindergartens generally go their own way. Moreover, some are still implementing programs oriented to foreign countries, interspersing certain values. And what kind of unity of education can we talk about?
Education is a very expensive industry. But it gives back to the economy when significant funds are invested in it. Therefore, first of all, it is necessary to increase funding.
How can the quality of education be improved if, in fact, there is not even a personnel competition in this area? It seems that everyone is ready to take on as teachers, even if they have retraining diplomas.
THE Top 10 Daycares in Decatur, AL | Affordable Prices
Daycares in Decatur, AL
Description:
What matters to us at La Petite Academy is simple: Your child. Here, exceptionally strong, sound social and educational foundations are formed. Here, children learn to respect one another. Learn together. Learnto work together. Learn to have fun constructively. And discover how enjoyable learning can be. It all starts by design. The free-flowing, open concept design of our facilities inspires a nurturing, interactive, and collaborative environment in which your child can thrive. Our schools and classrooms are designed to give children room to grow, room to share and room to be themselves. At La Petite Academy, open spaces and open concepts promote open minds….
Description:
La Petite Academy in Decatur AL is a licensed daycare center providing educational services to infants, toddlers, preschool and pre-k. They promote academically challenging program to help the kids explore newideas. The Center is open on weekdays from 6:00 a.m. to 6:00 p.m….
Description:
Adventureland Preschool is a learning center that provides a fun and nurturing environment for the children of Decatur AL. The preschool offers developmentally appropriate activities that foster cognitive,physical, emotional and social growth. Its facilities and programs encourage positive learning experience for children’s holistic development….
Description:
Decatur Heritage Christian Academy is an early childhood education center that offers Christian-based academic programs for school-age children. The company serves the Decatur, Alabama community and is open tokindergarten up to fifth-grade elementary students. The company is fully accredited by SACS, and they also provide athletic programs….
Description:
Lil’ Kidz Dayschool provides childcare programs to the community of Decatur, AL. They run programs that are designed to allow each child to discover more about themselves and their world around them.
MUNCHKINS INC
3529 Central Pkwy Sw, Decatur, AL 35603
Costimate: $100/wk
Description:
Munchkins Inc. believes in children developing best in a loving and nurturing environment where active learning is encouraged. The program is play-based, developmental, and designed to create the foundation fora lifetime of successful learning and relationships….
Kids N US
1906 Miller St, Decatur, AL 35601
Costimate: $120/wk
Description:
Kids N US in Decatur, Alabama, provides a quality, developmentally appropriate educational opportunity for children. The school serves children from three weeks to fifteen years old that provides them with abalance of child-initiated and teacher-initiated activities. The school’s program aims to develop the whole child and his/her physical, social, emotional and intellectual growth….
Description:
Sterrs Day Care Center is a privately owned child care facility located at 1410 6th St NW. Decatur, AL. Their establishment serves a maximum of 30 children per school year. They seek to improve and enhance thechild’s mental, physical, emotional, intellectual, spiritual and social behavior….
Description:
Clayhouse Learning Centre is a childcare provider that serves the community of Decatur AL since 1997. It offers a warm and nurturing environment and provides appropriate activities that enhance children’smental, social, emotional, and physical abilities. The center promotes good values to make sure that children will be responsible members of the society….
Description:
Angel Keepers Daycare in Decatur, Alabama is a Child Care provider that can accommodate a certain number of children from infants to fourteen years of age. Their curriculum seeks to provide a high quality,nurturing, fun and safe learning environment that is appropriate for the child’s overall growth and development….
Description:
Tender Touch Child Development is a child care facility located at 2110 State Ave SW. Decatur, AL. Their establishment opened in the year 2003. The school provides age-appropriate and challenging activitiesthat aim to enhance the physical, social and intellectual development of children….
Showing 1 – 11 of 11
FAQs for finding daycares in Decatur
In 2022 what type of daycare can I find near me in Decatur, AL?
There are a variety of daycares in Decatur, AL providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
How can I find a daycare near me in Decatur, AL?
If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 11 in Decatur, AL as of October 2022 and you can filter daycares by distance from Decatur or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
What questions should I ask a daycare provider before signing up?
As you visit daycare facilities in Decatur, AL, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Decatur, AL.
La Petite Academy of Decatur in Decatur, AL | 2122 Westmead St SW
Your School La Petite Academy of Decatur, AL
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La Petite Academy of Decatur, AL
Welcome to Our School
Welcome to La Petite Academy educational daycare in Decatur, AL!
Our school offers an engaging, nurturing environment for every child during their most critical early years. Our school includes Infant Care, Preschool, Pre-Kindergarten, and Before-and After-School care for School-Age children. In our programs, we follow a STEM approach, providing hands-on learning experiences in Science, Technology, Engineering, and Math.
We are Alabama Quality Stars Rated. Our committed team of teachers here at La Petite Academy have over 100 years of combined teaching experience in the field. Our entire teaching staff has First Aid and CPR training, as well as over 30 yearly training hours in early childhood.
We’re committed to keeping you connected throughout the day while your child is in our care. Get access to live streaming video of your child’s classroom, plus other real-time updates, with our exclusive mobile app for families, SproutAbout.
We invite you to schedule a tour to come in and see our amazing school firsthand. We look forward to meeting you and your family!
Here’s what people have to say
4.67 out of 5 stars
Overall it’s been a great experience, and I’m satisfied with my child’s development.
Verified Shopper
My daughter loves her teachers and her friends, i can notice how far she has advanced. The school staff do a good job.
Verified Shopper
I love LaPetite! I feel all of the teachers love what they do. My daughter comes home with stories each day about what teacher let her do in their room that day. My daughter loves familiar faces, and feels safe with them. If someone is out, she noticing immediately and asks about them. She looks forward to going everyday. We have to remind her regularly that ‘school’ is closed on Saturday and Sunday
…
and that she can see her teachers and friends again on Monday.
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Verified Shopper
Grow Your Connection
With SproutAbout, you won’t miss a thing when your child is at school with us. Take a peek at the engaging experience provided by our new app.
Learn About Electives
For an additional fee, go beyond regular classroom learning experiences with our enhanced series of fun, interactive enrichment programs exploring a variety of activities. We offer:
Soccer, Music, Yoga, Spanish, Phonics, Handwriting & Advanced Math
Open a window to your child’s day.
SproutAbout®, our exclusive family app, provides free live streaming video of your child’s classroom to your mobile device.
Learn More
Meet Our Staff
Sabrina Dugger, Director
Education: Bachelor in Education
Certifications: Health and Safety Training, CPR/ First Aid
I have worked around children for thirty years. I enjoy watching them grow! Our staff and I will play a big part in that progress. I have an Associate in early childhood and a Bachler in education. I look forward to working with you and your family.
Meet Our Staff
Whitney Marshall, Assistant Director
Education: Early Childhood
Certifications: CPR/First Aid, Certified Food Protection Manager, Health and Safety Training
I am passionate about working with children. I enjoy providing a safe, structured learning environment in which children can succeed. I gain a great sense of joy knowing that I, along with our amazing staff, am able to be a positive influence in their lives.
Local School Phone Number: 256.350.5720256.350.5720
License #: L52000007
TOP
Fire in kindergarten No. 30 of the Krasnoselsky district at Pionerstroy in St. Petersburg October 21, 2022 – October 21, 2022
Incidents
not from porridge, but from a fire in the basement. Children watched the work of firefighters from the street.
According to the Main Directorate of the Ministry of Emergency Situations for St. Petersburg, five crews left Pionerstroya Street, 18/3, at 8:15 am on October 21, on a signal. The help of firefighters was required for a kindergarten, in the basement of which a cable caught fire.
Photo: Sunny City and ResidencesPhoto: Sunny City and ResidencesPhoto: Sunny City and Residences
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The fire was not allowed to spread. A little later than nine o’clock, the employees of the Ministry of Emergency Situations finished all the work and rolled up their sleeves. Two linear meters of cable burned in the basement, no one was injured.
“111 people have been evacuated,” the ministry said.
In order to prevent pupils and staff from standing around waiting for the firemen to finish their work, a bus was sent to the kindergarten to accommodate them. This was reported in Passazhiravtotrans.
More news in our official telegram channel Fontanka SPB online . Subscribe to be the first to know about important things.
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The Yanil school was recognized as the best social facility in the Leningrad Region in 2022
The Union of Construction Organizations of the Leningrad Region “LenOblSoyuzStroy” announced the names of the winners in its competition “The Best Construction Organization of the Leningrad Region”. In the nomination “The Best Social Object (School)”, the traditional statuette of a beaver was awarded to a school in the Dutch quarter “Yanila”. The award was presented to the General Director of the Lenstroytrest Group of Companies Valeria Malysheva at a solemn event in honor of the Builder’s Day by the Deputy Chairman of the Government of the Leningrad Region for Construction and Housing and Communal Services Evgeny Baranovsky. The experts rated the institution at 825…
President of Etalon Group Gennady Shcherbina was awarded an honorary badge “For Professionalism and Business Reputation”
On the eve of the Builder’s Day, a solemn ceremony of awarding the best employees of the construction industry took place in the St. Petersburg Palace of Labor. The event was attended by market leaders, representatives of companies that form the strategic agenda of the construction sector not only in St. Petersburg, but throughout Russia. As part of the event, President of the Etalon Group, Gennady Shcherbina, was awarded the badge of honor “For Professionalism and Business Reputation” by the Association “National Association of Builders”. The badge of honor is awarded …
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In Pulkovo, instead of abroad, dozens of passengers were sent to the military enlistment office
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At the Kupchinsky Gates, men are met with summons from the military enlistment office. The administration asks not to panic ahead of time
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“Events continue.” Kartapolov told about the partial mobilization in St. Petersburg
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“We promised that we would not abandon our people. ” The military registration and enlistment office left the volunteer without payments. It’s legal. A collective complaint against the preschool teacher was written by the parents of the Aksu kindergarten “Asyl Bobek”. They stated that a teacher from one of the groups beat their children. The parents found out about this after watching the video from the surveillance cameras installed in the kindergarten and contacted the police, Tengrinews.kz correspondent reports.
The father of one of the boys was the first to sound the alarm. The man noticed changes in his son’s behavior and went to the kindergarten to watch the video footage. After his call, the parents of three more kids who suffered at the hands of the teacher came there.
“On the recordings, one of the dads saw a teacher in the music hall hitting his son on the head. I watched only part of the video, to say that I was horrified, to say nothing. I could not imagine that our good-natured teacher could be so There is a moment when, during a session with a speech therapist, she hits my son on the back with a stick, kicking her back and legs with her knee, and leads her into the “blind zone. ” Before that, one mother reported in a parent chat that she saw traces on her son’s buttocks from a blow with the palm of my hand. My son came home in the summer with a swollen purple ear. I called the teacher, she replied that she didn’t know where this bruise came from. Then I didn’t even think that the teacher could offend him, “said one of the mothers.
The mother of another child reported that she saw on camera recordings how the caregiver hit her son on the head with his hand.
“We have a correctional kindergarten, all children are special. Many cannot speak, that is, complain and tell that they are being offended, they cannot. Recently, we noticed that when they saw a teacher, they began to cry, at someone on the way hysterics began to approach the garden. They thought that these were just childish whims, “the parents say.
After parents complained, the caregiver was suspended from work. However, the teacher decided not to wait for the results of the proceedings and resigned of her own free will.
Information about her dismissal was confirmed by the department of education.
“On October 18-19, a parent contacted us about his concern for his child. When watching the videos, the fact of assault was recorded. The educator herself explained her actions by maintaining discipline in such a way. After the complaint, we removed her, she quit. The parent was satisfied. “Afterward, the parents of the “Krepysh” group asked to look at the recordings for other days and saw moments already associated with their children. There were no bruises or wounds. There were pulling, pushing, which are also unacceptable. Now the facts are being additionally revealed that the assistant teacher knew about this case and a speech therapist. We find out why they did not speak, the proceedings are underway, “commented the head of the Aksu education department Kairat Smagulov.
He also added that the teacher had worked in this kindergarten for 11 years and no one had complained about her before.
Meanwhile, a pre-trial investigation has been launched against the dismissed teacher. This was reported in the Polisia.kz Telegram channel.
“According to the collective statement of the parents, the police launched an inspection, during which the video recordings were seized. During the review, it was established that the kindergarten employee beat the minors. A forensic medical examination was appointed. A pre-trial investigation was initiated against the 44-year-old teacher under article 110 of the Criminal Code “Torment” “, the department said.
The police also clarified that the results of the check will be sent to the regional Department of Education for taking disciplinary measures against the head of the kindergarten.
Daycare, Preschool & Child Care Centers in Piscataway, NJ
KinderCare has partnered with Piscataway families for more than 50 years to provide award-winning early education programs and high-quality childcare in Piscataway, NJ.
Whether you are looking for a preschool in Piscataway, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.
KinderCare Learning Center at Piscataway
Phone:
(732) 699-1017
659 Hoes Ln W
Piscataway
NJ
08854
Distance from address: 4.18 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Easton Avenue KinderCare
Phone:
(732) 249-5437
1422 Easton Ave
Somerset
NJ
08873
Distance from address: 5. 64 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
KinderCare at Somerset
Phone:
(732) 873-0176
435 Demott Ln
Somerset
NJ
08873
Distance from address: 6.52 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at Old Bridge
Phone:
(732) 360-0155
83 Ferry Rd
Old Bridge
NJ
08857
Distance from address: 9. 07 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Mountain Boulevard KinderCare
Phone:
(908) 412-8707
19 Mountain Blvd
Warren
NJ
07059
Distance from address: 9.58 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Clark KinderCare
Phone:
(732) 340-1900
89 Terminal Ave
Clark
NJ
07066
Distance from address: 10. 05 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at South Brunswick
Phone:
(732) 274-1435
15 Stouts Ln
Monmouth Junction
NJ
08852
Distance from address: 11.92 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
Aberdeen KinderCare
Phone:
(732) 817-0200
1330 NJ-34
Aberdeen Township
NJ
07747
Distance from address: 12. 44 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at Hillsborough
Phone:
(908) 431-1565
756 US Highway 206
Hillsborough
NJ
08844
Distance from address: 13.23 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at Kenilworth
Phone:
(908) 620-1391
25 Market St
Kenilworth
NJ
07033
Distance from address: 13. 70 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Knowledge Beginnings Princeton
Phone:
(609) 720-0045
450 College Rd E
Princeton
NJ
08540
Distance from address: 14.48 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Daycare, Preschool & Child Care Centers in Piscataway Township, NJ
KinderCare has partnered with Piscataway Township families for more than 50 years to provide award-winning early education programs and high-quality childcare in Piscataway Township, NJ.
Whether you are looking for a preschool in Piscataway Township, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.
