Children have different types of cognitive strengths. One child may be gifted in verbal ability, while another child excels in math reasoning. One child’s strength may be in understanding people, while another child succeeds at physical activities.
Harvard neurologist Howard Gardner states that there are different kinds of intelligence.3 He has proposed the existence of at least seven separate forms of human intelligence. Gardner says that most children demonstrate their strengths in one kind of intelligence.
1. Linguistic Intelligence—sensitivity to spoken and written language, the ability to learn languages, and skill in expressing oneself with words. Children gifted with linguistic intelligence think in words. They may love to write, read, and spell. As adults, they may be lawyers, speakers, writers, or poets.
2. Logical-Mathematical Intelligence—the ability to analyze problems logically, perform mathematical operations, and perform scientific investigation. Children gifted with logical-mathematical intelligence think conceptually. Their strengths are abstract and logical thinking. They use a process of reasoning in their minds, can calculate math problems in their heads, and enjoy computers. As adults, they may be mathematicians or scientists.
3. Spatial Intelligence—the potential to recognize and manipulate patterns of wide space as well as patterns of confined areas. Children gifted with spatial intelligence easily locate themselves and other people in space. They are good at mazes and jigsaw puzzles, and they read maps and diagrams easily. As adults, they may be pilots, surgeons, sculptors, architects, or chess players.
4. Musical Intelligence—skill in the performance, composition, and appreciation of musical patterns. Children gifted with musical intelligence are especially sensitive to music and other sounds. They remember melodies and learn more easily if material is conveyed to them rhythmically or musically. As adults, they may be musicians or songwriters.
5. Bodily-Kinesthetic Intelligence—the potential of using one’s whole body or parts of the body to solve problems or fashion products. Children gifted with bodily-kinesthetic intelligence process knowledge through bodily sensations. They excel in sports, are in constant motion, and love physical activities. As adults, they may be dancers, actors, and athletes.
6. Interpersonal Intelligence—the capacity to understand the intentions, motivations, and desires of other people and to work effectively with others. Children gifted with interpersonal intelligence understand people and are often leaders among their peers. They are organizers and communicators. They have many friends, are very social, and tend to be “street smart.” As adults, they may be salespeople, teachers, clinicians, political leaders, or religious leaders.
7. Intrapersonal Intelligence—the capacity to understand oneself and to use such information effectively in managing one’s own life. Children gifted with intrapersonal intelligence prefer to be alone with their inner thoughts and feelings. They shy away from group activities. They tend to be strong-willed and march to the beat of a different drummer in their dress styles, behavior, and general attitudes. As adults, they may be independent thinkers, eccentric individuals, trendsetters, or pioneers.
Everyone has some of all seven kinds of intelligence in varying degrees, but in most people one area dominates. Gardner says that if teachers give students the opportunity to use their bodies, imaginations, and different senses, almost all children will find that they are good at something. Even students who are not outstanding in some area will discover that they have relative strengths.4
I recommend that teachers try to understand which kind of intelligence is a child’s strength and give the child opportunities to use this ability in class. For example, let the organizer type help you with a class project. Give the child in constant motion an activity that helps the class. Give the word-gifted child an opportunity to write and read for the group. Encourage the musically-gifted to help lead and perform music in the class.
