Spatial Learner

Spatial Learner

Chil­dren with spa­tial intel­li­gence are sen­si­tive to line, shape, form, space, color and their inter­re­la­tion­ships. Spa­tial learn­ers can visu­al­ize things and graph­i­cally rep­re­sent ideas.

“Col­ors, like fea­tures, fol­low the changes of the emo­tions.” ~ Pablo Picasso

Audio clip: Adobe Flash Player (ver­sion 9 or above) is required to play this audio clip. Down­load the lat­est ver­sion here. You also need to have JavaScript enabled in your browser.

Does your child enjoy art activ­i­ties; read­ing dia­grams, maps and charts; or think­ing in terms of pic­tures or images? She may be a spa­tial learner. Spa­tial learn­ers can visu­al­ize images clearly and can com­plete jig­saw puz­zles eas­ily. Spa­tial learn­ers are sen­si­tive to line, shape, form, space, color and their inter­re­la­tion­ships. They can visu­al­ize things and graph­i­cally rep­re­sent ideas – draw accu­rate rep­re­sen­ta­tion of peo­ple and things. Spa­tial stu­dents enjoy watch­ing movies, slides or pho­tographs, and even daydreaming.

Dis­cover your child’s spa­tial intelligence

Observe your child for signs of spa­tial intel­li­gence. She may enjoy think­ing in terms of images and pic­tures; art activ­i­ties such as draw­ing, paint­ing or sculpt­ing; eas­ily read maps, charts and dia­grams; draw accu­rate rep­re­sen­ta­tions of peo­ple or things; like to see movies, slides or pho­tographs; can do jig­saw puz­zles or mazes; or day­dream. Use this under­stand­ing to pro­vide avenues for your child’s education.

Use appro­pri­ate meth­ods and assess­ment instruments

Meth­ods such as pic­to­r­ial rep­re­sen­ta­tions; imagery; art activ­i­ties; graphic orga­niz­ers; seman­tic map­ping; visu­als with words; imag­i­na­tion games; posters and pic­tures; movies and slides; instruc­tion with puz­zles, charts and col­ors; obser­va­tion activ­i­ties; and con­struct­ing dio­ra­mas are effec­tive in teach­ing spa­tial learn­ers. Demon­stra­tion of knowl­edge through art activ­i­ties; graphic rep­re­sen­ta­tion and visual illus­tra­tions; graphs, flow­charts and maps to explain con­tent; video record­ing, pho­tog­ra­phy, draw­ings and paint­ings; mind map­ping; and graphic orga­niz­ers are appro­pri­ate assess­ment instruments.

Gard­ner, H. (1993). Frames of Mind: the The­ory of Mul­ti­ple Intel­li­gences (10th Ed.). U.S.A.: Basic Books.
Gard­ner, H. (2006). Mul­ti­ple Intel­li­gences. U.S.A.: Basic Books.
Teele, S. (2004). Over­com­ing Bar­ri­cades to Read­ing: A Mul­ti­ple Intel­li­gences Approach. Cal­i­for­nia: Sage Publications.


Learning Style

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

    […] has spa­tial intel­li­gence if she has the abil­ity to per­ceive the sen­si­tiv­ity to color, shape, line, form and space […]