KinderCare Learning Center at Piscataway
Phone:
(732) 699-1017
659 Hoes Ln W
Piscataway
NJ
08854
Distance from address: 1.02 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Easton Avenue KinderCare
Phone:
(732) 249-5437
1422 Easton Ave
Somerset
NJ
08873
Distance from address: 1. 94 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
KinderCare at Somerset
Phone:
(732) 873-0176
435 Demott Ln
Somerset
NJ
08873
Distance from address: 4.48 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Mountain Boulevard KinderCare
Phone:
(908) 412-8707
19 Mountain Blvd
Warren
NJ
07059
Distance from address: 5. 59 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Clark KinderCare
Phone:
(732) 340-1900
89 Terminal Ave
Clark
NJ
07066
Distance from address: 9.99 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at Hillsborough
Phone:
(908) 431-1565
756 US Highway 206
Hillsborough
NJ
08844
Distance from address: 10. 30 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at South Brunswick
Phone:
(732) 274-1435
15 Stouts Ln
Monmouth Junction
NJ
08852
Distance from address: 12.11 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
KinderCare at Kenilworth
Phone:
(908) 620-1391
25 Market St
Kenilworth
NJ
07033
Distance from address: 13. 39 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
KinderCare at Old Bridge
Phone:
(732) 360-0155
83 Ferry Rd
Old Bridge
NJ
08857
Distance from address: 13.44 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Chatham KinderCare
Phone:
(973) 635-0009
45 Main St
Chatham
NJ
07928
Distance from address: 14. 46 miles
Ages: 6 weeks to 5 years Open:
Tuition & Openings
Knowledge Beginnings Princeton
Phone:
(609) 720-0045
450 College Rd E
Princeton
NJ
08540
Distance from address: 14.75 miles
Ages: 6 weeks to 12 years Open:
Tuition & Openings
Piscataway (New Jersey) – frwiki.
wiki This is a place-name given by the Indians of the area they inhabited, the Piscataca Valley, between New Hampshire and Maine, before their deportation to that territory; we may recognize the words nanticoke peskwe (branch) and tegwe (tidal river), or perhaps pisgeu (“dark night”) and awa (“place”), or finally the word lenape, meaning “big deer”. The area was first settled by Quakers and anti-government Baptists from the Puritan colony in New Hampshire (1666).
Piscataway benefits from very well-known universities and research labs thanks to the Rutgers University campus, which partially extends throughout the city. Bell Laboratories had a facility there, which sold to Telcordia Technologies in 2001. Stadium High Point Solutions is one of Rutgers’ Scarlet Knights.
Notes
↑ 2013 Directory of New Jersey Mayors, New Jersey Department of Community Affairs. Accessed November 24, 2013
↑ a and b “ USGS “, USGS , (accessed January 31, 2008)
↑ Cure for Common Codes: New Jersey Census Data Center, Missouri. Accessed October 3, 2012
↑ DP-1 – Population and Housing Characteristics Profile: 2010 for Piscataway Township, Middlesex County, New Jersey, US Census Bureau. Accessed October 2, 2012
9From “ Origin of New Jersey Place Names ” at GetNJ.com (accessed June 28, 2007) .
↑ and B According to Jerry Cheshlow, “ If you think about life in: Piscataway ,» The New York Times , N O 900 (June, 1992 1994 ( read online, consultation October 3, 2012) .
↑ C “ Rutgers Annonce officiellement naming rights partnership with High Point Solutions for Rutgers Stadium ,” The Star-Ledger , n o 21 June (read online, consultation October 3, 2012) .
External link
http://www.piscatawaynj.org/
Hotels in Piscataway – Booking.com
Stars
5 stars
4 stars
3 stars
2 stars
1 star
Review score
Excellent: 9+
Very good: 8+
Good: 7+
Fairly good: 6+
Our recommendations
Lowest price at the beginning
Number of stars and price
Rating + number of reviews
Embassy Suites Piscataway – Somerset
3 stars
Hotel in Piscataway
This New Jersey hotel is 10 km from Rutgers University. It offers a free weekday shuttle service within 8 km, a restaurant and an indoor pool.
Love the fact that you can check in/out using the app!
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8.3
Very good
531 reviews
Price from
€ 108
per night
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Motel 6-Piscataway, NJ
2 stars
org/PostalAddress”>
Hotel in Piscataway
Motel 6 is located in Piscataway, New Jersey. Enjoy comfortable accommodation and modern amenities such as wireless internet access and laundry facilities.
The staff was wonderful and the room was big and clean.
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7
Good
247 reviews
Price from
€ 97
per night
Check Availability
Holiday Inn – Piscataway – Somerset, an IHG Hotel
4 stars
Hotel in Piscataway
This Piscataway hotel is less than 10 minutes’ drive from Rutgers University. It features a pub-style restaurant and free high-speed WiFi.
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Price from
€ 101
per night
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Extended Stay America Suites – Piscataway – Rutgers University
2 stars
org/PostalAddress”>
Hotel in Randolphville
Extended Stay America – Piscataway – Rutgers University is located in Piscataway and offers rooms with a fully equipped kitchen.
access and location
pet friendly with reasonable pet charge
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7
Good
144 reviews
Price from
€100
per night
Check Availability
Garden Executive Hotel
3 stars
Hotel in South Plainfield
Conveniently located off I-287, this South Plainfield hotel is an 11-minute drive from Rutgers University.
During coronavirus restrictions there is no room cleaning service. Nobody comes in and touches nothing in the rooms. You can ask for cleaning with a sign “Maid service please” but I did not use it. During a pandemic, it’s perfect.
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7.5
Good
1,105 reviews
Price from
€105
per night
Check Availability
Holiday Inn South Plainfield-Piscataway, an IHG Hotel
3 stars
org/PostalAddress”>
Hotel in South Plainfield
Located in South Plainfield, New Jersey, this hotel is minutes from Interstate 287 and 3 miles from Telcordia Headquarters.
friendly staff. clean quiet room. Nice breakfast.
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7.4
Good
321 reviews
Price from
€ 122
per night
Check Availability
Hampton Inn South Plainfield-Piscataway
3 stars
Hotel in South Plainfield
This South Plainfield, New Jersey hotel is only minutes from I-95 and the Raritan Center business park. The hotel offers a free hot daily breakfast and free Wi-Fi.
The location was convenient and around many shops. Staff got me checked in quickly and answered all of my questions. The hotel was very clean even the pool. Would definitely be staying again.
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8. 3
Very good
202 reviews
Price from
€ 145
per night
Check Availability
Town Inn & Suites South Plainfield-Piscataway
2 stars
Hotel in South Plainfield
This hotel is located in New Jersey. It offers a fitness center and rooms with free Wi-Fi. The hotel is a 5-minute drive from downtown South Plainfield, where shops and restaurants are located….
The staff is the best staff around. excellent service
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3.4
Review score
343 reviews
Price from
€78
per night
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WoodSpring Suites South Plainfield
2 stars
Hotel in South Plainfield
Located in South Plainfield, WoodSpring Suites South Plainfield features free WiFi throughout the property.
Kids today might get a kick out of watching hilarious cat videos on YouTube or TikTok while we long for those beautiful days of “I Can Has Cheezburger?” memes. However you get your feline fix, it’s almost certain that you’ll love streaming any of these great cat movies and TV movies that are pawsitively purr-fect (sorry, not sorry) for the whole family.
One this list, you’ll find sweet movies like That Darn Cat, Puss in Boots, and Pets United, which focus on all of the best traits of cats — their sassiness and mischievousness. But if you’re not looking for a full-length film, there are plenty of cat-themed TV shows on this list to watch as well. For example, be sure to add Kid-E-Cats and Gabby’s Dollhouse, shows that teach kids important lessons and valuable skills using a cat as the main character, to your watchlist.
Chances are, if you’re looking for a cat flick, your Instagram feed is probably full of cat accounts. Or you may be reading this as your own kitty is sleeping on your head or is just staring at you without ever needing to blink. So we can all agree thats are strange and amazing creatures that are, above all else, adorable and entertaining. And thankfully there’s no shortage of cat content to keep us occupied while Mittens is snoozing for 12 hours in the bathroom sink…
1
A Whisker Away
Netflix Asia/YouTube
A rather unique girl transforms into a cat in order to be the object of her crush’s attention. But when the lines of reality begin to blur, she realizes that she may be in over her head.
Stream A Whisker Away, rated TV-PG, on Netflix.
2
Alice in Wonderland
aliceinwonderland262/YouTube
Alice falls into the world of Wonderland, where she meets a number of eclectic characters, including the cheshire cat.
Watch Alice in Wonderland, rated G, on Disney+
3
The Adventures of Puss in Boots
Netflix Futures/YouTube
Follow along with the titular character, as he goes on adventures in exotic locations while defending himself from harms way.
Watch six seasons of The Adventures of Puss in Boots, rated TV-Y7, on Netflix.
4
The Amazing World of Gumball
The Amazing World of Gumball/YouTube
Gumball Watterson is a 12-year-old cat living and attending school in the city of Elmore. Alongside his friend, Darwin, Gumball goes on a lot of very exciting shenanigans and adventures in his home city.
Watch all six seasons of The Amazing World of Gumball, rated TV-Y7, on HBO Max.
5
The Aristocats
YouTube Movies
Duchess, a mama cat, and her three kittens, lost in the countryside, befriend an alley cat who helps them on their adventure home. This Disney film from 1970 has some classic animation, but be warned that includes negative depictions and mistreatment of people or cultures, according to Disney.
Watch The Aristocats, rated G, on Disney+
6
The Cat from Outer Space
YouTube Movies
A physicist and his girlfriend try to get a cat visiting from outer space to fix his spaceship before the army and a businessman, hungry with power, can grab the cat and steal his innovative technology.
Watch The Cat from Outer Space, rated G, on Disney+
7
CATS (2019)
Universal Pictures/YouTube
In the movie version of the acclaimed Broadway musical, a tribe of cats must decide which one will ascend and come back to a new life through song, dance, and incredible animation.
Buy CATS, rated PG, for $14.99 on YouTube Movies
8
Cats & Dogs 3: Paws Unite!
YouTube Movies
When an evil parrot destroys a decades long truce between cats and dogs, it’s up to the family pets to use their instincts and restore the peace between the species.
Rent Cats & Dogs 3: Paws Unite!, rated PG, for $2.70 on Amazon Prime Video.
9
That Darn Cat!
Pig Head/YouTube
A siamese cat with a quick temper holds a clue to an unsolved robbery, leading a highly allergic FBI agent on a cat and mouse chase in this classic Disney film from 1965.
Watch That Darn Cat!,rated G, on Disney+
10
Cats (2018)
YouTube Movies
Cape is a super smart kitten who dreams of going on an adventure outside of his apartment. So when Cape leaves in search of a cat oasis, it’s up to his dad, Blanket, to overcome his fears and search for him. Think of it like Finding Nemo, but about cats.
Stream Cats, rated PG, on Amazon Prime Video.
11
That Darn Cat
YouTube Movies
In this modern take on the 1960’s film, That Darn Cat focuses on the cat, D. C., who discovers a clue to a kidnapping. When D.C.’s teenage owner teams up with a rookie FBI agent to solve the mystery, they get into some unexpected surprises thanks to that darn cat.
Watch That Darn Cat, rated PG, on Disney+
12
Doc McStuffins
DisneyJuniorUK/YouTube
With the help of her stuffed animal friends (including a kitty cat), the generous Doc McStuffins runs a clinic for toys out of her playhouse home.
Watch all five seasons of Doc McStuffins, rated TV-Y, on Disney+
13
Dr. Seuss’ The Cat in the Hat
Amblin/YouTube
The Cat in the Hat is a troublemaker, who arrives at the home of two bored siblings and takes them on the adventure of a lifetime in this live action film based on the classic children’s book.
Stream Dr. Seuss’ The Cat in the Hat, rated PG, on Peacock.
14
Earwig & the Witch
HBO Max/YouTube
Earwig has no idea that she possesses magical powers. But when the young orphan is adopted by a witch, she discovers the family cat can talk, and turns things upside down.
Stream Earwig and the Witch, rated PG, on HBO Max.
15
Gabby’s Dollhouse
Gabby & Friends/YouTube
Gabby is a cat enthusiast who teams up with her sidekick, Pandy Paws, for a bunch of super fun animated adventures in this Netflix original series.
Stream Season 1 of Gabby’s Dollhouse, rated TV-Y, on Netflix.
16
The Garfield Show
The Garfield Show/YouTube
The world’s most famous lasagna loving cat is the star of his own show, which follows him and his dog pal, Odie, as they live life on their own terms.
Watch all four seasons of The Garfield Show, rated TV-Y, on Netflix.
17
Kid-E-Cats
Kid-E-Cats/YouTube
Three cat siblings — Cookie, Pudding, and Candy — who love sweets just like their names suggests, go on adventures in this series about some curious cats.
Watch Season 1of Kid-E-Cats, rated TV-Y, on Netflix
18
Kitty Love: An Homage to Cats
GTG Trailers/YouTube
Learn all about super fun felines in this Dutch documentary film, showcasing cats finest moments in a collection of super cute videos.
Stream Kitty Love: An Homage to Cats, rated TV-G, on Netflix.
19
The Lion King
Anibox Trailer Access/YouTube
Explore the world of big cats, or lions, through Disney’s animated film, The Lion King. This new classic tells the story of Simba, a young lion cub, who aspires to be the king on the jungle, and the adventure he embarks on to get there.
Stream The Lion King, rated G, on Disney+.
20
Miraculous Tales of Ladybug & Cat Noir
Miraculous Ladybug/YouTube
When her city is in trouble, a young girl transforms into a superhero named Ladybug. And as it turns out, her crush becomes another superhero named Cat Noir.
Watch five seasons of Miraculous Tales of Lady Bug and Cat Noir, rated TV-Y7, on Netflix.
21
Pets United
MellowDrop Media/YouTube
A pampered cat teams up with a super smart dog to lead a pack of heroes and defend their city from an evil robot army.
Stream Pets United, rated TV-Y7, on Netflix.
22
Puss in Boots
YouTube Movies
The feisty feline, Puss in Boots, heads to the Land of Giants, where he goes on a quest to find the Golden Goose.
Stream Puss in Boots, rated PG, on Netflix.
23
Spy Cat
YouTube Movies
A pampered house cat turns out to be a secret agent in this hilarious animated film that will bring viewers on a top secret mission.
Rent Spy Cat, rated PG, on Hulu.
24
StarDog & TurboCat
YouTube Movies
When dog, Buddy, crash lands into a small town where pets are not welcomed, he recruits the help of a cat named Felix to help him reunite with his owner.
Stream StarDog & TurboCat, rated PG, on Hulu.
25
Stuart Little
Movieclips Classic Trailers/YouTube
When George’s parents head to the orphanage to adopt a little boy, they come back with a mouse named Stuart. This film focuses on all of Stuart’s adventures as he adapts to his new family, including their pet cat named Snowball.
Stream Stuart Little, rated PG, on Netflix.
26
Talking Tom & Friends
Talking Tom & Friends/YouTube
A talking cat by the name of Talking Tom and his chatty friends set out to be famous in this hilarious kid friendly series, streaming on Netflix.
Watch Season 1 of Talking Tom & Friends on Netflix
27
Tom & Jerry: The Movie
YouTube Movies
Tom, the cat, is on the hunt for Jerry, the mouse in this brand new movie set in New York City, reigniting the age old cat and mouse rivalry.
Stream Tom & Jerry: The Movie, rated PG, on HBO Max.
