Howard gardner theory of child development: Howard Gardner – Multiple Intelligence

Child Development Theories: Howard Gardner

Dr. Howard Gardner, a professor of education at Harvard University, developed his groundbreaking theory of multiple intelligences in 1983. His theory suggests that traditional notions of intelligence as one general ability are far too narrow. Instead, Gardner proposed a list of eight different types of intelligences to account for a much broader range of human potential which occurs in children and adults.

Dr. Howard Gardner is an American developmental psychologist who first outlined his theory of multiple intelligences in his book ‘Frames of Mind: The Theory of Multiple Intelligences’ published in 1983. Gardner believed human intelligence was not just one general ability but a suite of eight different abilities which occur in children and adults.

These abilities are:

• Linguistic-Verbal intelligence (good with words and language)
• Logical-Mathematical intelligence (good with numbers and reasoning)
• Visual-Spatial intelligence (good at visualising things)
• Bodily-Kinesthetic intelligence (good at body actions and physical control)
• Musical-Rhythmic intelligence (good musical skills)
• Interpersonal intelligence (good at understanding and relating to people)
• Intrapersonal intelligence (aware of personal emotions, feelings and motivation)
• Naturalistic intelligence (well in tune with nature and the natural environment)

Howard Gardner Multiple Intelligence Theory

Gardner believed his multiple intelligence theory is a more accurate way of describing ability than narrow IQ theories which suggested intelligence is: relatively fixed, easily tested and limited to areas such as verbal and reasoning skills. For Gardner, humans don’t have just one intellectual capacity but a range of talents and abilities such as interpersonal, musical, spatial-visual, and linguistic intelligences. A person might have a dominant intelligence – such as musical intelligence – but was also likely to have a blend of additional abilities too.

For teachers, one strong implication of Gardner’s theory is that children are likely to have different preferred ways of learning. For example, whilst one child may prefer a verbal explanation, another may prefer ‘hands-on’ (kinesthetic) learning, while yet another may prefer to follow pictures or diagrams.

Gardner’s theory of multiple intelligences also helps to explain why people are more suited to certain careers, and quite unsuited to others. 

Critics of Garner’s work suggest his theory does not help to unravel the relationship between concepts such as intelligences, abilities and talents. Furthermore, Gardner’s mode of circular argument has also been criticised: high musical ability = being good at music; being good at music = having high musical ability.

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Multiple Intelligences

In Howard Gardner’s Frames of Mind, he proposes that there are seven main areas in which all people have special skills; he calls them intelligences. His research at Harvard University was in response to the work that Alfred Binet had done in France around 1900. Binet’s work led to the formation of an intelligence test; we are all familiar with the “intelligence quotient,” or “IQ,” the way that intelligence is measured on his test.

This type of IQ test was used as the basis of another one with which most of us are familiar: the Scholastic Aptitude Test (SAT), which is taken my most college-bound high school students.

Both of these tests look predominantly at two types of intelligences: verbal and math. If a person does well on these, s/he is considered “intelligent,” and is a candidate for one of the better colleges or universities. But what about everyone else? How many of you who are reading these words have used the phrase “not good at taking tests,” when talking either about yourself or your child?

The Multiple Intelligences (MI) theory proposes that there are other measures of intelligence beside these two. I offer this information to you so that you can understand that while many teachers have some knowledge of MI theory, most of our schools are not fully set up to use it to the advantage of all students.

That being the case, perhaps you can either (1) be involved in helping your child’s teachers and school to provide a more balanced program that develops his intelligences that are not more included in the curriculum or (2) find activities outside of the school environment in which your child can develop his dominant areas of intelligence.

You should also know that MI theory posits that each of us has, to some degree or another, all of these intelligences. Some of them are simply more developed than others. Furthermore, we are all able to improve our ability in each of these areas.

