Children Growth and Education Values

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Table of Contents

Introduction
Theory of multiple intelligences by Howard Gardner
Individual Attributes
Influence of the Natural Environment
The influence of bodily – kinesthetic intelligence
Conclusion
References

Introduction

Education is an important step through which learners acquire knowledge and skills in a variety of subjects. This knowledge is important in the psychological development of these learners because it allows them obtain necessary intellect that pertaining to the subjects they learn. These skills could be of great importance once they become older. Childhood is one of the most important stages of human development and as such, children should be nurtured delicately for them to get the best out of their abilities.

Therefore, children should be allowed to learn within an environment, which can help to bring out their best talents and abilities while they are still very young to make them grow up effectively. There is an urgent need for the education system to be more responsive to the needs of these children in order to nurture and harness their abilities effectively. This would enable them excel in their fields of specialization later on in life.

Theory of multiple intelligences by Howard Gardner

The theory of multiple intelligences is one that has had a great impact on educational and growth values as far as early childhood education is concerned. This theory, as proposed by Howard Gardner (2006), views education as the practice through which societal problems can be solved through ways that cherish cultural setting within which that education is being offered. Therefore, education according to Gardner (2006) must have the ability to come up with products that can have a lasting impact on cultural advancement of a particular society.

The potential of children who are taught within such a system can therefore be assessed based on cultural beliefs and attitudes that exist within a particular culture. The intelligences offered within that culture will be mainly reliant on the types of opportunities that are dominant in that culture and the level of influence other society members have on learners regarding these opportunities (Gardner, 2006).

Societal members can include teachers, families and other individuals who play a big part in making decisions that govern how education system is run. Gardner’s theories advance the belief that each set of human beings has unique intelligences, which combine in different ways through abilities that manifest among themselves.

The eight intelligences in a human being play a part in determining a person’s weaknesses and strengths and as such, two people can never have similar set of strengths and weaknesses based on the eight intelligences. Gardner (2006) shows that one or more of these intelligences can be enhanced through learning process within an ideal environment. This could actually determine a person’s strength in a specific area.

Intelligence therefore within this line of thought is brought out more as a wide range of abilities that specific individuals excel in. This cannot be limited to perceived narrow views regarding human abilities and inner potentials. An individual can be able to perform several functions that are related to some of these intelligences. The ability to replicate exceptional performance varies from individual to individual (Gardner, 2006).

Individual Attributes

Gardner can be credited with bringing to the fore the importance of recognizing specific attributes that an individual possesses, which can be polished to make that individual stand out in whatever he or she chooses to do (Baum, Viens, & Slatin, 2005). In early childhood education, the unique attributes of every child can be recognized at a very early stage and teachers and parents are in a better position to evaluate the likely path that a child is likely to take as he or she grows up.

Baum, Viens and Slatin (2005) argue that one of the theory’s intelligences regarding an identifiable core set of operations within each human being reinforces the argument that human ability is more individualized. Thus, a person who is outstanding in one field cannot be expected to be outstanding in a different field that is unrelated.

This is very relevant in early childhood education because based on this, children cannot be expected to have uniform strengths and weaknesses and as such, they cannot perform all tasks with similar sets of results. Baum, Viens and Slatin (2005) argue that teachers and parents should assess each child individually based on strengths of each child and evaluate how this can be of benefit later on in life.

A clear design in the learning methods adopted should be able to focus on areas that each individual learner has strength. Moreover, the design should seek ways in which this can be harnessed (Baum, Viens, & Slatin, 2005). The areas in which the learner is inclined to should be nurtured in early childhood development to ensure that he or she gets a solid foundation on which they can rely on later on in life.

The teaching methods used should be aligned to each individual child’s talents and abilities and the teacher must be in a position to help each child to be at ease with anything that he or she is good at. The teacher should take the differences that are exhibited by the children seriously in order to identify a child’s inner potential and how it can be nurtured to bring out the best rewards for the child as they grow up (Baum, Viens, & Slatin, 2005).

The values passed on to the children will have a big influence in determining their personality. These differences are vital in creating strong relationships between a child and other people. Appreciation of individual confidence is necessary in promoting a child’s self worth and esteem. This can actually act as a big motivational tool in helping the child achieve his or her dreams (Baum, Viens, & Slatin, 2005).

Teacher’s recognition of a child’s individual strengths and weaknesses enables the educator to be proactive in evaluating the best ways to teach that child. Baum, Viens and Slatin (2005), state that this recognition helps the child to be aware of what he or she needs to do to be prominent in society. Within the early childhood curricula, identification of specific talents and abilities that a child possesses can be an invaluable tool for making the child aware of the expectations that are bestowed upon him or her in the society.