28
Top Cat Begins
Viva Pictures/YouTube
Top Cat and Benny are two street cats who have their eyes on success. But when they steal from Mr. Big, who is the cat in charge of New York City’s alleys, the entire city turns against the duo. It’s up to them to take down the head cat in charge in this international animated movie.
Rent Top Cat Begins, rated PG, for $2.99, on Vudu.
29
Two Tails
Signature Entertainment/YouTube
Bob the Beaver and Max the Cat team up to help protect their friends from an alien invasion in this kid-friendly, Russian film.
Stream Two Tails, rated TV-Y7, on Peacock.
30
44 Cats
Rainbow Junior — English/YouTube
When the singing cats Lampo, Milady, Pilou, and Meatball band together, there is no telling what will happen.
Stream the first two seasons of 44 Cats, rated TV-Y7, on Netflix. Season 3 starts streaming on Aug. 1.
10 Animated Cat Movies For Cat Lovers
While they say dogs are a man’s best friend, cats evoke more complicated emotions. Depending on who you ask, they can be good luck or bad luck. The truth is though, cats are not so different from us. They have a natural curiosity that can get them into trouble and they also don’t just let any stranger treat them like they are friends.
RELATED: 5 Movies To Watch If You’re A Cat Person (& 5 If You’re A Dog Person)
Due to all that they are and what we think of them, cats put a great spark in the human imagination. There are many memorable cat characters in all forms of media, from comics to the big screen. However, there is still room for cats to grow in film. While there are some known movies centered on cats, cat lovers are always looking for more.
11/11 The Cat Returns (2002)
Leave it to Studio Ghibli to really bring in the imagination of what cats are about. The story follows a girl named Haru who saves a cat from a car. She finds out later that that cat is a prince and the Cat Kingdom invites her to becomes the prince’s bride. She doesn’t say yes, but she also doesn’t say no so the cats take that as a yes.
Haru hires the Baron, a cat figurine given life, to save her from this marriage. In terms of cat content, this movie is one of the best. It takes you to the entire Cat Kingdom and nearly the entire cast is cat characters. The main villain is even a Cat King.
10/11 The Lion King (1994)
If you like house pet cats, then you probably love big wild cats as well. Disney’s The Lion King is a creative re-telling of Shakespeare’s Hamlet through the wild world of the jungle. Of course, this re-telling is much more lighthearted and doesn’t have a high death count.
RELATED: Cats: Which Character Are You, Based On Your Zodiac?
The main cast is lions. If enjoyed, the movie has gotten two sequels and a TV show with many lion characters as well. It is one of the movies considered Disney’s best, as it was made during the company’s Renaissance period.
9/11 A Whisker Away (2020)
Have you ever wished that your crush would treat you with the same love and affection in how they treat their own pet? This movie goes there, with the main character shape-shifting into a cute cat to spend time with a boy she likes.
However, her dabbling in shape-shifting magic starts to have negative consequences. This anime movie has gorgeous animation and also features a part where the viewer gets to see a world of supernatural cats.
8/11 The Aristocats (1970)
This famous Disney movie is focused on a family of cats that belong to a rich old woman. The woman loves her cats so much that they inherit the bulk of her belongings in her will.
Her butler is pretty upset about that, so he dumps the cats far away under a bridge. There, the family of pampered cats meets an alley cat who decides to help them find their way home. Humans play a very small part in this musical movie.
7/11 Cats Don’t Dance (1997)
Cats Don’t Dance is a hidden gem of the late 90s. Unfortunately, it was a box office bomb at the time. However, many critics and audiences have been revisiting the film lately and have found it delightful. The story follows many animals, but the main characters are cats.
RELATED: 10 Best On-Screen Cat Companions
The story is set in the late 1930s with the main cat character, Danny, trying to achieve his dreams of being a star. He is pretty naive and optimistic, which is quite the foil for the other cat character, Sawyer, who is cynical and sarcastic.
6/11 A Cat In Paris
This movie is less about a cat and more about the humans that surround the cat. During the day, the cat lives with a young girl named Zoe. At night though, the cat hangs out with a jewel burglar named Nico. One day the cat brings Zoe one of Nico’s stolen items and she gets caught up in a crime plot.
The cartoon noir is thrilling but never scary. While it is focused on humans, their common connection to the cat really highlights the animal’s independence.
5/11 Oliver And Company (1988)
In terms of Disney films, Oliver and Company fell away from relevance very quickly in comparison to The Lion King and The Aristocats. This is partly due to the fact that it was released on the same day as The Land Before Time.
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It is a creative re-telling of Oliver Twist. Instead of London, it is set in New York City and Oliver is a homeless kitten instead of a human. Many of the other characters are dogs, though there are about three humans in the story.
4/11 Puss In Boots (2011)
The roguish cat character from the Shrek series was so loved that the studio decided to give him his own film. Of course, it takes place in the same world as Shrek still so there are a lot of beloved fairytale characters such as Jack and Jill.
Puss is not the only cat in the movie though. There is also Kitty Softpaws who is a female counterpart tuxedo cat and love interest.
3/11 Gay Purr-ee (1962)
2/11
This movie was actually the first animated feature to be released in theaters by Warner Bros. It was also a box office bomb despite having good reviews at the time. It is an underrated animated musical gem about a cat, Mewsette, and her running away to Paris in order to experience a more glamorous life.
RELATED: The Secret Life of Pets: All Posters, Ranked
The songs for this film were composed by Harold Arlen and E. Y. Harburg, which is a big deal since they are the same people who created the music for The Wizard of Oz.
1/11 The Secret Life Of Pets
This is a movie that was just made for all pet lovers. Of course, the main stars are dogs, but Chloe the cat is also a big character in the movie. She is a fat blue tabby and a lot of her comedy comes from cat quirks such as trying to fit into a box that is too small for her and being food motivated.
Besides Chloe, there are the alley cats lead by the hairless sphinx, Ozone, and his second-in-command, Nitro. This movie also got a sequel.
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The Best Cat Films for Kids, Ranked
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If dogs are that kid from school that gets along with everybody, then cats are probably the kids that are too cool for school. That’s not to say, of course, that cats aren’t affectionate, sweet and lovable. Watch any of the movies on this list of cat movies for kids, and see if your heart doesn’t melt a little bit.
While cats are a little more withdrawn than dogs, they have been shown to be good pets for children. They can calm down anxious kids, combat depression, and help younger kids form social connections. No wonder we love watching stories about them.
So if you’ve ever asked yourself “what cat films can kids watch,” take a look at our list of the best cat films for children! Vote up the titles you like and don’t forget to add other top examples of appropriate cat movies for kids.
And remember what Leonardo da Vinci said: “The smallest feline is a masterpiece.”
Ranked by
1
Released: 1970
Directed by: Wolfgang Reitherman
When a retired opera singer leaves her inheritance to her cat, Duchess (Eva Gabor), and three kittens, the woman’s butler drugs the cats and abandons them in the countryside in order to inherit the . ..more
2
Released: 1993
Directed by: Duwayne Dunham
Before the Seavers leave for a family vacation to San Francisco, they drop off their pets — Chance (Michael J. Fox), an adventurous American bulldog; Shadow (Don Ameche), a wise golden retriever; …more
3
Released: 1988
Directed by: George Scribner
In this animated update of the classic “Oliver Twist” tale, Oliver (Joey Lawrence) is an orphaned kitten taken in by a gang of thieving dogs, led by cavalier canine Dodger (Billy Joel) and owned by …more
4
Released: 2011
Directed by: Chris Miller
Long before meeting Shrek, Puss in Boots (Antonio Banderas) — just named a hero for saving a woman from a charging bull — is run out of town on suspicion of bank robbery, even though the real . ..more
5
Released: 2019
Directed by: Tom Hooper
Cats is a 2019 comedy-drama musical film directed by Tom Hooper. A tribe of cats called the Jellicles must decide yearly which one will ascend to the Heaviside Layer and come back to a new Jellicle …more
6
Released: 2016
Directed by: Chris Renaud
Max (Louis C.K.) is a spoiled terrier who enjoys a comfortable life in a New York building until his owner adopts Duke, a giant and unruly canine. During their walk outside, they encounter a group of …more
7
Released: 2010
Directed by: Brad Peyton
In the age-old battle between felines and canines, one rogue kitty is stepping up the fight. Kitty Galore, former operative for MEOWS, is executing a diabolical plan against her sworn enemies, the . ..more
8
Released: 2019
Directed by: Chris Renaud
Explore the emotional lives of pets and the deep bond between them and the families that love them as Max, Gidget, Snowball and the rest of the gang take on new adventures and push themselves to find …more
9
Released: 1986
Directed by: Masanori Hata
The Adventures of Milo and Otis is an Japanese adventure comedy-drama film about two animals, the titular characters, Milo and Otis. The original English version was released on June 27, 1986, and …more
10
Released: 2006
Directed by: Tim Hill
Garfield (Bill Murray) follows Jon (Breckin Meyer) to England and receives the royal treatment after he is mistaken for the heir to a grand castle. However, the feline will need all nine lives to …more
11
Released: 1965
Directed by: Robert Stevenson
Sisters (Hayley Mills, Dorothy Provine) need an FBI agent (Dean Jones) after their siamese brings home the only clue to a bank robbery.
12
Released: 2004
Directed by: Peter Hewitt
Based on the popular comic strip, this live-action comedy follows the exploits of Garfield (Bill Murray), the large, lazy and wisecracking cat owned by hapless Jon Arbuckle (Breckin Meyer). Jon’s …more
13
Released: 1978
Directed by: Norman Tokar
A UFO captained by a cat-like extraterrestrial (Ronnie Schell) is intercepted by the U.S. Military. The spacecraft’s feline pilot, who goes by the human name Jake, reveals to his captors that he must …more
14
Released: 2001
Directed by: Lawrence Guterman
“Cats & Dogs” uncovers the truth about the high-tech, secret war being waged in neighborhoods everywhere that humans aren’t even aware of: an eternal struggle between the two great armies of Cats and …more
15
Directed by: Barry Sonnenfeld
Nine Lives is a 2016 English-language French comedy film directed by Barry Sonnenfeld. The plot follows a workaholic father (Kevin Spacey) who has his mind trapped inside of his daughter’s new cat. …more
16
Released: 2020
Directed by: Mark Verkerk
Famous feline Abatutu presents this celebration of cats, showcasing their finest and friskiest moments with a collection of home videos.
17
Released: 1997
Directed by: Bob Spiers
Bored with her quiet suburban Massachusetts town, bratty Patti Randall (Christina Ricci) is excited when her beloved cat, D.C., comes back to the house with a watch around his neck. After seeing that …more
18
Released: 2003
Directed by: Bo Welch
In this live-action film based on the favorite children’s tale, the trouble-making Cat in the Hat (Mike Myers) arrives at the home of bored young Sally Walden (Dakota Fanning) and her brother, Conrad …more
19
Released: 2002
Directed by: Hiroyuki Morita
High school student Haru (Chizuru Ikewaki) rescues a cat that was about to be run over by a truck and discovers the cat is actually a prince named Lune. Out of gratitude, Lune’s father, the Cat King, …more
20
Released: 1988
Directed by: Tibor Hernádi
Felix the Cat: The Movie is a 1988 Hungarian-American animated fantasy film directed by Tibor Hernádi and based on the cartoon and comic strip character of the same name. It was made in Europe during …more
21
Released: 1986
Directed by: Don Bluth
A young mouse named Fievel Mousekewitz (Phillip Glasser) and his family emigrate from Russia to the United States by boat after their home is destroyed by cats. During the trip, a fierce storm throws …more
22
Released: 2010
Directed by: Jean-Loup Felicioli, Alain Gagnol
A girl, struck mute by the trauma of her father’s death, follows her pet cat across the Parisian rooftops and discovers that the animal has been working as a burglar’s accomplice.
23
Released: 1997
Directed by: Mark Dindal
A world of cats and Danny (Scott Bakula) is trying to break into ’30s Hollywood. His only problem is that he’s a cat and he can’t understand why he’s only getting parts playing an animal. He gets …more
24
Released: 1986
Directed by: Bruno Bianchi, Bruno Bianchi
Heathcliff: The Movie is a 1986 animated film from DIC Entertainment, released by Atlantic Releasing under their Clubhouse Pictures label. Paramount Home Video released Heathcliff: The Movie on VHS …more
What are the best movies about cats and cats worth watching? – KinoNews.ru
Cats and cats are perhaps the most ambiguous animals that have been next to man since time immemorial. They cause conflicting feelings – from hot love to hatred, and rarely leave anyone indifferent. Cats are deified and demonized, almost magical abilities are attributed to them, stories are written about them and omens discrediting their image. Meanwhile, cats are wonderful companion animals, they can brighten up your life, heal, lie down on a sore spot, and drive rodents out of the house. But they can also add problems in the form of damaged sofa upholstery and torn curtains. Of course, such a charismatic and mystical animal that loves to walk on its own has become a full participant in many films, TV shows and cartoons, playing both main and secondary, but no less important roles in them. Recall the films in which cats showed themselves in all their glory, revealed all their talents and confirmed or refuted the superstitions about them.
Let’s start our selection with a comedy, because everyone knows that cats are indispensable when it comes to pranks and other leapfrog. In the Walt Disney comedy thriller, better translated as “That Damn Cat”, a Siamese handsome man named DC (Isn’t it ironic?) helps FBI agents solve a kidnapping case and catch bank robbers. In the meantime, DC teases neighbors’ dogs, leaves dirty marks on expensive cars, steals food, and starts a family.
The film is based on the detective story “The Mysterious Cat Goes to Work” and, despite the fact that it was released 55 years ago, every viewer will enjoy it: children will laugh at the pranks of the cat, adults – at unlucky agents, and “cat lovers” will enjoy beauty and grace of the protagonist. In fact, several cats appeared in the film, and one even belonged to the famous breeder Edith Williams. The Robert Stevenson comedy still holds a 94 percent rating on Rotten Tomatoes based on 17 reviews. At 19In 97, a remake was released with the participation of Christina Ricci, but the rating in it is below the baseboard, and the cat is animatronic.
Unlike DC, which we wrote about above, the main protagonist of Peter Hewitt’s comedy Garfield the cat is made using GGI animation. But this does not at all prevent him from behaving like a cat – being lazy, begging for sweets with cunning, having a dislike for dogs and feeling like the navel of the Earth. For those of you who don’t know, red-haired Garfield is a character in Jim Davis’ children’s comics that have been coming out since the late 70s.
Let’s say right away that the rating of the film, which starred the then popular Breckin Meyer and Jennifer Love Hewitt, as well as Bill Murray, who voiced the cat, is low. Critics considered the picture boring, drawn out and “without a soul”. However, she did a very good job at the box office – with a budget of $ 50 million, she earned four times more and two years later she got the sequel “Garfield 2: The Story of Two Cats”, which collected a little less money, but the critics liked it a little more. In general, if your child has nothing to do, feel free to include both parts about the adventures of a charismatic cat.
In Lawrence Gutermann’s action adventure, cats and dogs are fierce rivals who are ready to do anything to win. The secret war between them is hidden from human eyes, and the owners do not even suspect that their pets are members of secret organizations with military bases, a communication system and a super agent training school. Intelligence, espionage, terrorism, kidnapping, burglary, torture – the cats will stop at nothing to achieve their goal: making people allergic to dogs. The main villain, a white Persian cat named Mr. Tinkles, is Professor Moriarty in cat form, a master of the underworld. His agents are cats of various colors and breeds: exotic shorthair cat, devon rex, Russian blue cat and others. The dogs, led by Butch the Shepherd, will have to make many sacrifices in order to save humanity.