Howard Gardner stresses that the intelligences are equal in their importance. In alphabetical order, they are:

Bodily-kinesthetic: using one’s body to solve problems and express ideas and feelings. Actors, athletes, and dancers use their whole bodies in this way, much the same way that craftspeople, sculptors, and mechanics use their hands.

These questions can determine if an adult has a strength in Bodily-Kinesthetic Intelligence:

• Do you regularly participate in a sport or some physical activity?
• Is it difficult to sit still for long periods of time?
• Do you enjoy working with your hands in creating things?
• Do you find that ideas and solutions to problems come to you while you are exercising or doing some sort of physical activity?
• Do you enjoy spending your free time outdoors?
• Do you speak with your hands or other body gestures?
• Do you learn more about things by touching them?
• Do you enjoy thrilling amusement park rides such as the roller coaster and other activities like this?
• Do you think of yourself as being well-coordinated?
• In order to learn a new skill, do you have to practice it to learn it, rather than read about it or see it in a video?

These are some questions to determine if children may be exhibiting a well-developing Bodily-Kinesthetic Intelligence. Does your child:

• excel in more than one sport?
• move various body parts when required to sit still for long periods of time?
• have the ability to mimic others’ body movements?
• enjoy taking things apart and putting them back together?
• have a hard time keeping hands off objects?
• enjoy running, jumping, or other physical activities?
• show skill in activities that require fine-motor coordination, such as origami, making paper airplanes, building models, finger-painting, clay, or knitting?
• use his body well to express himself?

Interpersonal: perceiving the moods, feelings, and needs of others. It includes salespeople, teachers, counselors, and those we have come to call the helping professions.

These questions can determine if an adult has a strength in Interpersonal Intelligence:

• Have people always come to you for advice?
• Have you always preferred group sports to solo sports?
• Do you usually prefer talking to other people about a problem, rather than figure it out on your own?
• Do you have at least three close friends?
• Do you prefer social activities over individual pursuits?
• Do you enjoy teaching others what you can do well?
• Are you considered to be a leader, either by yourself or others?
• Do you feel comfortable in a crowd?
• Do you prefer to spend your time with others than alone?

These are some questions to determine if children may be exhibiting a well-developing Interpersonal Intelligence. Does your child:

• enjoy socializing with friends?
• seem to be a natural leader?
• empathize easily with others, which leads to his give advice to friends who come to him with problems?
• seem to be street-smart?
• enjoy belonging to organizations?
• enjoy teaching other kids – either peers or younger ones?
• have two or more close friends?
• serve as a magnet for social activities with others?

Intrapersonal: turning inward with a well-developed self-knowledge and using it successfully to navigate oneself through the world.

These questions can determine if an adult has a strength in Intrapersonal Intelligence:

• Do you regularly spend time alone meditating, reflecting, or thinking about important life questions?
• Have you attended counseling sessions or personal growth seminars to learn more about yourself?
• Do you have a hobby or interest that you keep to yourself?
• Have you set goals for yourself regularly?
• Do you have a realistic view of your strengths and weaknesses?
• Would you prefer spending time by yourself rather than with many people around you?
• Do you keep a diary or journal to record the events of your inner life?
• Are you either self-employed or have you given serious consideration to starting your own business?

These are some questions to determine if children may be exhibiting a well-developing Intrapersonal Intelligence. Does your child:

• show a sense or independence or a strong will?
• have a realistic sense of her abilities and weaknesses?
• do well when left alone to play or study?
• “march to the beat of a different drummer” in living and learning?
• have a hobby or interest she doesn’t talk about much?
• have a good sense of self-direction?
• prefer working alone to working with others?
• accurately express how he is feeling?
• learn from failures and successes?
• have good self-esteem?

Linguistic: using words, either orally or written, in an effective manner. This intelligence is associated with storytellers, politicians, comedians, and writers.