Influence of the Natural Environment

Gardner ‘s theory argues that human beings are able to emulate behavior from the natural surroundings within which they live and as such, this has a big influence in helping them nurture and grow their talents. Thus, in early childhood developmental stages, nature has a profound impact on growth and learning because the child is able to internalize whatever he or she experiences within a particular environment (Morrison, 2008).

The child therefore must be exposed to a positive and nurturing environment, which can leave a permanent impression on the child as he or she grows up. Morrison (2008) reveals that a negative environment can easily diminish a child’s learning ability thereby proving more harmful to growth and development of that child. This can hamper the nurturing of positive qualities within a child.

Gardner’s argument that a positively rewarding environment is essential for learning holds a lot of weight. As such, it can have a lot of influence in developing human capacities and capabilities. Morrison (2008) notes further that an environment with resources gives a child an advantage of determining the path that he or she chooses and makes such a child more competent. Therefore, it is always vital to make sure that children are exposed to necessary resources and materials that would help them nurture and grow their abilities, both at home and at school (Morrison, 2008).

Early childhood learning facilities should be equipped to respond to the differences in abilities that might be exhibited by children at that early learning stage. Learning resources should be adequate and they should be able to give children necessary nurturing skills to enable them grow their abilities even further. A child internalizes the basics of an environment that he or she is brought up (Morrison, 2008).

Therefore, children would be able to follow natural tendencies that have been bestowed on them because of exposure to facilities and resources that exist within the environment. Morrison (2008) further argues that the society, which the child lives in, would greatly influence the nature of the activity that the child will adopt and as such, this may end up becoming the chosen path that such a child would pursue in life.

The influence of bodily – kinesthetic intelligence

Gardner’s theory states that this intelligence enables a person to perform strenuous physical activities. It also helps an individual become skillful in regulating his or her bodily movements to produce desired action. Nardi (2001) shows that this is very relevant in early childhood education because children can be taught the value of endurance. The child can be able to nurture such abilities at a young age because they can be able to acclimatize to the physical exertion required to perfect their bodily intelligence.

The child can trained to acquire a clear goal regarding to the physical action. This would further help a child understand the rigors that are involved and the desired effect of such goals on his or her achievement in life (Nardi, 2001). Early childhood teachers can make such children cherish their participation in physical activities by emphasizing on the importance of training and staying fit all the time.

In the past, theoretical classroom aspects of learning have been given more recognition in early childhood curriculum compared to practical and outdoor aspects of learning. Therefore, this form of intelligence should be given the importance it requires. It is the role of early childhood teachers to ensure that more children can appreciate the benefits of physical outdoor activities (Nardi, 2001). This is a valuable way of making children utilize their muscular movements to achieve their abilities.

This would help children prosper in fields that require many physical activities. Nardi (2001) further adds that such children can be taught how to benefit from their physical tenacity and endurance. This would ensure that they cultivate the demands of the fields they choose to be part. Necessary training procedures can be used to help such children refine their skills. This ensures that they develop their reflexes and timing to become good at what they do.

Children who have an inclination towards bodily kinesthetic intelligence are taught best through physical and muscular movements. This allows them to acquire skills that are necessary in developing their abilities (Nardi, 2001). They learn well by engaging in such physical activities. As such, the teacher should ensure that there are adequate amenities, both outdoor and indoor, that can help such children exploit their abilities fully.

Nardi (2001) reveals that physical activities suit children who may want to pursue careers in theatre, dancing, singing and other performance arts. Such children may also have a desire to pursue careers in the military, sports, engineering and architecture.

Conclusion

In conclusion, Howard Gardner’s theory of multiple intelligences addresses the factors that affect child growth and education, and their impact on learning process. The theory addresses issues related to individual abilities and how they can be harnessed to make children more competent. Teachers play a big role in enhancing the talents of children.

It is noted that both teachers and parent have a role to play in nurturing children’s talents and abilities. It is also noted that children have varying talents and capacities. Each child should be evaluated carefully to determine his or her capability. Children with the same capacities are to be exposed to the same teaching methods and techniques.

References

Baum, S., Viens J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom: a teacher’s toolkit. New York, NY: Teachers College Press.

Gardner, H. (2006). Multiple Intelligences: New Horizons. New York, NY: Basic Books.

Morrison, G. (2008). Early Childhood Education Today. New York, NY: Pearson Education.

Nardi, D. (2001). Multiple Intelligence and Personality Type. New York, NY: Telos Publications.

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