Who, in the protracted absence of James Bond, misses spy action movies, may well pass the evening with family and the screen. Just do not invite cats, they will be offended, because in the film they are shown as real villains.
For the rehabilitation of cats, the film Cat’s Eye by Lewis Teague, based on Stephen King’s stories Quit Smoking Corporation and Cornice, is the best fit. There is also a third chapter in the film, written specifically for the film by King. So, the main character of the picture, who is directly involved in all three stories, is a street cat who, by the will of fate, looked into New York, Atlantic City, and Wilmington. In New York, the poor animal was in a terrible chamber, to the floor of which electric discharges were applied. In Atlanti City, the cat helped one unfortunate man to escape death at the hands of a cruel mafia, but his main mission was ahead.
No wonder there is an opinion that cats see and hear what is inaccessible to the human eye and ear. Once in the house where little Amanda (Drew Barrymore) lives, the cat, who was immediately named the General, immediately realized that the matter was unclean. At night, an evil troll comes into Amanda’s room and takes the breath of the sleeping girl, making her weaker. No one believes Amanda, and only the General knows that the girl’s nightmares are not her fantasies at all. The cat played amazingly and by the end of the film, even those who do not like these independent animals will surely feel sympathy for them.
A big cat and dog lover in life, Stephen King was happy to make animals the heroes of his works, even if they were not at the head of the plot. A black cat named Church, which belonged to the Creed family, is known to all fans of the writer’s work. In the horror Mary Lambert Church, after the father of the family buried him in an old Indian cemetery, returns to his owners as a stinking, vicious and inexplicably dangerous creature endowed with sinister power. It is from his godless resurrection that a series of chilling events begins that will destroy the once happy family.
“Pet Sematary” is one of the few successful film adaptations of the King of Horror books, which created a sense of an inevitable end and the presence of evil that cannot be killed. Just such an eternal, branded “King’s evil” found its temporary home in the cat Church, who returned from the cemetery.
The first phrase that 99 percent of those who have seen the film about the adventures of two dogs and a cat will say is “this is a childhood movie. ” And be sure to smile at the same time. Yes, these are the feelings that a family adventure film about three tailed travelers – Shadow the golden retriever, Chance the bulldog and Sassy the Himalayan cat – evokes such feelings. All three have come a long way and endured many dangers to be reunited with their masters. Mountains and dense forests, turbulent rivers and predatory wild animals came across on their way, but a close-knit group coped with all difficulties.
Of course, each character is good in their own way, but Sassi, who made the film the choice, is indeed the star of the story. Arrogant and arrogant, like all normal cats, she, however, will never leave her friends in trouble. In addition, Sassy is graceful, beautiful and cunning. “Road Home” is an incredibly exciting, kind and warm movie about eternal values.
The amazing story shown in the film by Roger Spottiswoode is based on real events – a segment of the life of the writer and musician James Bowen, whose book, by the way, formed the basis of the picture. The main character (Luke Treadaway), hard drugged homeless musician James, is trying to start a new life. Despite the help of a social worker, the rehabilitation process is difficult, but then a miracle happens – the Lord sends James an angel in the guise of a red street cat, later named Bob. Taking care of the cat changes James in a fundamental way, and soon he and the cat become a London landmark.
By the way, Bob himself played the role of Bob in the film, and six cats acted as his understudies. The film did not make any box office, but received the National Film Award of Great Britain and will surely be able to cheer you up with its sincerity and positive.
Wonderful Soviet children’s film that can’t be called a comedy. Rather, it is a film-thinking about how to find your place in life, how important it is to be heard and how difficult it is to be a child, after all. First grader Kirill dreams of performing in the circus, and the first step in achieving the goal is to train the cat Tishka. The cat, apparently, never dreamed of a circus, so he is in no hurry to fulfill the tasks set by Cyril. And then it disappears altogether.
If you decide to watch this two-episode masterpiece – unhurried, breathtakingly beautiful, with magical visuals and soulful musical accompaniment, you will not regret a minute of wasted time. Great domestic actors – Nikolai Grinko, Alexander Kalyagin, Sergey Nikonenko, Evgeny Lebedev, Lyudmila Ivanova, Viktor Sergachev, Yuri Katin-Yartsev, Leonid Kanevsky, Gottlieb Roninson – who do not play their heroes, but live by them, is this not a miracle?
Rogue, Lover, Crazy, Socialite, Hunter, Gentleman, Gambler – the main characters of the documentary with a rating of 98 percent on Rotten Tomatoes, Istanbul tour guides, psychologists and healers of human souls. In the film about Istanbul cats and cats through the eyes of the characters listed above, we will see the countless gateways of the ancient city, feast on freshly caught fish, climb trees, soak up the sun. And also we will get to know those who care about tailed pranksters, and who they care about themselves, curing loneliness and depression, inspiring creativity and finding a purpose in life. After the movie, you will almost certainly want to do two things: go to Turkey and pet the cat. Anyone you meet.
It would be a huge omission to ignore the iconic cats and cats from domestic cartoons – funny, daring, dangerous, graceful, enterprising and always extraordinary. Cat Matroskin from the saga about the inhabitants of Prostokvashino, speaking in the voice of the genius Oleg Tabakov, who milks a cow, embroiders a cross, and bakes pies, is adored by the whole country. The cute and cozy kitten Woof, who confidently left the house towards troubles and knew how to honestly share a sausage and not quite honestly a cutlet, also had his fans.
With the help of magic, our domestic yard cats could travel the world and – the cat Vasily from the cartoon “Kitten from Lizyukov Street” ended up in Africa itself in the form of a hippopotamus. And how many versions of the brave Puss in Boots exist, not to count. Our wonderful musical “Puss in Boots” from 1968, in which the cat upgraded his owner from a miller’s son to a prince. Let us also remember the pacifist cat Leopold, who under any circumstances believes in friendship. The list is endless, and one can long think of cats and cats, those mystical creatures that walk on their own, but always return to condescendingly look at the joy in our eyes.
Top 10 movies about cats and cats
There are far fewer films about cats than films about dogs, and it’s quite understandable why: the lazy superiority of cats has been recognized by people since the time of Ancient Egypt, so cat people took over the playground for lazy people and memes, and left big and difficult movies to dog people. But still, movies about purring deities sometimes appear – they scored a small list of good films in which cats do not hide in hat boxes and do not look at laser pointers, but play the main roles in the plot.
This wild cat (1997, USA)
Genre: Action, Comedy, Detective, Family Director: Bob Spears Script: Gordon Gordon, Mildred Gordon Kino -Poi: 6.0062 6.0062 6.0062 6.0062 6.0062 6.0062 6.0062 6.0062 6.0062 6.0062 6.0063 4.7
Patty (Christina Ricci) lives in a very small and very boring city: everyone knows each other, daily routes do not change for years, no new faces and new experiences. The schoolgirl is tired of this endless dullness, and the only joy in Patty’s life is her cat, Disi. The fluffy nightmare behaves like a cat mayor: every day he makes a round of the butcher shop and teaches dividends from his own deliciousness, then he visits a sweet old woman – pensioners need support, well, he doesn’t forget to look at the trash can – he got up himself, but about those who are less fortunate, don’t forget. During one of his rounds, Disi finds not appetizing waste in the garbage, but a bound woman who puts a watch around the cat’s neck asking for help. Disi, as a responsible catman, hurries to her mistress, and Patty’s life finally turns into a dangerous adventure with chases, surveillance and investigation of the case of the kidnapped maid.
This picture is a remake of the 1965 film, where a luxurious Siamese acted as Disi. By the way, “that damn cat” from the 1965 film also played in the first version of “The Incredible Journey” in 1963 – about a cat and two dogs, who together are trying to return to their owners. This story is known to modern viewers thanks to the “Disney” reincarnation of “The Way Home: The Incredible Journey”.
Garfield (2004, USA)
Genre: Comedy, fantasy, adventure, melodrama, family Director: Peter Huguit Script: Jim Davis, Joel Cohen, Alec Sokolov Kinopoisk: 900.8 5
Ginger Garfield is a walking metaphor for laziness. The striped fat man knows the TV program by heart, eats tons of lasagna and nobly allows his master John (Breckin Meyer) to adore himself. Garfield’s life is impeccable, everything you need is always at hand and once again you don’t even need to move your paw. But all this idyll, swollen with fat, dissolves into chaos when a dog appears in the house. Cute dog Oddie breaks into the home of a lazy cat and begins to put things in order: the owner John now has to go for a walk, healthy food appears in the house, Garfield’s favorite chair becomes four short legs, and the worst thing is that the veterinarian Liz began to visit suspiciously often (Jennifer Love Hewitt), with whom John is in love. Impenetrable horror, but Garfield’s brain has not yet completely turned into lasagna, and the cat masterfully gets rid of the barking competitor. Only this does not bring the expected pleasure: John is sad and looking for a pet, and Garfield himself begins to miss his stupid neighbor. The red-haired fat man will have to lose a couple of kilograms and bring Oddie home. The only problem is that the dog has managed to become a TV star and will soon fly away with a creepy TV presenter to New York. But the bold fat cat can no longer be stopped – his house will again be filled with happy barking.
Trailer:
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The Adventures of Milo and Otis (1986, Japan)
Genre: Drama, adventure, family Director: Masanori Hata Script: Mark Soltzman, Masanori Huta Kino -Seller: 7. 5 9000
A movie with a filming history worthy of lying next to the case of the bitten-off bat’s head at an Ozzy Osbourne concert. The singer decapitated the animal by mistake, but more than twenty kittens on the set of Milo and Otis died for the sake of beautiful shots and fees, and one of the kids intentionally broke a leg so that the hero’s walk on the screen was believable. None of this has been confirmed by the official investigation, but in this movie, a small kitten meets a fox, owls, a raccoon, a bear and seagulls, all without special effects – there was plenty of reason for animal rights activists to flinch.
But if you believe in the honesty and humanity of the creators of the picture, then this family, kind film can be watched with children and left in awe. The plot focuses on Milo the kitten’s big adventure through the forest and farms, and how the pug puppy Otis tries to save his purring friend from danger.
Trailer:
Street cat named Bob (2016, UK)
Genre: Drama, Comedy Director: Roger Spottiswood Script: Tim John, Maria Neishn KinoPoisk: 7. 5,000
A film that will knock down dog lovers with statements about the futility and selfishness of cats. Bob is a homeless cat who once appeared in the apartment of the homeless James Bowen and soon turned a poor drug addict into a world best-selling author. James worked as a street musician and tried to put his life in order, barely enough money for food, and the strength to open his eyes in the morning. But the fluffy big man with a sore paw changed everything: when he saw an animal in need of help, James spent all his savings on treating the cat, and in return received a purring version of Hachiko. Bob the cat began to accompany James to work, then the cat began to ride the bus with his man and help him earn money on the street. And even later, James completely gave up drugs, found a permanent job and wrote a book about how he saved his life. red-haired ball of love.
The British National Film Awards named the Bob biopic the best British film of 2017, and by the way, Bob the cat played Bob the cat himself – artistry trained on the street was not in vain.
Trailer:
A similar story about a homeless man and his faithful cat friend in the 1974 film Harry and Tonto. The pensioner and widower Harry is evicted from the house, and the old man with the cat Tonto in his arms goes on his own to Chicago to his daughter. It turned out to be a slow road movie with dialogues about old age and the meaning of life. The performer of the main human role, Art Carney, received an Oscar for Best Actor after this film.
Nine Lives (2016, France)
Genre: Drama, Comedy, Fantasy, Family Director: Barry Sonnenfeld (Lemony Snicket: The 33 Troubles, The Men in Black trilogy) Screenplay: Matt Gwyn Allen 9061 KinoSearch: 6.2 IMDb: 5.3
Cat movies are rarely full of big names, but Nine Lives boasts Kevin Spacey in the title role, Jennifer Garner and Christopher Walken in the wings, a famous director at the helm, and young talent Malina Weissman (Violette from Netflix’s Lemony Snicket) and Robbie Amell (Scooby from KYAVM). Of course, big stars are not always a guarantee of quality, and this film cannot be called the standard of the genre, but familiar faces successfully brighten up the scenario holes. Tom Brand is a successful businessman and a disgusting father. When it comes to dad, Tom’s children always choose between two options: “not to see” or “disappointed.” The first marriage fell apart, the second is on the verge of divorce. Tom can’t build relationships with loved ones, but Brand has built the tallest skyscraper in the Northern Hemisphere and is preparing for its opening. On the eve of a big event, Tom almost forgets about the birthday of his youngest daughter – the girl dreams of a cat, so that at least someone is there when she is sad and lonely. At the last moment, dad manages to buy a gift with character at the pet store, not suspecting that he paid not so much for his daughter’s gift as for a karmic cuff. As a result of an accident, Tom falls into a coma, and the businessman’s consciousness moves into the body of a gift cat. Now Brand is watching the collapse of his family and business with his pupils constricted in horror, and Tom begins to see more with his small eyes than his big ones – you need to build relationships with your loved ones with all four paws.
Trailer:
Cat for rent (2012, Japan)
Genre: Drama Director and screenwriter: OGIMI KinoPoisk: 7.1 IMDB: 6.9
Loneliness, like an invisible moth, eats holes in human souls, and through such wounds and cracks a person becomes infected with depressive thoughts, apathy, hatred, aggression, snobbery, greed and other pathogenic bacteria. The best thing about being alone is getting rid of it, and Sayoko’s girl knows how – to rent a cat. Every day, Sayoko loads a cart full of boxes of purring therapists and sets off to do good for a thousand yen.
A leisurely, beautiful movie, in which there are not only a dozen lovely cats of various colors and ages, but also a detailed excursion into Japanese life. Light and meaningful.
A film for those who, from the fifth grade, have a heart for the dog Mumu. The protagonist is the once legendary, but now impoverished almost to the serf samurai Kyutaro. Great warriors also want to eat, so Kyutaro does not choose orders, but takes everything, and one day people from the dog clan come to the samurai and order Kyutaro to kill a cat. But the cat is not simple, but, firstly, the cutest, and secondly, symbolizing the clan of cat lovers and promised as a bride to the beloved cat of the local feudal lord. Dog lovers cannot allow a feline union: the clan of rivals, together with the kittens, will receive the power and patronage of the feudal lord. Kyutaro takes out his sword from its scabbard and goes to drown the fluffy beauty in blood. But it doesn’t work out – the cat turns out to be too tender and affectionate. Ignoring the plot of Turgenev and the will of the customers, Kyutaro saves the cat and thereby unleashes a war.
Trailer:
Before the film, you can also watch the series of the same name about Kyutaro and his snow-white cat – the plot is slightly different, but the actors are the same. Both the series and the film are funny and cute to the point of absurdity, and the calmness of the main mustachioed heroine is simply amazing.