These questions can determine if an adult has a strength in Linguistic Intelligence:

• Have you always enjoyed books and given them importance?
• Do you hear words in your head before you speak or write them?
• Do you enjoy talk shows more than television or movies?
• Do you enjoy word games, puns, rhymes, tongue-twisters, and poetry?
• Do you have a highly developed vocabulary and enjoy knowing words that other people do not know?
• In your own education, did you enjoy subjects related to words and ideas, such as English and social studies, more than math and science?
• Have you enjoyed learning to read or speak other languages?
• In your speech, do you refer to information that you have read or heard about?
• Have you been praised, recognized, or paid for your writing?

These are some questions to determine if children may be exhibiting a well-developing Linguistic Intelligence. Does your child:

• write better than average for her age?
• enjoy telling stories and jokes?
• have a good memory for names, places, dates, and other information?
• enjoy word games, either visually or auditorally?
• enjoy reading books?
• spell better than other children the same age?
• appreciate rhymes, puns, tongue twisters?
• enjoy books on tape without needing to see the book itself?
• enjoy hearing stories without seeing the book?
• have an excellent vocabulary for his age?
• communicate thoughts, feelings, and ideas well?

Logical-Mathematical: understanding and using numbers effectively, as well as having good powers to reason well. Exemplars are mathematicians, scientists, computer programmers, and accountants.

These questions can determine if an adult has a strength in Logical-Mathematical Intelligence:

• Have you always done math in your head easily?
• When you were in school, were math and/or science your best subjects?
• Do you enjoy playing games that require logical thinking?
• Do you set up experiments to see “what if” in your course of jobs around the house or at work?
• Do you look for logical sequences and patterns, with the belief that almost everything has a logical explanation?
• Do you read science periodicals or keep track of the latest scientific developments?
• Do you like finding logical flaws in things that people say and do?
• Do you feel the need to have things measured, categorized, analyzed, or quantified in some way?
• I think in clear, abstract, wordless, imageless concepts.

These are some questions to determine if children may be exhibiting a well-developing Logical-Mathematical Intelligence. Does your child:

• demonstrate curiosity about how things work?
• have fun with numbers?
• enjoy math at school?
• enjoy math and/or computer games?
• play and enjoy strategy games such as chess and checkers, brain teasers, or logic puzzles?
  easily put things into categories?
• like to do experiments, either at school when assigned or on her own?
• show an interest in visiting natural history or discovery-type museums and exhibits?

Musical: relating in a wide range of ways to music. This can take many forms, as a performer, composer, critic, and music-lover.

These questions can determine if an adult has a highly developed Musical Intelligence:

• Do you have a pleasant singing voice?
• Can you tell when a musician plays a note off-key?
• Do you frequently listen to music?
• Do you play a musical instrument?
• Was it easy for you to learn to play a musical instrument?
• Do you think your life would not be as rewarding without music?
• Do you usually have music going through your mind?
• Can you keep time to music?
• Do you know the tunes to many different songs or musical selections?
• Can you usually sing back a melody accurately after you hear a new selection only once or twice?

These are some questions to determine if children may be exhibiting a well-developing Musical Intelligence. Does your child:

• tell you when she recognizes that music is off-key?
• easily remember song melodies and sing them?
• have a pleasant singing voice, either alone or in a chorus?
• play a musical instrument?
• speak or move in a rhythmical way?
• hum or whistle to himself?
• tap on the tabletop or desktop while working?
• show sensitivity to noises in the environment?
• respond emotionally to music she hears?

Naturalist Intelligence: excellent at recognizing and classifying both the animal and plant kingdoms, as well as showing understanding of natural phenomena.

These questions can determine if an adult has a strength in Naturalist Intelligence:

• Do you like to spend time in nature?
• Do you belong to a volunteer group related to nature?
• Do you enjoy having animals around the house?
• Are you involved in a hobby that involves nature, such as bird watching?
• Can you easily tell the differences among species of flora and fauna?
• Do you read books or magazines, or watch television shows or movies that feature nature?
• On vacation, do you prefer natural settings to cultural attractions?
• Do you enjoy visiting zoos, aquariums, or other places where the natural world is studied?
• Do you enjoy working in your garden?

