| Each child is unique. Even in the same family, the | | | | are good at movement and learn through physical |
| children are often as different as chalk and | | | | interaction with their environment. Children with |
| cheese. Howard Gardner, a psychologist, claimed | | | | this intelligence enjoy activities such as dancing, |
| that just as each human being has a distinct and | | | | playing physical games, running and acting. |
| unique DNA profile, so each human being has a | | | | - Musical/Rhythmic intelligence - learners are |
| unique thinking profile, a way of demonstrating | | | | sensitive to rhythmic sounds, pitch and patterns. |
| intelligence. | | | | Children with this intelligence respond positively to |
| Parents and educationalists would be better able | | | | music and poems. They enjoy singing, making up |
| to provide the best learning environment for | | | | tunes and rhymes and playing musical instruments. |
| children if they first established their multiple | | | | - Interpersonal intelligence - these learners have |
| intelligence profile. | | | | the ability to relate to others and are often |
| Gardner identified seven intelligences which he | | | | sensitive to the feelings of others. Children who |
| called Multiple Intelligences, although he added | | | | have this intelligence love being around people and |
| more later. | | | | enjoy group work and discussions. |
| - Visual/Spatial intelligence - learners normally think | | | | - Intrapersonal intelligence - these learners are |
| in pictures. They like visual stimuli such as pictures, | | | | reflective and have the ability to analyse their |
| films, videos and maps. Children with this | | | | own feelings. They often prefer to work out |
| intelligence demonstrate an appreciation of | | | | problems and arrive at an understanding of a |
| reading, drawing, puzzles, maps and charts. | | | | subject on their own. |
| - Verbal/Linguistic intelligence - learners have a | | | | Gardner believed that people use all these |
| highly developed ability with words and the rules | | | | intelligences at the same time and that they |
| of language. Children with this intelligence love | | | | complement each other as people develop their |
| listening to stories, telling stories, learning new | | | | skills and learn to solve problems. A child might be |
| words and describing events. | | | | dominantly visual but the other intelligences can |
| - Logical/Mathematical intelligence - this intelligence | | | | play a significant part in their learning depending on |
| has to do with logic and reasoning. These children | | | | the task in hand. Knowing a child's intelligence |
| tend to be analytical and logical. They enjoy tasks | | | | make up and how tasks can be presented to |
| involving numbers, making patterns and problem | | | | complement the child's strongest ability, can make |
| solving. | | | | his or her learning more effective and efficient. |
| - Bodily/Kinaesthetic intelligence - these learners | | | | |