Three Lives of Thomasina (1963, USA)
Genre: drama, fantasy, family Director: Don Chaffee Screenplay: Robert Westerby, Paul Gallico MovieSearch: 7.7 IMDb:
Andrew McDewey’s heart seems to have died along with his wife – a professional veterinarian scares local farmers with a tendency to euthanize animals without trying treatment. Andrew is not an evil person, it’s just that hope has ceased to exist in his world, and the only one who evokes at least some emotions in a man is his seven-year-old daughter Mary. The girl cannot help her father cope with the loss and cannot make her dad smile again, but Mary still believes that Andrew is not completely lost yet. Therefore, when Tomasina, Mary’s favorite cat, gets a terrible injury, the girl runs to her dad in the clinic and waits for a miracle, but in response she hears only a cold “Eat”. Now Mary’s world has also lost faith, and the girl begins to weaken before her eyes. The doctor cannot help: the desire to live cannot be instilled by an injection. The picture is getting more and more gloomy, but Mad Lori appears in the story – a hermit healer who helps farmers and townspeople save animals, and now she will take on the treatment of the orphaned McDewey family.
Trailer:
The film is based on the book by Paul Gallico: the American writer was not only a conqueror of bookshelves and a master of children’s literature, but also the proud owner of twenty-three cats.
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Cats vs Dogs (2001, USA)
Genre: fantasy, action, comedy, family Director: Lawrence Gutherman Script: John River and Glenn Fikarra (Focus, Bad Santa, “I love you, Phillip Morris) KinoPoisk: 6 IMDB: 5.1
This movie was definitely shot by dog lovers: the cats here are angry, arrogant and defeated. But there are many. The war between cats and dogs has been going on for centuries, and the cats are about to win: the head of the felines, the white Persian Mr. Tinkles, is about to spread the allergy to dogs among all mankind. The dog training center intercepts this information, and now the fate of the world is decided in the home of Professor Brody and his family. Brody develops an allergy vaccine that Mr. Tinkles wants to use to create his anti-dog virus. The dogs plan to set up a professor, a dog lover, a powerful defense in the house – a trained Doberman special agent, but instead the funny and clumsy beagle Lou gets to the Brody family. The puppy will have to learn about the underground canine FBI, fight ninja cats and save his family from the clutches of Mr. Tinkles.
A documentary film walk around Istanbul in the company of local stray cats – those who see and know more about the city than people. In the film, you can count about two hundred purrs, and on the stories of individual representatives of the cat family, the creators show how mustachioed fairies help people cope with stress, reveal their creative abilities, become more self-confident and learn to love and accept love. Cat City even has its own co-religion, so you can get not only visual and emotional pleasure, but also a load on a rather rumbling brain.
Trailer:
P.S.
Three recommendations for those who see in cats not only angels of warmth and comfort, but also charming servants of the devil:
Cat: Eyes That See Death is a 2011 South Korean horror film. There are dead animals, dead children and a teary denouement, so it will be both just scary and terribly ashamed of the human race. Plot: Seo-young loves animals, works at a pet store and occasionally looks after customers’ pets. One day, the snow-white handsome Pidan, a cat who became the only witness to the death of his former mistress, falls into the caring hands of So-yeon. Seo-young pities the fluffy orphan, but soon her friends begin to die, and the cat is clearly scared or angry – maybe the cat was not a witness, but a killer?
“Cat’s Eye” – a film in which three short stories by Stephen King were collected at once. The plots are connected by a stray cat who managed to visit New York, Atlantic City and North Carolina. The first adventures of a kitten of the streets do almost without fantasy, and greedy and cruel people act as nightmares. And in the third story, the cat finds a family for himself, gets the nickname General and saves his friend, the heroine of a very young Drew Barrymore, from an evil fairy-tale creature. King fans, as always, need to watch very carefully – Easter eggs for the master’s work are scattered decently.
Scaredy Cat is not a thriller about killer cats, and not a horror movie about unfortunate pets who had to watch people kill each other. This is just the cutest cartoon horror for cats. And if someone thought that only ghosts, maniacs and family dramas about abandoned children can be scary, then they have not yet seen the villainous villainous cucumbers.
10 wonderful movies about cats
March 26, 2020Kino
The musical “Cats” will not be among them. Only proven comedies, dramas and even horror films.
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10. Garfield
Garfield
USA, 2004.
Family comedy.
Duration: 80 minutes.
IMDb: 5.0.
A still from the film “Garfield”
Cat Garfield loves to eat hearty and mess around, but his quiet life ends when the owner brings home a new pet – a puppy named Odie. Garfield is trying in every possible way to get rid of a competitor, but when he is taken away by an insidious dog breeder instructor, the cat begins to suffer from conscience and decides to find the kidnapper.
The film combines computer animation and live action. The film was based on the popular comic book series created by artist Jim Davis. True, the tape has little in common with the original source, and the main character looks a little different. But the legendary Bill Murray was called to voice Garfield.
Watch on iTunes → Watch on Google Play →
9. Nine Lives
Nine Lives
Family comedy.
Duration: 87 minutes.
IMDb: 5.3.
Successful businessman Tom Brand is so obsessed with the desire to constantly work that he does not have enough time for a full-fledged family life. By the will of circumstances, a man falls into a coma, and his soul moves into the body of a cat. To return back, the hero will have to prove that he is still a good family man.
The film directed by Barry Sonnenfeld is not brilliant or outstanding. Nevertheless, the tape is worth watching for the actual morality and the charismatic Kevin Spacey, who voiced the main character.
Watch on iTunes → Watch on Google Play →
Horror, thriller, melodrama.
Duration: 94 minutes.
IMDb: 6.3.
A shot from the film “Cat’s Eye”
A middle-aged man turns to the “Quit Smoking” company to get rid of a bad habit, and there he is offered extreme methods of motivation, and there is no longer the right to refuse. The mafiosi, having learned that his wife has a lover, forces the latter to take part in a cruel bet and walk along the cornice of a huge skyscraper. A small strange creature terrorizes a little girl every night, and only a cat can save the child.
The film brings together three short stories written by the horror king Stephen King. The first two (“Quit Smoking Corporation” and “Cornice”) are included in the literary collection Night Shift. The last short story “The General” was created specifically for the film, and the main link of the picture was a mysterious nameless cat.
Now they are reading 🔥
12 films about viruses that will make you think, believe in good or just get scared
7. Keanu
Keanu
USA, 2016.
Crime comedy.
Duration: 100 minutes.
IMDb: 6.3.
Two bosom buddies are forced to pretend to be gangsters in order to save a stolen kitten named Keanu. But the problem is that real mafiosi take their masquerade at face value.
American critics liked the little-known comedy Keanu in Russia. Actor and comedian (and now successful horror director) Jordan Peele played the title role alongside his friend Keegan Michael Key.
Watch on iTunes →
Thriller, horror.
Duration: 103 minutes.
IMDb: 6.6.
Still from the film “Pet Cemetery”
Dr. Louis Creed and his family move to a small town and settle in a plot with a cemetery on one side and a highway on the other. Soon, Creed’s domestic cat named Church dies under the wheels of a truck. Then a friendly but slightly strange elderly neighbor shows Luis a secret place where the locals bury their dead pets. After that, the cat returns home, but changed, and then events take an increasingly sinister turn.
Cats often have a special place in Stephen King’s stories. This happened in the “Pet Cemetery”, where Church from everyone’s favorite reincarnates into a terrible creature that brings death.
Watch on iTunes → Watch on Google Play →
Family comedy.
Duration: 96 minutes.
IMDb: 6.9.
Once upon a time, the Sanderson sisters were executed for stealing children and sucking out their souls. But according to the prophecy, the witches will be resurrected if on the eve of All Saints’ Day an innocent soul lights a black candle. And so it happens, and now teenager Max Dennison, his little sister Dani and girlfriend Allison have to fight the witches. A talking black cat will help the guys.
Curiously, Salem, the sarcastic cat from the sitcom Sabrina the Teenage Witch, previously “starred” in Hocus Pocus. The roles of both animals were played by a special animatronic doll. True, in the film it was used only in some moments, and in most scenes they filmed real cats.
Watch on iTunes → Watch on Google Play →
Comedy drama.
Duration: 110 minutes.
IMDb: 6.9.
An eccentric young girl Sayoko walks along the waterfront of a Japanese town and offers to passers-by to rent a cat. There are quite a lot of applicants, and all of them are lonely people in their own way.
The film consists of several short stories connected only by the main character and the theme of human loneliness. This is a very peculiar, unhurried, but at the same time life-affirming movie, which is a must-see for everyone who is in love with Japan and Asian culture.
3. A Street Cat Named Bob
A Street Cat Named Bob
UK, 2016.
Biographical drama.
Duration: 103 minutes.
IMDb: 7.3.
James, a homeless busker, is trying to make a living, but no one is eager to hire him. The situation changes dramatically for the better after meeting with a red stray cat.
The film is based on real events from the life of the writer and musician James Bowen and his pet, who received his nickname in honor of the character from the television series Twin Peaks. Moreover, the cat Bob in the film played himself.
Watch on iTunes → Watch on Google Play →
Comedy drama.
Duration: 104 minutes.
IMDb: 7.5.
Singer and guitarist Llewyn Davis is grieving over the death of his close friend, with whom they performed together on stage. A man considers himself talented and believes that someday he will be appreciated. But the path to glory is much harder than he imagined.
Starring actor Oscar Isaac once ended up in the hospital with an infection from a cat bite. Ironically, on the set of Inside Llewyn Davis, the performer had to spend a lot of time side by side with these animals: the fact is that his hero walks with a ginger cat in his arms for about two-thirds of the film.
The directors, the Coen brothers, were also not enthusiastic and later told The Coen brothers: Working with a cat for Inside Llewyn Davis was a pain that there are no animals less suited for cinematography than cats, which are almost impossible to teach at least something.
Learning & Teaching Center | UC Blue Ash College – UC Blue Ash College
From left to right: Ruth Benander, J.A. Carter, Brenda Refaei, Brad Mallory
Where We Put Learning First
The UC Blue Ash Learning and Teaching Center offers faculty support, resources, and opportunities for supporting student learning. The Center works with faculty to promote scholarly teaching and the scholarship of teaching and learning. We recognize that the work of faculty is multifaceted and multidisciplinary. At UC Blue Ash, the Center collaborates with faculty committees, individual faculty, and the Center for the Enhancement of Teaching and Learning, located in Langsam Library, to respond to the immediate needs of faculty as they respond to what students need.
The goal of the Center is to foster multi-disciplinary conversations about teaching and learning through collaboration. We believe that we teach and learn better when we open the classroom door to share what we do, when we consult each other and our colleagues through research to inform our practice, and when we involve students in this conversation.
Our Mission
The mission of the Learning and Teaching center is to provide faculty with the skills and resources to honor the college’s student-centered approach to teaching that helps faculty support students from a wide array of cultural backgrounds. The Learning and Teaching Center also supports faculty in realizing their scholarship and creative works through collaboration, training, and access to university resources.
Our Vision
The Learning and Teaching Center will be a recognized hub of innovation in pedagogy, scholarship, and creative work in service to student, faculty, and staff success.
Consultations Offered
The UC Blue Ash College Learning and Teaching Center offers the following services:
The sponsorship of faculty learning communities
The design and offering of workshops and summer seminars that address current concerns of teaching and learning
LTC Resources
Conferences
Ohio Association of Two-Year Colleges
Association for Regional Colleges of Ohio
SoTL Commons
ISETL
ISSOTL
Conference on Higher Education Pedagogy
Lilly Conference
UC Faculty Links
Faculty Enrichment Center (FEC)
Center for Excellence in Teaching and Learing (CETL)
Faculty Development One Stop
Successful Experiences
Check out these real comments from faculty that have participated in our sessions.
All presentations were insightful and interesting. Excellent use of time; never a dull moment.
The presenter was well informed, enthusiastic, and responsive to questions. She used many helpful examples. Great job!
Take this seminar. You have the best facilitators at the University. You can use the content in both traditional and online courses. I know I sound like a cheerleader; but I really mean it.
Back to school: UC regional campuses mark half-century of service
August 18, 2022
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The University of Cincinnati’s regional campus UC Clermont celebrated its golden jubilee this year, now joining its slightly older sibling, UC Blue Ash, which turns 55.
Both campuses tout their innovation in the classroom, outreach to surrounding communities and the access they provide to thousands of residents in the region striving for higher education.
Back to school highlights:
UC Blue Ash saw first-year enrollment jump by 28% while UC Clermont’s overall enrollment increased by 2%
Blue Ash saw a 33% increase in Black students; 14% in Latinx students, 27% in first-generation students and 32% in graduates from Cincinnati Public Schools
UC Clermont saw a 38% increase in Black students and a 25% increase in Latinx students
UC Clermont
“For 50 years, UC Clermont has launched thousands of lives by staying true to the college’s founding principle — put students first,” explains UC Clermont Dean Jeff Bauer. “This singular mission is at the heart of all we do. We are thrilled to celebrate the college’s success and all those individuals who have played a part in serving our students. At the same time, we are excited for our next chapter, too. ”
UC Clermont is a leader in the development of HyFlex, or hybrid flexible, course format. It allows the ability to choose to attend class in person or online on any given day — combined with the technology to feel like they are in the classroom in real time, from anywhere. The COVID-19 pandemic helped spur this innovation.
Learn more about the use of HyFlex classrooms.
UC Blue Ash
At UC Blue Ash, the fall 2022 semester begins with newly renovated spaces on campus, an increase in online and hybrid class options and a new program designed to help students who left college early and want to return to finish their degree. A major renovation is underway in Muntz Hall, the college’s flagship building, to provide 30 newly updated classrooms, additional offices for faculty and state-of-the-art studios for the media communications program.
UC Blue Ash | Photo/Joseph Fuqua II/UC Marketing + Brand
“We have a lot of momentum as we begin the new academic year,” says UC Blue Ash College Dean Robin Lightner, PhD. “We’re excited about the renovations to Muntz Hall that provide bright and contemporary classrooms. We’re continuing to strategically add new academic programs, and we’re offering more online courses than ever before to better meet the needs of our students.”
The Come Back Bearcat program was launched in 2021 to provide dedicated support and scholarships for students who dropped out before earning their degree. More than 30 students have returned to the college through the program and 12 have completed their degree. Many are moving forward with pursuing a more advanced degree.
UC Blue Ash’s dental program continues to thrive as one of the destination programs at the college. It not only prepares students to meet the ongoing demand for dental hygienists throughout the Greater Cincinnati area, the program gives back through its UC Smiles and Community Dental Day programs. UC Smiles has provided free oral health checkups and teeth cleanings for more than 2,500 school children from across the region since 2010. UC Blue Ash’s program is being highlighted as a model for increasing access to dental care for underserved communities in the Closing America’s Smile Gap promotion being conducted nationally, sponsored by the products Crest and Oral-B.
Learn more about UC Blue Ash’s dental hygiene program.
Read the full Back to School content package.
Featured image at top of UC Clermont/Joseph Fuqua II/UC Marketing + Brand
Become a Bearcat
Whether you’re a first-generation student or from a family of Bearcats, UC is proud to support you at every step along your journey. We want to make sure you succeed — and feel right at home.
Apply today.
