How-to Discover Your Child’s Domain of Intelligence or Learning Style?

How-to Discover Your Child’s Domain of Intelligence or Learning Style?

Accep­tance, firm­ness and auton­omy are dimen­sions of par­ent­ing that have proven effec­tive. Observe your child’s capac­i­ties and abil­i­ties for dis­cov­er­ing her learn­ing style or domain of intelligence.

Intel­li­gence is really a kind of taste: taste in ideas.” ~ Susan Sontag

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Your involve­ment, as a par­ent, is the crit­i­cal fac­tor that will affect the out­come of your child’s edu­ca­tion. Know­ing your child’s needs and inter­ests will enable you to make a dif­fer­ence, teach, model and guide your child’s learning.

Know your par­ent­ing style

Par­ent­ing styles play an impor­tant role in a child’s suc­cess. Regard­less of the style; author­i­tar­ian, per­mis­sive or respon­sive, dimen­sions that have proven effec­tive are: accep­tance, firm­ness and auton­omy. Remem­ber that accept­ing par­ents are involved, respon­sive, lib­eral with praise, and affec­tion­ate; firm par­ents have high stan­dards, set lim­its, set con­se­quences of behav­ior, and are con­sis­tent; while autonomous par­ents value self-expression and empha­size on inde­pen­dent think­ing.

Dis­cover your child’s domain of intel­li­gence or learn­ing style

Observe your child’s capac­i­ties and abil­i­ties. It is widely accepted that the eight areas of intel­li­gence are: bodily-kinesthetic, inter­per­sonal, intrap­er­sonal, lin­guis­tic, logical-mathematical, musi­cal, nat­u­ral­is­tic and spa­tial.

She has bodily-kinesthetic intel­li­gence if she has the abil­ity to use her body – skills such as coor­di­na­tion, bal­ance, dex­ter­ity, strength, flex­i­bil­ity, speed and phys­i­cal – to express ideas and feelings.

She is an inter­per­sonal learner if she has the capac­ity to per­ceive and dis­tin­guish dif­fer­ences in moods, moti­va­tions, inten­tions and feel­ings of others.

She is an intrap­er­sonal learner if she has the capac­ity for self-knowledge – accu­rate pic­ture of her strengths and weak­nesses and capac­ity for self-discipline and self-esteem – and the abil­ity to act on that knowledge.

She has lin­guis­tic intel­li­gence if she has the abil­ity to manip­u­late the struc­ture and syn­tax, sounds, mean­ings, and use lan­guage for explain­ing, remem­ber­ing or persuading.

She is a logical-mathematical learner if she has aware­ness of log­i­cal pat­terns and rela­tion­ships, cause and effect, and functions.

She has musi­cal intel­li­gence if she has sen­si­tiv­ity to rhythm, pitch, tim­bre, and tone and has the abil­ity to per­ceive, dis­tin­guish between, and express her in musi­cal forms.

She is a nat­u­ral­is­tic learner if she has the abil­ity to nur­ture and relate to her nat­ural surroundings.

She has spa­tial intel­li­gence if she has the abil­ity to per­ceive the sen­si­tiv­ity to color, shape, line, form and space correctly.

Bar­ber, J., Parizeau, N. & Bergman, L. (2002). Spark Your Child’s Suc­cess in Math and Sci­ence. Great Explo­rations in Math and Sci­ence. Berke­ley, Cal­i­for­nia: Uni­ver­sity of Cal­i­for­nia at Berke­ley.
Gard­ner, H. (2006). Mul­ti­ple Intel­li­gences. U.S.A.: Basic Books.
Nardi, D. (2001). Mul­ti­ple Intel­li­gences & Per­son­al­ity Type: Tools and Strate­gies for Devel­op­ing Human Poten­tial. Hunt­ing­ton Beach, Califor­nia: Telos Publications.


Learning Style

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