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Piaget's Progression
The development of intelligence is sequential and driven by the individual child's experience with the environment. One child can move at a different rate than another. This progression is different, and changes over time if the experiences of the individual child also changes. No matter what a child's real age, children must progress from one stage to the next, building on the cognitive abilities gained in earlier stages. If you feel that your child is not meeting the milestones below, check with your pediatrician.
Feel free to ask Lora for advice.
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| Click on the links below for details on infant and child development:
Sensory Motor Period
(0 - 24 months) |
Developmental Stage
& Approximate Age |
Characteristic Behavior |
Reflexive Stage
(0-2 months) |
Simple reflex activity such as grasping, sucking. |
Primary Circular Reactions
(2-4 months) |
Reflexive behaviors occur in stereotyped repetition such as opening and closing fingers repetitively. |
Secondary Circular Reactions
(4-8 months) |
Repetition of change actions to reproduce interesting consequences such as kicking one's feet to more a mobile suspended over the crib. |
Coordination of Secondary Reactions
(8-12 months) |
Responses become coordinated into more complex sequences. Actions take on an "intentional" character such as the infant reaches behind a screen to obtain a hidden object. |
Tertiary Circular Reactions
(12-18 months) |
Discovery of new ways to produce the same consequence or obtain the same goal such as the infant may pull a pillow toward him in an attempt to get a toy resting on it. |
Invention of New Means Through Mental Combination
(18-24 months) |
Evidence of an internal representational system. Symbolizing the problem-solving sequence before actually responding. Deferred imitation. |
The Preoperational Period
(2 - 7 years) |
Developmental Stage
& Approximate Age
Preoperational Phase
(2-4 years) |
Characteristic Behavior
Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Transductive reasoning. Can think about something without the object being present by use of language. |
Intuitive Phase
(4-7 years) |
Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. However, there is still a tendency to focus attention on one aspect of an object while ignoring others. Concepts formed are crude and irreversible. Easy to believe in magical increase, decrease, disappearance. Reality not firm. Perceptions dominate judgment. In moral-ethical realm, the child is not able to show principles underlying best behavior. Rules of a game not develop, only uses simple do's and don'ts imposed by authority. |
Period of Concrete Operations
(7 - 11 years) |
Characteristic Behavior
Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. Thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility now possible (quantities moved can be restored such as in arithmetic: 3+4 = 7 and 7-4 = 3, etc.) |
| Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color. Categorical labels such as "number" or animal" now available. |
Period of Formal Operations
(7 - 11 years) |
Characteristic Behavior
Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality.
Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. If a + b = x then a = x - b. If ma/ca = IQ = 1.00 then Ma = CA.
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| Prepositional logic, as-if and if-then steps. Can use aids such as axioms to transcend human limits on comprehension. |
Multiple Intelligences
By
Jay Davidson
In Howard Gardner's Frames of Mind, he proposes that there are seven main areas in which all people have special skills; he calls them intelligences. His research at Harvard University was in response to the work that Alfred Binet had done in France around 1900. Binet's work led to the formation of an intelligence test; we are all familiar with the "intelligence quotient," or "IQ," the way that intelligence is measured on his test.This type of IQ test was used as the basis of another one with which most of us are familiar: the Scholastic Aptitude Test (SAT), which is taken my most college-bound high school students. Both of these tests look predominantly at two types of intelligences: verbal and math. If a person does well on these, s/he is considered "intelligent," and is a candidate for one of the better colleges or universities. But what about everyone else? How many of you who are reading these words have used the phrase "not good at taking tests," when talking either about yourself or your child?
The Multiple Intelligences (MI) theory proposes that there are other measures of intelligence beside these two. I offer this information to you so that you can understand that while many teachers have some knowledge of MI theory, most of our schools are not fully set up to use it to the advantage of all students.
That being the case, perhaps you can either (1) be involved in helping your child's teachers and school to provide a more balanced program that develops his intelligences that are not more included in the curriculum or (2) find activities outside of the school environment in which your child can develop his dominant areas of intelligence.
You should also know that MI theory posits that each of us has, to some degree or another, all of these intelligences. Some of them are simply more developed than others. Furthermore, we are all able to improve our ability in each of these areas.
Howard Gardner stresses that the intelligences are equal in their importance. In alphabetical order, they are:
Bodily-kinesthetic: using one's body to solve problems and express ideas and feelings. Actors, athletes, and dancers use their whole bodies in this way, much the same way that craftspeople, sculptors, and mechanics use their hands.
These are some questions to determine if children may be exhibiting a well-developing Bodily-Kinesthetic Intelligence. Does your child:
- excel in more than one sport?