These are some questions to determine if children may be exhibiting a well-developing Naturalist Intelligence. Does your child:

• talk about favorite pets or preferred natural spots?
• enjoy nature preserves, the zoo, or natural history museum?
  show sensitivity to natural formations? (Note that in urban environments, this type of “formation” can include cultural icons.)
• like to play in water?
• hang around the pet in school or at home?
• enjoy studying environment, nature, plants, and animals?
• speak out about animal rights and earth preservation?
• collect bugs, flowers, leaves, or other natural things to show to others?

Spatial: perceiving the visual-spatial world in an accurate way, so as to be able to work in it effectively. The people who do this cover a wide range of fields that, upon first glance, do not seem to have much in common. Compare, for example, hunters, sailors, engineers, inventors, and surgeons to interior decorators, architects, painters, and sculptors.

These questions can determine if an adult has a strength in Spatial Intelligence:

• Have you always been able to reproduce clear images in your mind, even when your eyes are closed or the objects are not in front of you?
• Are you sensitive to color?
• Do you take a lot of photographs or home movies?
• Do you enjoy jigsaw and other visual puzzles?
• Do you have vivid dreams?
• Do you usually have an easy time getting around, even if it’s your first time in a new place?
• Do you enjoy drawing or doodling?
• Was geometry easier for you than algebra?
• Do you have an easy time reading maps and translating their information into reality?
• Do you enjoy books and magazines with many illustrations, photos, and design elements?

These are some questions to determine if children may be exhibiting a well-developing Spatial Intelligence. Does your child:

• recall visual details in objects?
• have an easy time learning to read and understand maps and charts in books?
• daydream a lot?
• enjoy the visual arts?
• demonstrate ability in using art materials and creating drawings, sculptures, or other three-dimensional objects?
• enjoy visual presentations such as videos, television, and movies?
• get a lot of information from illustrations in books she reads?
• scribble, doodle, or draw on all available surfaces?

I have seen limited reference to another intelligence: Naturalist, which is described as being able to recognize plant or animal species in the environment. This one is not included in the two Gardner books I list it here for your perusal, but it was added after this original research.

Howard Gardner’s books on this topic are Frames of Mind and Multiple Intelligences: The Theory in Practice and Multiple Intelligences: New Horizons in Theory and Practice.

In addition, Thomas Armstrong continues the work in his Multiple Intelligences in the Classroom.  To get a sense of your child’s areas of strength, go to www.familyeducation.com, where you can find a page entitled Test Your Child’s Talents, which is based on Armstrong’s book.

This article has been incorporated and expanded in Teach Your Children Well: A Teacher’s Advice for Parents

This article is reprinted with the author’s permission.

Multiple intelligences: the essence of the theory of multiple intelligences by Howard Gardner, types of intelligence, tips for development Principles of Project Management, Human Resources.

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The essence of Howard Gardner’s theory of multiple intelligences

The concept of multiple intelligences was first introduced in 1983 Harvard University professor Howard Gardner. He has been researching gifted and brain-damaged people for over 20 years. In contrast to IQ (intelligence quotient – intelligence quotient), which, in fact, measures only logical-mathematical, verbal and visual-spatial intelligence, Gardner put forward the theory of multiple intelligences. This theory considers intelligence under various specific conditions, and not as the dominance of one general ability for something.

Types of intelligence Gardner singled out by observing how a person perceives the world and information, what motivation he has for actions and how he makes decisions . Initially, the model had seven types of intelligence, but later Gardner himself expanded the model to nine types.

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Types of multiple intelligences

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Visual-spatial

Children with this type of intelligence have a vivid imagination. They love to fantasize. It is quite easy for them to navigate in a new space, remember and draw a map or visualize figures and models in their heads. This type of intelligence is useful in the profession of an artist, architect, sculptor or animator.