05 May 2017 – MBOU “School Ash”
Victorious May
Time is constantly moving forward, and significant events remain behind, both for each of us and for all the peoples of Russia. There are such holidays that should not be forgotten, they just need to be remembered, celebrated with dignity and passed on to future generations. Such an event for us is Victory Day in the Great Patriotic War, and this year the whole country is celebrating its 72nd anniversary. This date is filled with special meaning. This is a sacred memory of those who died on the battlefields. This is our story, our pain, our hope…
The festive concert “Victory May” was dedicated to the great event, which was held on May 5, 2017 in our educational institution.
The concert was opened by L.A. Samokhina, director of the school, congratulating those present on one of the most significant holidays. With special gratitude, she turned to the veterans, who were invited by the students in advance as part of the Veteran Lives Nearby operation to a festive concert.
This year the festive concert was attended by Participants of the Great Patriotic War:
– Kulesh Zinaida Denisovna
– Borzenko Viktor Alekseevich
– Sorokina Ekaterina Nikitichna
And also a home front worker:
– Bezukhova Zinaida Yakovlevna
Guests were invited to the celebration. With congratulations and words of gratitude, the head of the transport department of Gazprom dobycha Orenburg LLC Tishchenko A.S. addressed the veterans, noting the great historical significance of our country’s victory over the German occupiers, and wished the younger generations to honor and respect this important day.
Songs of the war years, accompanied by beautiful videos and slide shows, dance numbers and poetry readings performed by our students, fascinated the audience, as if taking them to that terrible, but significant time in history.
The guys approached the veterans with great desire during the concert program with congratulations, gave flowers, said kind words, thanked for the world.
This year we included the Immortal Regiment in the program, because this is the story of a generation that went through that incredibly scary time.
Participation in the Immortal Regiment implies that everyone who remembers and honors his relative – a veteran of the army and navy, partisan, underground fighter, resistance fighter, home front worker, concentration camp prisoner, siege survivor, war child, comes out with his photograph to take part in to the column of the Immortal Regiment, he pays tribute to this memory.
A moment of silence honored the memory of those who died in the war and recently departed veterans. The holiday “with tears in our eyes” caused a storm of emotions and left a deep impression in the hearts of each of us.
The right to lay flowers on the Walk of Fame was granted to veterans and guests of the holiday.
The concert program was continued on the street with a solemn line, laying flowers on the Walk of Fame by students and launching blue balloons with doves, which symbolizes peace on Earth.
In continuation of the concert program, the international action “Victory Waltz” took place, in which our schoolchildren and parents took part. Dancing couples waltzed to the song “Spring of ’45”.
The generation of veterans is now leaving, and our main duty is to preserve the historical memory of the Great Patriotic War, not leaving a single dead soldier in oblivion and to pay tribute to the heroic deed of the living. We have paid too high a price for this Victory, and we will not allow anyone today or in the future to forget about it. Eternal memory to the Defenders of the Motherland!
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Date: 05.05.2017
Article “Your voice” author Popov. B. Orlovskaya Pravda newspaper, August 15, 1969.
Article type:
Review
Author:
Popov. B. Orlovskaya Pravda newspaper, August 15, 1969.
Each poet must have his own “center of the universe”. Either he is in a village, lost among birches and poplars, or in a huge city known to the whole world. But one way or another, but it must exist.
And it is bad for those who did not have it or do not have it. We know many examples from the history of literature, when one or another poet, trying to do without him, reaped bitter fruits. He had no homeland, no idea.
The third book of poetry by Ivan Aleksandrov “Ash” was published by the Prnoki publishing house. The “Center of the Universe” of this poet is a truly happy Mtsensk side known to the whole world today.
Here is the famous Turgenev Spasskoe-Lutovinovo, people come here from all over the world. They go and wonder. Ivan Alexandrov never ceases to be surprised. He dedicated hundreds of poems to his native land. These poems are sound, sincere, without falsehood.
Speaking of the poetic sincerity of I. Alexandrov. She makes you believe, follow him along the Mtsensk side, look at the world through the eyes of a poet. And when, for example, we pass to the river Snezhedya, we involuntarily recall the lines:
You are not into Zusha,
you are not into Zusha,
You are not into Zusha, but into me,
And you fall into mine
Soul, Burning, freezing.
Rejoicing at such sonorous and transparent lines, you involuntarily think: it’s great to have your own river, your own blue spring!.
Once in a conversation, Mayakovsky said that every poet should have a main poem, that it should personify a locomotive carrying a poetic composition. In my opinion, such a poem by Ivan Alexandrov is “Ash”, which gave the name to the collection. It speaks volumes. And, above all, it teaches you to love your native land, to be grateful to those. who did good for you, who saved you in a difficult time:
Forgive me, crimson Vasin,
My indestructible Vasin,
That I cut down a beautiful ash tree
In the fierce winter of war.
The ash tree itself came out to meet me,
The ash tree itself lay down on my shoulders.
I probably survived because
That he saved me from the cold.
I remember it gratefully.
I remember with all my heart and mind.
I still live warmed
by His breath and warmth.
My soul has long been strengthened.
Having appeared at a new frontier,
But a handful of ashes remained,
What is immured in the soul.
Ivan Alexandrov is a true poet. He has his own way, along which he goes for new poems.
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Three were designed to convey affinity (“honey,” “thanks” and “dear”), three were meant to convey neutrality (“oh,” “really” and “maybe”) and three conveyed dislike (“don’t,” “terrible” and “brute”). The recordings were of speakers reading each word three times, each with a different tone: positive, neutral and negative. The result? A subject’s response to each word was dependent more on the inflection of the voice than the connotation of the word itself. These studies led Dr. Mehrabian to devise a formula to describe how the mind determines meaning. He concluded that the interpretation of a message is 7 percent verbal, 38 percent vocal and 55 percent visual. The conclusion was that 93 percent of communication is “nonverbal” in nature.
You ask, ‘Are you all right?’ She snaps back in an angry tone, ‘I’m fine!’ Which message do you believe: Her nonverbal signals (behavior and voice tone), or her verbal one (words alone)? Most likely, you believe the nonverbal message,” says Darlene Price, author of Well Said! Presentations and Conversations That Get Results. Price says studies show that when messages are mismatched, most recipients will believe the nonverbal message over the spoken words. That’s why being aware of nonverbal cues, especially in the workplace, is so important to effectively communicate with your colleagues, partners and clients. You need to be able to pick up on certain nonverbal cues and mannerisms in the workplace for effective communication. Here are seven forms of nonverbal communication in the workplace and how you can use them to improve your communication skills. 
For example, during a friendly conversation with your boss, you ask her if you can take next week off. She says “Sure. Take all the time off you need,” but her tone of voice went from warm and sweet before your question to cold and sharp when she replied. Although her words seem positive, her tone of voice indicates she is not happy about your request. 
This would convey to your client that you have little faith in the product. Instead, if you really want to sell your product, show positive energy and enthusiasm with your facial expressions by allowing your face to be animated and smiling as you talk. The excitement on your face will help get the customer excited about your new product. 
In contrast, if the person you’re speaking to is standing or sitting still, upright and leaning forward, they are signaling that they are focused, attentive and engaged in the conversation. Body posture can also give hints about personality characteristics, such as whether a person is confident, happy, friendly or submissive. 
Without realizing it, your nonverbal communication is amplified on screen to everyone in the meeting room. 
Maintain eye contact during the conference call by looking directly at the camera, not at your computer or TV screen, when you’re speaking.
Try to maintain a positive or neutral facial expression with an occasional smile throughout the meeting. A pleasant, friendly smile lets the speaker know you’re engaged and enjoying the meeting.
Without these indicators, the totality of a person’s statement is impossible to interpret and understand. If meeting in person is not feasible, use video conferencing technology to meet face to face and pick up on important nonverbal cues. Lifesize’s lifelike 4K video quality can help take your business-critical conversations to the next level. 
Facial expressions are a primary method of sharing emotions and feelings (Ekman & Friesen, 1967; Scherer, Klaus, & Scherer, 2011). For example, imagine yourself at a party and you see someone across the room you are attracted to. What sort of nonverbal behaviors do you engage in to let that person know? Likewise, what nonverbal behaviors are you looking for from them to indicate that it’s safe to come over and introduce yourself? We are able to go through exchanges like this using only our nonverbal communication.
In western society, touch is largely reserved for family and romantic relationships. Generally, girls and women in same-sex friendships have more liberty to express touch as part of the relationship than men in same-sex friendships. However, despite these unfortunate social taboos, the need for touch is so strong that men are quite sophisticated at finding ways to incorporate this into their friendships in socially acceptable ways. One such example is wrestling among adolescent and young-adult males. Do you ever wonder why you don’t see as many women doing this? Perhaps it’s because wrestling is socially acceptable for men whereas women are more likely to hug, hold hands, and sit touching one another. In contrast, an exchange student from Brazil recognized the differences in touch between cultures when arriving in the United States. She was surprised when someone hesitated to remove an eyelash from her face and apologized for touching her. In her country, no one would hesitate to do this act.
She realized how much more physical touch is accepted and even expected in her culture. Cultural norms determine appropriate touch and represent gender constructs.
A fun exercise to do is to go to a public space and observe people. Based on their use of the above categories of space, try to determine the type of relationship the people have: romantic, familial, or friendly.
Thinking about the social constructs, did you think about the ways we divide and assign power using space. So as you think about the manager in their large office, consider those in a “bull pen” or cubicles lining an office space. Go a step further and think about who occupies the basement or ground level floors. What are their power and status? Is it relational to their social status?
Feng Shui is applicable to cities, villages, homes, and public spaces. The Temple of Heaven in Bejing, China is an example of Feng Shui architecture. To keep harmony with the natural world, the Temple houses the Hall of Annual Prayer which is comprised of four inner, 12 middle, and 12 outer pillars representing the four seasons, 12 months, and 12 traditional Chinese hours.
Most educational institutions intentionally paint classrooms in dull colors. Why? Dull colors on walls have a calming effect, theoretically keeping students from being distracted by bright colors and excessive stimuli. Contrast the environment of a classroom to that of a fast food restaurant. These establishments have bright colors and hard plastic seats and tables. The bright colors generate an upbeat environment, while the hard plastic seats are just uncomfortable enough to keep patrons from staying too long–remember, it’s fast food (Restaurants See Color As Key Ingredient). The bright colors have also been shown to increase appetite. People and cultures place different emphasis on the use of space as a way to communicate nonverbally. Briggs (2016) for SmarterTravel, provides a more detailed look at color theory in relationship to culture, read “What Colors Mean in Other Cultures”.
You may immediately think about how listening to music can change your mood or remind you of personal experiences that create emotional responses. What about studying, working out, or driving, what kind of music do you listen to? It seems silly because we do not think about it but would you try to work out to Mozart or study to Screamo or heavy metal? This is because you recognize that music unconsciously can increase your energy and change your disposition as well as allow for more or less concentration. Have you ever noticed yourself driving faster when a fast song plays in the car? These may be more easily understood but sound also acts to change behavior. Sound has the potential to increase cortisol (a hormone) release in the body that sends you into fight or flight. Think about the last time you heard a fire alarm or a tornado siren, you probably didn’t think about it at the time but did your heart jump? Most likely, your heart rate increased. There is an entire market built around sound scapes and how brands communicate a message and get you the consumer to recognize sound and spend more.
Here is a Ted Talk by Julian Treasure, a sound consultant that further explains sound and how it affects us cognitively, behaviorally, physiologically, and psychologically (2009).
Think about the person you know who is most frequently late. How do you describe that person based on their use of time? Now, think about someone else who is always on time. How do you describe that person? Is there a difference? If so, these differences are probably based on their use of time. In the U.S., we place
(Hall, 1959)
Have you ever experienced the “silent treatment” from someone? What meanings did you take from that person’s silence? Silence is powerful because the person using silence may be refusing to engage in communication with you. Likewise, we can use silence to regulate the flow of our conversations. Silence has a variety of meanings and, as with other types of nonverbal communication; context plays an important role in interpreting the meaning of silence. For example, the Day of Silence protest which has taken place every year since 1996 is a day which students use their silence as a tool to get people to stand up for LGBT rights. Here, like in the Women in Black movement, the participants believe that silence sends a louder message than anything they could say. Do you think they are right? What do you think are the advantages and disadvantages of using silence as a political strategy? You can learn more about this movement at their website.
Women in Black began in Israel in 1988 by women protesting Israel’s Occupation of the West Bank and Gaza. Women in Black continues to expand and now functions in the United States, England, Italy, Spain, Azerbaijan, and Yugoslavia. Women gather in public spaces, dressed in black, and stand in silence for one hour, once a week. Their mission states, “We are silent because mere words cannot express the tragedy that wars and hatred bring. We refuse to add to the cacophony of empty statements that are spoken with the best intentions yet have failed to bring lasting change and understanding, or to the euphemistic jargon of the politicians which has perpetuated misunderstanding and fear that leads to war….our silence is visible.”
With an understanding of the definition of nonverbal communication and the types of nonverbal communication, let’s consider the various functions nonverbal communication serves in helping us communicate (Ekman, 1965; Knapp, 1980; Malandro & Barker, 1983).
Such behavior is not a mask put on by a person in advance, it is part of his inner world, the personality itself. 
There are three main types of non-verbal communication: facial expressions, gestures and clothing. 
Depending on the mood of a person or his attitude to what is happening, the pupils narrow and expand. 
Closest of all, a person lets a partner who is attractive to him. 
During the game, each player gives a gift to the participant standing to his left. This must be done in such a way that the recipient understands what is being given to him, but it can only be explained using non-verbal means (facial expressions, gaze, body language). The goal of the game is to develop non-verbal communication skills. 
He explains to the others (without showing the drawing) what is drawn on the sheet so that they draw the same. The explainer then talks about whether it was difficult to describe the image in words alone without the help of gestures. 
These signals are used in scuba diving (dive signals), in noisy premises (metal-rolling shops, engine rooms), in hunting, when participating in hostilities (ambushes). 
When meeting dogs, they almost never use barking – they communicate by changing their gait, posture, level of tail movement, baring or lowering their ears, and the information they receive is enough for them to correctly assess the situation and status of the interlocutor. 
Actors most clearly demonstrate this type of non-verbal communication tools: when playing a role, they use gestures and facial expressions to bring the image to perfection and give credibility to the game. The tools of good actors are very rich, they are able to memorize and apply hundreds of different small poses, looks, head turns, giving variability to the role words they use. 
By mentally noticing the wide hand gesture, you will also learn to notice the rapid licking of the lips that betrays excitement, and then non-verbal communication with people will turn into an exciting attraction in which attempts to manipulate you will be shattered by your ability to recognize them and avoid them. 
What you have to do is pretty much assess the quality of the nuclear testing and research equipment, but also maintain and operate it in some cases. 
When you first start, you will work as an assistant under an experienced construction manager. You will learn from this person and get ready to start your own management adventure. It’s great if you think you would do great as a manager. 
But you can become the person to offer this kind of service if you want to change careers and think you would be suitable for the position. 
Being engaging, persuasive, and friendly are key traits needed for a successful sale. If you have these traits, you may want to consider being a sales account representative. Although some specific positions may ask for experience, the majority are “entry-level” positions. Focus on those if you’ve never worked in sales before. 