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Linguistic

Linguistically dominant children enjoy reading books and telling stories. They have a large vocabulary and a talent for writing essays. These children enjoy learning foreign languages. Those with linguistic intelligence will become successful writers, editors, and translators.

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Musical

People with this type of intelligence perceive music and rhythm well. They can easily sing and play musical instruments. Often they themselves compose songs and write poems, quickly memorize melodies by ear. People with a developed musical intellect can become professional artists, music teachers, conductors.

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Interpersonal

The interpersonal type of intelligence dominates those who are good at building communication with other people, understand the mood of others and work productively in a team. They make professional leaders, these children know how to prove their point of view and enter into discussions. A developed interpersonal type of intelligence will help the child become a manager, diplomat, psychologist or politician.

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Intrapersonal

Intrapersonal intelligence helps children to recognize and analyze their own emotions. Such children are usually silent, they prefer to spend time alone: ​​for a book or for a walk. Their ability to reflect and awareness will help them become writers, philosophers, journalists.

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Naturalistic

If a child has a naturalistic type of intellect, then he is most interested in the structure of the world around him. He likes biology, chemistry, physics. He loves to experiment, observe nature and take care of plants. Such children make successful geologists, chemists, environmentalists, travelers.

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Bodily-kinesthetic

Thanks to the bodily-kinesthetic type of intelligence, children are able to convey emotions with the help of the body, it is for them the main way of self-expression. They have good coordination and fine motor skills. They like sports and active games. Such children in the future can become professional athletes, dancers, sculptors, actors, models.

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Logical and Mathematical

The holders of this type of intelligence work quickly with numbers, are able to quickly analyze information and visualize data. Their reasoning is logical, it is not difficult for them to remember a phone number or other information. Children with this type of intelligence grow into mathematicians, accountants, programmers, engineers.

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Existential

It was singled out later than others, since this is the type that people originally have. It is characterized by global thinking in terms of the laws of the universe and the universe. This is the type of spiritual leader who questions the meaning of life.

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The leading type of intelligence and efficiency improvement

Knowing your strengths, you can rely on strong strategies and constantly be in a resource state. That is why it is first necessary to determine the leading types of intelligence in a child, and then to develop others in him.

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You can understand the predominant type of intelligence simply by observing the child in an environment that offers him a choice between several activities. It is important to fix the traits characteristic of the child. The kinesthetic will never sit still: even when he is busy with some toy, he will walk around the room with it, constantly transferring it. Visual-spatial children love to test the world around them, so they will walk in different ways, trying to sense and understand space. Naturalists constantly strive to communicate with living objects, more specifically, they want, for example, not to the site, but simply to the park – to listen to birds or look at the clouds.

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_{Image: Anya Perepelkina / Dribbble}

It is very easy to notice the predominant type of intelligence while playing Words: a verbal-linguistic child will easily and quickly select the right words, but a logical-mathematical one will give out completely different associations , in no way related to the rules of the game; a kinesthetic student can give out two words, and then he will go to jump, run, and forget about you; interpersonal will discuss the process of the game, explain why he said this particular word and not another; the intrapersonal may refuse to play at all, because at that moment he is busy diving into himself.

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For example, if a child is a logico-mathematician, but he needs to study literature, then it will be most effective for him to draw up schemes of works, disassemble them according to plan. If the child is kinesthetic, he does not need to sit in the library, but rather go for a run with an audiobook turned on in his headphones.

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Development of multiple intelligences

Any type of intelligence can be developed. Here are expert tips for each of them: what to do and how to change the focus of attention in order to pump those types that are not leading.

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Visual-spatial

Acquaintance with visual works of art, selection of illustrations and graphic images, drawing, design lessons, improvement of observation.