Taking notes or sitting in on meetings may be required too. 
But these can also be learned along the way and when you’ll excel these skills, you will be a great web developer. 
So, you shouldn’t hesitate to apply for this position if you think you have what it takes. You can earn an average salary of $22.15 per hour. 
S. (fees may apply)
00% APY on balances up to and including $100,000 when you meet a monthly activity goal. Just do one of the following:
S.
A. It has no monthly maintenance fees or minimum balance requirements. But its best value comes thanks to an unusual breadth of integrations with complementary small-business tools like:
Each relates in some way to the overall cost of the account, its ease of use, its flexibility, or its ability to create value for the account holder.
Failing that, we look to banks with reasonable minimums or alternative options for avoiding fees tied to those minimums, such as recurring direct deposits.
We have answers.
You can still take advantage of the tax benefits (and obligations) of self-employment without one.
Having a dedicated account for your business inflows and outflows will make your life easier come tax time and ensure no potentially valuable deductions (or wayward income streams) fall through the cracks.
As you review your options, consider factors like:
Work.ua will tell you what you need to do to still find a job.
You will also reduce the time at the initial stage of your career, when you come to the simplest job and learn only by doing. 
There are a lot of people who want to find a product that “will make you feel warm”. After all, usually things created by hand are endowed with a special charm. 
First, offer your services on such services, select the categories in which you can work, and then receive and complete orders in your locality. 
Look for job offers on job sites, contact an employment center for help, tell your friends about your job search, write a resume, even if there is nothing to write about, send it to all suitable vacancies. 
The main thing is to act, not to give up and not be afraid to leave your comfort zone. 
ru recruiting portal. 
Age over 40 is not a hindrance for job-seeking accountants, medical professionals, lawyers, and engineers. But do not forget to keep your finger on the pulse, that is, refresh your professional knowledge, master new programs that are necessary in your work. 
You don’t have to describe your last three or five jobs. It is enough to indicate one or two last places (name of organization, field of activity, years of work) and distribute all your rich experience into blocks (for example, “Managerial activity”, “Teaching activity”, etc.). Such a resume is called functional and allows the employer to see your strengths without focusing on long years of work experience, and therefore on your age. Don’t forget to list refresher courses if they have taken place in recent years. It should be clear: you keep up with the times and constantly monitor changes in the professional environment, ready to learn and learn new things. 
Gardner goes on to point out that anything you are deeply familiar with “you can describe and convey … in several ways. We teachers discover that sometimes our own mastery of a topic is tenuous, when a student asks us to convey the knowledge in another way and we are stumped.” Thus, conveying information in multiple ways not only helps students learn the material, it also helps educators increase and reinforce our mastery of the content. 
Indeed, instruction designed to help students learn material in multiple ways can trigger their confidence to develop areas in which they are not as strong. In the end, students’ learning is enhanced when instruction includes a range of meaningful and appropriate methods, activities, and assessments.
” One tip Gardner offers educators is to “pluralize your teaching,” in other words to teach in multiple ways to help students learn, to “convey what it means to understand something well,” and to demonstrate your own understanding. He also recommends we “drop the term ‘styles.’ It will confuse others and it won’t help either you or your students” (as cited in Strauss, 2013).
0 International License.
They lived like middle-class bourgeoisie until Hitler came to power in 1933. In 1934, they moved to Italy to escape Hitler, and in 1935 they had a child named Erich.
And then, in 1943, when my mother was pregnant with me, their 8-year-old son Erich died in a tragic sleigh-riding accident. My parents told me, when I was much older, that if my mother hadn’t been pregnant with me, they would have killed themselves because they had effectively lost everything.
My major reaction was annoyance at the fact that my parents hadn’t told me about something so important in their lives. Now, of course, I understand they probably couldn’t talk about it. Just as with the Holocaust, it was so complicated. There were so many relatives and friends who didn’t escape in time and were killed. But somehow not being apprised of something so important within the nuclear family was a source of disappointment or irritation. But I don’t recall an explosion.
My mother was training to be a kindergarten teacher, but when they left Germany for the first time, everything stopped.
Whenever people came to the United States, they’d stay at our home.
The fun was writing a newspaper, setting the type, and watching the pages emerge from the simple printer.
I wanted to show that I could do medicine or law.
And that’s exactly what I became. I’m a social scientist, quantitative and qualitative, but from my work over the last few decades, you wouldn’t know whether I studied sociology, anthropology, or psychology.
” 
” I had already outlined my third book, directed at the general reader, called “Kinds of Minds.” I was going to write about the different kinds of minds that I observed at the VA hospital and in my encounters with children. (By then, Judy and I had three of our own: Kerith, Jay, and Andrew.)
But by coining “multiple intelligences,” I picked a fight with the Mensa crowd, and with psychologists like Richard Herrnstein, who wrote that IQ is largely inherited and that status in life and work is largely determined by IQ. That’s also what shifted me from being a standard experimental psychologist to becoming more interested in education. And my career can be divided loosely into three foci: psychology, education, and now ethics.
We fell in love, were married in 1982, our son Benjamin was born in 1985, and we recently celebrated our 35th anniversary.
At present there are many things we can’t imagine because we’re limited by our evolved brains. But with technology, we — or the technology! — might create all sorts of new intelligences. Until 15 years ago, that would have been science fiction, but it’s not science fiction anymore.
But ethics was not something I was interested in as a scholar. I became interested in the purpose of our minds and our lives, in how intelligences and morality can work together to yield the kind of persons we admire and the kind of society in which we would like to live.
I love learning about other people’s lives. That is the book I had the most fun doing.
It became clear that many people are very happy living with a deficient sense of truth — not knowing, not caring. A large part of the population, people who should know better and people who don’t, don’t actually think truth matters, and that changes everything.
Everything he did, he looked back and criticized and tried to do better. I don’t pretend to compete with him, but I try to learn from what I do wrong and I try to get other people to learn from what they do wrong. That’s how Gandhi lived every day — how could I do better, what can I learn from this? In addition to being an international giant, Gandhi gave us an example of a healthy and practical way to think about and lead your own life.
Going to Harvard College, going to a Harvard graduate school, and being on the books for over 55 years, it has been very comfortable for me. There are very few people now my age who have been here their entire lives.
And that’s not what I would have predicted. We could say that they wrote about “me” rather than about “MI.”
But as compensation, as Henry Adams famously said: A teacher never knows when his or her influence stops. There are things I did 30 years ago I completely forgot about, and they crop up again when I hear from students whom I had long forgotten, “Something you said to me when I was taking your course really changed me.” There is nothing like that.
We’re trying to get a 360-degree picture of how all the different stakeholders think about higher education. The data are mostly collected and we’re now trying to make sense of it. Our initial impressions are beginning to appear in a blog called Life-Long Learning.
Had I pursued the law, I would have liked to become a judge or a professor, but you can’t count on that. I also could have been a reasonably successful business person. I could have been a management consultant, but I felt very lucky to have picked just the right thing for me, and for not having anybody telling me what to do.
Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn’t seem to grasp fractions, until he created them by separating oranges into slices.
Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:
He phrases the idea of learning styles as “a hypothesis of how an individual approaches a range of materials.”
As an educator, it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.
New York, NY: Routledge.
org:
An important part of that understanding is knowing who we are and what we can do… Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)
Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early ‘naive’ theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)
Howard Gardner appears to have embraced the opportunities there – and to have elicited the support and interest of some very able teachers. From there he went to Harvard University to study history in readiness for a career in the law. However, he was lucky enough to have Eric Erikson as a tutor. In Howard Gardner’s words Erikson probably ‘sealed’ his ambition to be a scholar (1989: 23). But there were others:
The existence of idiots savants, prodigies and other exceptional individuals.
According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
: 45).
It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning? (Howard Gardner 1993: xxiii)
Among these are that:
Subsequently, he has looked more closely at what the theory might mean for schooling practice (e.g. in The Unschooled Mind, Intelligence Reframed, and The Disciplined Mind). From this work three particular aspects of Gardner’s thinking need noting here as they allow for hope, and an alternative way of thinking, for those educators who feel out of step with the current, dominant product orientation to curriculum and educational policy. The approach entails:
Howard Gardner’s interest in ‘deep understanding’, performance, exploration and creativity are not easily accommodated within an orientation to the ‘delivery’ of a detailed curriculum planned outside of the immediate educational context. ‘An “MI setting” can be undone if the curriculum is too rigid or if there is but a single form of assessment’ (Gardner 1999: 147). In this respect the educational implications of Howard Gardner’s work stands in a direct line from the work of John Dewey.
Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these ‘merits addition to the list of the original seven intelligences’ (Gardner 1999: 52).
As a result:
‘I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence – at least for now’ (ibid.: 66).
: 75). Furthermore, he argues, researchers and writers have not as yet ‘captured the essence of the moral domain as an instance of human intelligence’ (ibid.: 76).
He has also opened the door to another possibility – especially that of existential intelligence – but the court is out on that one. 
At one end of the tube, fold the edges in until one slightly overlaps the other. Drop several treats inside the tube and fold the other end in.
) or mouse toy
Glue the fabric in place.
Using the pliers or wire cutters, cut the top off each hanger so that you have two lengths of plain wire. Bend them into two identical U-shaped curves.
Make sure the fabric is stretched taut over the sides of the structure and lies flat against the bottom of the cardboard.
Once the glue is dry, your cat palace is complete!
If there’s a tangible reward involved, such as a treat or favorite toy, a cat will spend hours attempting to retrieve an object out of a hard-to-reach place.
Steer clear of mechanical or battery-powered toys that may startle and alarm your cat.
It should go without saying, but don’t use your body as a cat toy. Cat claws and teeth are sharp, and cats don’t discriminate when deploying these built-in hunting and defense tools. Not to mention, getting covered in cuts and cat saliva is unsanitary.
Many of these ideas use items and craft supplies you may already have around the house. Find a DIY cat toy project that inspires you, and let’s get hands-on!
See the slideshow on how to make a cardboard cat playhouse.
Instructables teaches you how to make self-petting station.
It requires fabric, thread, and catnip. Sew4home provides the instructions. 
Here’s how to make this cat tower stool.
Epic two level coral hanging cat bed 
wood and yarn sculptural scratching post
easy to crochet cat toy
Brittany went the extra mile an added some faux leaves that bring color into the picture thus enhancing the naturalness of the ensemble.
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In the drawer, an old pillow is recommended to boost comfort.
craft a sculptural PVC pipe ensembles wrapped in yarn
It will take a great deal of patience and time to obtain the neat effect above but the result is certainly worthwhile.
How do you see the piece above?
The feline will surely appreciate your efforts !
Such ensembles can also be purchased yet we all know that is far better to adapt these to your setting.
A beauty for feet and eyes alike.
He will be curios at the very list, it might even become his favorite spot ! It is worth nothing that this rug cannot be cleansed and therefore it will have a rather short lifespan but the advantage is that it holds excess cat hair trapped between the pieces of paper somewhat.
Give this magnetic cat toy a chance !
easy to crochet cat toy
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Use code CATICLES15 for 15% off.
The bug on the end helps keep the toilet paper roll in place.
The first two I’ll share with you here are easy ones I’ve used for many kittens and cats but the third one I saw online recently and then had to try for myself. I hope you and your cat have fun with all of these.
You might need to move the bottle a little to get the kitten interested. Do not shake the bottle, though, or you’ll scare the kitten. It may take a couple of tries before the kitten plays with the bottle toy so don’t get discouraged. Kittens are cautious by nature.
To make this toy, close one end by folding in the sides. Cut a couple of holes in the sides of the tube. Make sure they’re larger than your cat’s paw but smaller than her head. Put some kibble or treats in the tube and then fold in the other end.
But that didn’t change the kittens enjoyment of the box at all.
Keep your cat active and fulfilled with this easy homemade toy that dispenses treats.
Cats are observational learners. They pay close attention to sights, sounds, smells, and household routines. That explains why they come racing into the kitchen when they hear a can being opened but stay nestled on the sofa when your cell phone rings.
Cook
Just think how often we turn to chicken noodle soup when we are feeling out of sorts. Considering how easy it is to make soup with whatever you already have on hand, it rises … Read More
You can buy special bells in the needlework store. Instead of a plastic medicine bottle, you can use empty plastic eggs from a Kinder Surprise type of child’s toy. Such eggs just close well and the contents will not spill out during the game. If you understand that the jar can open when playing, it is better to seal it with tape so that the cat does not swallow the small parts from the rattle and choke on them. 
Mint excites certain centers of the hypothalamus of the brain, activating the instincts of the hunter, but this does not happen with all cats, not everyone completely likes the smell of catnip. So everything is individual here, but it’s worth a try – suddenly your cat will like this toy. 
Instead of a stick, you can also use an old knitting needle, just make the toy so that the cat does not get hurt with the knitting needle. 
A ribbon, a thread of yarn can be strangled, so an eye and an eye for a cat! 
A kitten can easily be taught the “fetch” command, because playing with a wooden stick brings him pleasure. Be sure to get rid of sharp ends that can injure your pet. 
The pet is independently involved in the game and does not need the presence of another participant. 
Well, if the cat is constantly in the apartment, he has nowhere to put this charge, and therefore he begins to look for adventures. It would seem that a beautiful and calm pet in the photo begins to run around the apartment, ride the curtains, bring down everything that is not right. In order to diversify your favorite hobby, you need a lot of fun that you can do yourself. Let’s look at how to make toys for playful domestic cats quickly and easily with your own hands. 
Put bells in the middle and close. 
Making a scratching post with your own hands is not difficult. 
Play even with older cats to keep them active and healthy longer. We do not recommend teaching cats to play with your hands – pets can scratch you badly. The animal may not pay attention to toys from the store, and you will waste your money. It is better to make toys for your favorite cats with your own hands. Our editor has collected 50 ideas for homemade toys for cats and kittens! 
At the top, it is desirable to make two holes larger than the others – 50 mm, so it will be convenient to fall asleep through them and pull out the balls. 
The article will tell about the most effective anthelmintic preparations for cats. 
They love to play with different things. Moreover, various objects found on the floor are used for this more often than toys specially purchased for them. Why this happens is unknown, but it is a fact. Therefore, if you have some free time, you can do do-it-yourself toys for cats. This idea can be implemented as simply and quickly as possible from materials that are always at hand. 
Therefore, a butterfly made from a sheet of paper will not be left without attention. It is enough just to fold a sheet of paper with an accordion, and tie a long rope to it in the center. Such a “butterfly” will not only move around the floor, but also, with certain movements, rise into the air, forcing the cat to jump. This will involve the animal even more in the game, provoking it. 
Holes can be of different sizes and shapes. The main thing is that the cat’s paw should pass freely into it. 
It is desirable that these holes are of different diameters. You can insert cocktail tubes, feathers, rustling ribbons and other items that may interest the cat into them. With such a toy, he can do anything – scratch it, gnaw on tubes, roll it on the floor. 
You can make a ball for games from threads and a tennis ball. It should be dipped in PVA glue and the yarn should be wound on top in one or two layers (depending on the thickness of the thread). The end of the thread should be fixed with the same glue. As a base, you can use a container from under the kinder or other suitable items. You can crochet or knit a ball of yarn. 
The same can be done with a glove without a pair or from old tights. Often, catnip, or rather, its powder, is added to a soft toy when it is filled. Cats like this plant (its smell) very much, and thus interest in the toy does not disappear for quite a long period. 
A measuring tape is great for this fun. You can use an empty spool of thread to which you need to tie a string or rope. And you can give it to the cat anyway, he will be happy to roll this item on the floor on his own. 
If you are in need of some ideas for fun spring activities to do with your kids, we can help!
One activity that can be extremely beneficial to your kiddo is arts and craft projects.
This method is fairly quick, if the building used for the Daycare Center is currently owned by prospective operator. When the plans are submitted to the Building Department, the plan examiner will review the plans for compliance with all applicable codes. If the plans meet all requirements, a building permit will be issued only to a General Contractor registered within the City of Cleveland. If the permit is denied by the plan examiner for incompliance with applicable codes, you have the right to appeal the decision for a variance before the Board of Zoning Appeals.
The region, annually growing to hundreds of thousands of inhabitants, needs educational, cultural, sports and medical institutions. Now more than 60 schools and kindergartens are being built at the same time in the Krasnodar Territory. 
A music and sports halls, a drawing room, and, of course, a modern catering unit, a laundry and a first-aid post were equipped for the children. For walks, shady canopies and playgrounds were built, and the sports zone was not forgotten. According to residents, the kindergarten is very conveniently located, there are parking lots, and it is also quite comfortable to get there by bus. In the future, it is planned to open a separate speech therapy group in the kindergarten. 
Children’s and sports grounds, a football field and treadmills were equipped on the adjacent territory. 
And in the summer, there will open a health camp around the clock stay. 
Approximately in December 2022, the office will be able to accept the first patients. 
One of them was opened this year in Anapa. There will be departments for judo, sambo, freestyle wrestling, hand-to-hand combat and other sports, where young athletes will be able to hone their skills. 
They say that in the event of a change in the subordination of schools and kindergartens, both financing and the quality of education will improve. 
Decatur, AL. Their establishment serves a maximum of 30 children per school year. They seek to improve and enhance thechild’s mental, physical, emotional, intellectual, spiritual and social behavior…. 
Decatur, AL. Their establishment opened in the year 2003. The school provides age-appropriate and challenging activitiesthat aim to enhance the physical, social and intellectual development of children…. 
From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
Our school includes Infant Care, Preschool, Pre-Kindergarten, and Before-and After-School care for School-Age children. In our programs, we follow a STEM approach, providing hands-on learning experiences in Science, Technology, Engineering, and Math. 
I enjoy providing a safe, structured learning environment in which children can succeed. I gain a great sense of joy knowing that I, along with our amazing staff, am able to be a positive influence in their lives.
Watch how water is raised to it
Petersburg Palace of Labor. The event was attended by market leaders, representatives of companies that form the strategic agenda of the construction sector not only in St. Petersburg, but throughout Russia. As part of the event, President of the Etalon Group, Gennady Shcherbina, was awarded the badge of honor “For Professionalism and Business Reputation” by the Association “National Association of Builders”. The badge of honor is awarded … 
” The military registration and enlistment office left the volunteer without payments. It’s legal. A collective complaint against the preschool teacher was written by the parents of the Aksu kindergarten “Asyl Bobek”. They stated that a teacher from one of the groups beat their children. The parents found out about this after watching the video from the surveillance cameras installed in the kindergarten and contacted the police, Tengrinews.kz correspondent reports. 
” Before that, one mother reported in a parent chat that she saw traces on her son’s buttocks from a blow with the palm of my hand. My son came home in the summer with a swollen purple ear. I called the teacher, she replied that she didn’t know where this bruise came from. Then I didn’t even think that the teacher could offend him, “said one of the mothers. 
However, the teacher decided not to wait for the results of the proceedings and resigned of her own free will. 
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wiki This is a place-name given by the Indians of the area they inhabited, the Piscataca Valley, between New Hampshire and Maine, before their deportation to that territory; we may recognize the words nanticoke peskwe (branch) and tegwe (tidal river), or perhaps pisgeu (“dark night”) and awa (“place”), or finally the word lenape, meaning “big deer”. The area was first settled by Quakers and anti-government Baptists from the Puritan colony in New Hampshire (1666).
Accessed October 3, 2012
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3 
This Disney film from 1970 has some classic animation, but be warned that includes negative depictions and mistreatment of people or cultures, according to Disney.
C., who discovers a clue to a kidnapping. When D.C.’s teenage owner teams up with a rookie FBI agent to solve the mystery, they get into some unexpected surprises thanks to that darn cat.
But when the young orphan is adopted by a witch, she discovers the family cat can talk, and turns things upside down.
And as it turns out, her crush becomes another superhero named Cat Noir.
There are many memorable cat characters in all forms of media, from comics to the big screen. However, there is still room for cats to grow in film. While there are some known movies centered on cats, cat lovers are always looking for more.
Disney’s The Lion King is a creative re-telling of Shakespeare’s Hamlet through the wild world of the jungle. Of course, this re-telling is much more lighthearted and doesn’t have a high death count.
Many of the other characters are dogs, though there are about three humans in the story. 
Y. Harburg, which is a big deal since they are the same people who created the music for The Wizard of Oz.
That’s not to say, of course, that cats aren’t affectionate, sweet and lovable. Watch any of the movies on this list of cat movies for kids, and see if your heart doesn’t melt a little bit.
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However, the feline will need all nine lives to …more
The spacecraft’s feline pilot, who goes by the human name Jake, reveals to his captors that he must …more
Out of gratitude, Lune’s father, the Cat King, …more
They cause conflicting feelings – from hot love to hatred, and rarely leave anyone indifferent. Cats are deified and demonized, almost magical abilities are attributed to them, stories are written about them and omens discrediting their image. Meanwhile, cats are wonderful companion animals, they can brighten up your life, heal, lie down on a sore spot, and drive rodents out of the house. But they can also add problems in the form of damaged sofa upholstery and torn curtains. Of course, such a charismatic and mystical animal that loves to walk on its own has become a full participant in many films, TV shows and cartoons, playing both main and secondary, but no less important roles in them. Recall the films in which cats showed themselves in all their glory, revealed all their talents and confirmed or refuted the superstitions about them. 
In the Walt Disney comedy thriller, better translated as “That Damn Cat”, a Siamese handsome man named DC (Isn’t it ironic?) helps FBI agents solve a kidnapping case and catch bank robbers. In the meantime, DC teases neighbors’ dogs, leaves dirty marks on expensive cars, steals food, and starts a family. 
But this does not at all prevent him from behaving like a cat – being lazy, begging for sweets with cunning, having a dislike for dogs and feeling like the navel of the Earth. For those of you who don’t know, red-haired Garfield is a character in Jim Davis’ children’s comics that have been coming out since the late 70s. 
The secret war between them is hidden from human eyes, and the owners do not even suspect that their pets are members of secret organizations with military bases, a communication system and a super agent training school. Intelligence, espionage, terrorism, kidnapping, burglary, torture – the cats will stop at nothing to achieve their goal: making people allergic to dogs. The main villain, a white Persian cat named Mr. Tinkles, is Professor Moriarty in cat form, a master of the underworld. His agents are cats of various colors and breeds: exotic shorthair cat, devon rex, Russian blue cat and others. The dogs, led by Butch the Shepherd, will have to make many sacrifices in order to save humanity. 
There is also a third chapter in the film, written specifically for the film by King. So, the main character of the picture, who is directly involved in all three stories, is a street cat who, by the will of fate, looked into New York, Atlantic City, and Wilmington. In New York, the poor animal was in a terrible chamber, to the floor of which electric discharges were applied. In Atlanti City, the cat helped one unfortunate man to escape death at the hands of a cruel mafia, but his main mission was ahead. 
” And be sure to smile at the same time. Yes, these are the feelings that a family adventure film about three tailed travelers – Shadow the golden retriever, Chance the bulldog and Sassy the Himalayan cat – evokes such feelings. All three have come a long way and endured many dangers to be reunited with their masters. Mountains and dense forests, turbulent rivers and predatory wild animals came across on their way, but a close-knit group coped with all difficulties. 
The main character (Luke Treadaway), hard drugged homeless musician James, is trying to start a new life. Despite the help of a social worker, the rehabilitation process is difficult, but then a miracle happens – the Lord sends James an angel in the guise of a red street cat, later named Bob. Taking care of the cat changes James in a fundamental way, and soon he and the cat become a London landmark. 
The cat, apparently, never dreamed of a circus, so he is in no hurry to fulfill the tasks set by Cyril. And then it disappears altogether. 
And also we will get to know those who care about tailed pranksters, and who they care about themselves, curing loneliness and depression, inspiring creativity and finding a purpose in life. After the movie, you will almost certainly want to do two things: go to Turkey and pet the cat. Anyone you meet. 
And how many versions of the brave Puss in Boots exist, not to count. Our wonderful musical “Puss in Boots” from 1968, in which the cat upgraded his owner from a miller’s son to a prince. Let us also remember the pacifist cat Leopold, who under any circumstances believes in friendship. The list is endless, and one can long think of cats and cats, those mystical creatures that walk on their own, but always return to condescendingly look at the joy in our eyes. 
Disi, as a responsible catman, hurries to her mistress, and Patty’s life finally turns into a dangerous adventure with chases, surveillance and investigation of the case of the kidnapped maid.
Garfield’s life is impeccable, everything you need is always at hand and once again you don’t even need to move your paw. But all this idyll, swollen with fat, dissolves into chaos when a dog appears in the house. Cute dog Oddie breaks into the home of a lazy cat and begins to put things in order: the owner John now has to go for a walk, healthy food appears in the house, Garfield’s favorite chair becomes four short legs, and the worst thing is that the veterinarian Liz began to visit suspiciously often (Jennifer Love Hewitt), with whom John is in love. Impenetrable horror, but Garfield’s brain has not yet completely turned into lasagna, and the cat masterfully gets rid of the barking competitor. Only this does not bring the expected pleasure: John is sad and looking for a pet, and Garfield himself begins to miss his stupid neighbor. The red-haired fat man will have to lose a couple of kilograms and bring Oddie home. The only problem is that the dog has managed to become a TV star and will soon fly away with a creepy TV presenter to New York.
But the bold fat cat can no longer be stopped – his house will again be filled with happy barking.
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Of course, big stars are not always a guarantee of quality, and this film cannot be called the standard of the genre, but familiar faces successfully brighten up the scenario holes. Tom Brand is a successful businessman and a disgusting father. When it comes to dad, Tom’s children always choose between two options: “not to see” or “disappointed.” The first marriage fell apart, the second is on the verge of divorce. Tom can’t build relationships with loved ones, but Brand has built the tallest skyscraper in the Northern Hemisphere and is preparing for its opening. On the eve of a big event, Tom almost forgets about the birthday of his youngest daughter – the girl dreams of a cat, so that at least someone is there when she is sad and lonely. At the last moment, dad manages to buy a gift with character at the pet store, not suspecting that he paid not so much for his daughter’s gift as for a karmic cuff. As a result of an accident, Tom falls into a coma, and the businessman’s consciousness moves into the body of a gift cat.
Now Brand is watching the collapse of his family and business with his pupils constricted in horror, and Tom begins to see more with his small eyes than his big ones – you need to build relationships with your loved ones with all four paws.
Light and meaningful.
Kyutaro takes out his sword from its scabbard and goes to drown the fluffy beauty in blood. But it doesn’t work out – the cat turns out to be too tender and affectionate. Ignoring the plot of Turgenev and the will of the customers, Kyutaro saves the cat and thereby unleashes a war.
Andrew is not an evil person, it’s just that hope has ceased to exist in his world, and the only one who evokes at least some emotions in a man is his seven-year-old daughter Mary. The girl cannot help her father cope with the loss and cannot make her dad smile again, but Mary still believes that Andrew is not completely lost yet. Therefore, when Tomasina, Mary’s favorite cat, gets a terrible injury, the girl runs to her dad in the clinic and waits for a miracle, but in response she hears only a cold “Eat”. Now Mary’s world has also lost faith, and the girl begins to weaken before her eyes. The doctor cannot help: the desire to live cannot be instilled by an injection. The picture is getting more and more gloomy, but Mad Lori appears in the story – a hermit healer who helps farmers and townspeople save animals, and now she will take on the treatment of the orphaned McDewey family.
But there are many. The war between cats and dogs has been going on for centuries, and the cats are about to win: the head of the felines, the white Persian Mr. Tinkles, is about to spread the allergy to dogs among all mankind. The dog training center intercepts this information, and now the fate of the world is decided in the home of Professor Brody and his family. Brody develops an allergy vaccine that Mr. Tinkles wants to use to create his anti-dog virus. The dogs plan to set up a professor, a dog lover, a powerful defense in the house – a trained Doberman special agent, but instead the funny and clumsy beagle Lou gets to the Brody family. The puppy will have to learn about the underground canine FBI, fight ninja cats and save his family from the clutches of Mr. Tinkles.
7 
Plot: Seo-young loves animals, works at a pet store and occasionally looks after customers’ pets. One day, the snow-white handsome Pidan, a cat who became the only witness to the death of his former mistress, falls into the caring hands of So-yeon. Seo-young pities the fluffy orphan, but soon her friends begin to die, and the cat is clearly scared or angry – maybe the cat was not a witness, but a killer? 
Nevertheless, the tape is worth watching for the actual morality and the charismatic Kevin Spacey, who voiced the main character. 
Soon, Creed’s domestic cat named Church dies under the wheels of a truck. Then a friendly but slightly strange elderly neighbor shows Luis a secret place where the locals bury their dead pets. After that, the cat returns home, but changed, and then events take an increasingly sinister turn. 
And so it happens, and now teenager Max Dennison, his little sister Dani and girlfriend Allison have to fight the witches. A talking black cat will help the guys. 
This is a very peculiar, unhurried, but at the same time life-affirming movie, which is a must-see for everyone who is in love with Japan and Asian culture. 
” 
“We’re excited about the renovations to Muntz Hall that provide bright and contemporary classrooms. We’re continuing to strategically add new academic programs, and we’re offering more online courses than ever before to better meet the needs of our students.”
UC Blue Ash’s program is being highlighted as a model for increasing access to dental care for underserved communities in the Closing America’s Smile Gap promotion being conducted nationally, sponsored by the products Crest and Oral-B.
There are such holidays that should not be forgotten, they just need to be remembered, celebrated with dignity and passed on to future generations. Such an event for us is Victory Day in the Great Patriotic War, and this year the whole country is celebrating its 72nd anniversary. This date is filled with special meaning. This is a sacred memory of those who died on the battlefields. This is our story, our pain, our hope… 
With congratulations and words of gratitude, the head of the transport department of Gazprom dobycha Orenburg LLC Tishchenko A.S. addressed the veterans, noting the great historical significance of our country’s victory over the German occupiers, and wished the younger generations to honor and respect this important day. 
Eternal memory to the Defenders of the Motherland! 
In my opinion, such a poem by Ivan Alexandrov is “Ash”, which gave the name to the collection. It speaks volumes. And, above all, it teaches you to love your native land, to be grateful to those. who did good for you, who saved you in a difficult time: 