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Linguistic

Reading, learning languages, development of written speech and monologue speech (participation in debates and various discussions with preliminary study of materials).

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Musical

Listening to music, playing musical instruments, but apart from that – feeling the music and trying to delve into deep works, understand their rhythm, mood. Poetry also helps a lot.

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Interpersonal

Development of communication, communication with other people, problem solving in a group, interest in how society lives and in the latest trends (from fashion to technology).

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Intrapersonal

Setting goals, keeping a diary, planning, self-development, reflection, self-knowledge, finding out: what I want, where my strengths and weaknesses are.

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Naturalistic

Interest in nature, observing patterns and developing an understanding of how the living environment, living organisms, works. The first step is to understand how your own body works: sleep, nutrition and survival, and then transfer this knowledge to the outside world and study this mutual influence.

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Logical and Mathematical

Building step-by-step instructions, algorithms, searching for evidence and substantiating a point of view, organizing one’s life: making plans and schedules.

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Body-kinesthetic

Coordination, constant movement, physical development of the body, health care, sports, dancing. Additionally – social activity: solving practical problems, active participation in discussions.

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Existential

The study of religion and philosophy, space exploration, the study of the relationship of living objects with each other, the development of global thinking, an attempt to see the contradictions in the system, but try not to get rid of them, but to reconcile.

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Things to remember

1. Howard Gardner’s classification is the theory that each person has a predisposition to different activities depending on their dominant intelligence types. Important: the theory does not take into account the individual characteristics of each child. All people are different, and not everyone fits a strict typology.

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2. Knowing your leading type of intelligence, you can rely on strengths and build strategies that will provide a resource for development and further actions. It is possible to determine the leading type of intelligence in the process of observing and fixing motivation, the focus of attention.

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3. Any type of intelligence can be developed and upgraded.

Types of children’s intelligence according to the theory of Howard Gardner and their practical significance

An individual approach plays an important role in the early development of a child. We are all very different in character, temperament, reaction speed and level of perception of information. If in adults these differences are smoothed out, then in children they are very pronounced. To help a child reach his or her potential to the maximum, parents need to know what types of children’s intelligence exist and identify them as early as possible.

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• 1 School performance and mindsets

For many parents, the main, and often the only, criterion for the development of a child is his progress, first in kindergarten, and then at school. Quite often it is determined by comparison with the successes of other children. Of course, all parents want to see their child successful, harmoniously developed, with a high intellectual level. Therefore, they try to control his results at school and even at the university, making high demands.

How correct is this approach? How to determine the level that is the maximum possible for a particular small person and not demand to “jump over your head”? The most popular method for determining the level of IQ are template tests, the same for all. But they lack individuality. Recently, scientists and psychologists have come to the conclusion that it is necessary to take into account different directions of personality development. Therefore, before the child goes to kindergarten or school, you must remember one thing – he is smart, regardless of the grades in the diary and the level of physical fitness.

Today, psychologists distinguish many types of intelligence, there are about 25 of them. But among them, seven are the most typical. Therefore, it is necessary to determine which of them a particular person belongs to and make an assessment of abilities in a narrower area.

Parents should watch their children carefully to recognize signs of one of the intellectual types as early as possible. Then you can fully unleash the potential of the child and work on his development, taking into account natural inclinations and giftedness.

The theory of multiple intelligences

American educator, Harvard University professor Howard Gardner developed his own theory, according to which there are several types of intelligence. The multiple intelligence model was first introduced in 1983 in The Structure of the Mind. He believes that it is incorrect to reduce the definition of a child’s mental abilities to one IQ test.

According to his theory, there are several types of intelligence in addition to the skills that are standardized by IQ tests. Overall performance in school subjects, of course, should be taken into account, but other aspects of personality development are equally important, for example, abilities for sports, drawing, music, dance, business, etc.

According to Gardner, the concept of intelligence is multifaceted and dynamic. All skills must be equally considered in determining the potential of the child because, in the end, they work together.

7 types of intelligence according to Howard Gardner

Howard Gardner’s theory of multiple intelligences quickly won supporters and became very popular. Educators began to include it in educational systems.

In order to correctly determine what type of thinking your child belongs to, you need to carefully observe him and give answers to the following questions:

• How much time does the child spend studying?
• How diligent is he and can he concentrate?
• What is his physical form?
• What activities does he like best?

Let’s take a closer look at what types of intelligence Gardner identifies in children.

Body-motor (kinesthetic)

Children who are dominated by this type have good body control and are successful in those activities that are associated with physical activity, such as sports. They are very mobile and have good coordination of movements.

If a child likes to run, jump, he likes active games, he enjoys going to dances or sports sections, then most likely he has a kinesthetic type. In the future, such a child may achieve good success in sports, dancing or other areas where endurance and good physical fitness are required.

Spatial-mechanistic

Children with this type of intelligence have a rich imagination, they are able to describe objects and places where they are, and even dreams. Correctly determine the size of objects and are able to recreate everything in great detail, and also have excellent visual memory.

Children with visuo-spatial intelligence express their emotions and thoughts through visualizations. They have a talent for drawing, sculpting and other creative pursuits. In the future, they may become good artists, designers, fashion designers, architects or other specialists in similar fields.

Logical-mathematical

People with this intellectual type are characterized by logic of thinking, the ability to analyze and make accurate mathematical calculations. They always clearly argue their answer or position.

If a child has insight, logic in reasoning, non-standard thinking from an early age, then with great confidence we can assume that he has a logical type of intelligence.

Such children are very inquisitive, they are typical “why-why” They easily perceive logical and numerical patterns, cause-and-effect relationships, are able to think abstractly, calculate well in their minds. They are well versed in the language of numbers, lists and diagrams.

Many great mathematicians have this intelligence.

Musical (auditory)

The musical type of thinking includes children who have a good sense of rhythm, a beautiful voice, they love to sing and compose their own songs and melodies, they distinguish colors and tonalities of sounds, they are interested in playing various instruments, they feel better than others and understand music.

When a child simply loves to listen to music, this does not mean at all that he has an auditory intellectual type.

Children who have an auditory type of thinking, as a rule, have pronounced musical abilities, which can manifest themselves in different ways.

Linguistic (verbal)

Children with a linguistic mindset tend to have a large vocabulary and well-developed speech. Such a child easily expresses his thoughts, even at an early age builds complex sentences, likes to solve crosswords and puzzles. He is easily given any languages, including foreign ones, because he easily memorizes new words. Such children are happy to tell different stories and often come up with their own.

If your child loves to read, grammar is not a “dark forest” for him, he can correctly compose complex sentences and write complex words, then with great confidence we can say that he has a verbal type of intelligence.

Intrapersonal (intuitive, self-cognitive)

A child with this type of intelligence is never afraid to be alone, because loneliness does not depress him, but, on the contrary, causes a feeling of comfort. The main features of his character are independence and responsibility. Children with intuitive intelligence always make informed decisions and are confident that they are right, they can realistically assess their strengths and weaknesses.

A child with intuitive intelligence will listen attentively to what others say to him, but will always do what he thinks is right. This type of intelligence is inherent in businessmen and spiritual leaders

Do not confuse intrapersonal intelligence with introversion or egocentrism.

Interpersonal-social

When a child does not feel well alone, constantly seeks company and enjoys communicating with others, then he has a social type of thinking. Such children easily find a common language with different people, know how to behave in different situations, and often show leadership qualities. In any company, he feels calm and confident. They constantly need to be among people and they receive knowledge only in the process of communication. In the future, such children may make good managers, diplomats and teachers.

For more accurate personality characteristics, psychologists recommend adding two more – naturalistic, with an increased interest in nature and the environment, and existential, with a greater deepening into the spiritual world and dedication to serving people and God.