- move various body parts when required to sit still for long periods of time?
- have the ability to mimic others' body movements?
- enjoy taking things apart and putting them back together?
- have a hard time keeping hands off objects?
- enjoy running, jumping, or other physical activities?
- show skill in activities that require fine-motor coordination, such as origami, making paper airplanes, building models, finger-painting, clay, or knitting?
- use his body well to express himself?
Interpersonal:
perceiving the moods, feelings, and needs of others. It includes salespeople, teachers, counselors, and those we have come to call the helping professions.
These are some questions to determine if children may be exhibiting a well-developing Interpersonal Intelligence. Does your child:
- enjoy socializing with friends?
- seem to be a natural leader?
- empathize easily with others, which leads to his give advice to friends who come to him with problems?
- seem to be street-smart?
- enjoy belonging to organizations?
- enjoy teaching other kids - either peers or younger ones?
- have two or more close friends?
- serve as a magnet for social activities with others?
Intrapersonal: turning inward with a well-developed self-knowledge and using it successfully to navigate oneself through the world.
These are some questions to determine if children may be exhibiting a well-developing Intrapersonal Intelligence. Does your child:
- show a sense or independence or a strong will?
- have a realistic sense of her abilities and weaknesses?
- do well when left alone to play or study?
- "march to the beat of a different drummer" in living and learning?
- have a hobby or interest she doesn’t talk about much?
- have a good sense of self-direction?
- prefer working alone to working with others?
- accurately express how he is feeling?
- learn from failures and successes?
- have good self-esteem?
Linguistic: using words, either orally or written, in an effective manner. This intelligence is associated with storytellers, politicians, comedians, and writers.
These are some questions to determine if children may be exhibiting a well-developing Linguistic Intelligence. Does your child:
- write better than average for her age?
- enjoy telling stories and jokes?
- have a good memory for names, places, dates, and other information?
- enjoy word games, either visually or auditorally?
- enjoy reading books?
- spell better than other children the same age?
- appreciate rhymes, puns, tongue twisters?
- enjoy books on tape without needing to see the book itself?
- enjoy hearing stories without seeing the book?
- have an excellent vocabulary for his age?
- communicate thoughts, feelings, and ideas well?
Logical-Mathematical: understanding and using numbers effectively, as well as having good powers to reason well. Exemplars are mathematicians, scientists, computer programmers, and accountants.
These are some questions to determine if children may be exhibiting a well-developing Logical-Mathematical Intelligence. Does your child:
- demonstrate curiosity about how things work?
- have fun with numbers?
- enjoy math at school?
- enjoy math and/or computer games?
- play and enjoy strategy games such as chess and checkers, brain teasers, or logic puzzles?
- easily put things into categories?
- like to do experiments, either at school when assigned or on her own?
- show an interest in visiting natural history or discovery-type museums and exhibits?
Musical: relating in a wide range of ways to music. This can take many forms, as a performer, composer, critic, and music-lover.
These are some questions to determine if children may be exhibiting a well-developing Musical Intelligence. Does your child:
- tell you when she recognizes that music is off-key?
- easily remember song melodies and sing them?
- have a pleasant singing voice, either alone or in a chorus?
- play a musical instrument?
- speak or move in a rhythmical way?
- hum or whistle to himself?
- tap on the tabletop or desktop while working?
- show sensitivity to noises in the environment?
- respond emotionally to music she hears?
Naturalist Intelligence: excellent at recognizing and classifying both the animal and plant kingdoms, as well as showing understanding of natural phenomena.
These are some questions to determine if children may be exhibiting a well-developing Naturalist Intelligence. Does your child:
- talk about favorite pets or preferred natural spots?
- enjoy nature preserves, the zoo, or natural history museum?
- show sensitivity to natural formations? (Note that in urban environments, this type of "formation" can include cultural icons.)
- like to play in water?
- hang around the pet in school or at home?
- enjoy studying environment, nature, plants, and animals?
- speak out about animal rights and earth preservation?
- collect bugs, flowers, leaves, or other natural things to show to others?
Spatial: perceiving the visual-spatial world in an accurate way, so as to be able to work in it effectively. The people who do this cover a wide range of fields that, upon first glance, do not seem to have much in common. Compare, for example, hunters, sailors, engineers, inventors, and surgeons to interior decorators, architects, painters, and sculptors.
These are some questions to determine if children may be exhibiting a well-developing Spatial Intelligence. Does your child:
- recall visual details in objects?
- have an easy time learning to read and understand maps and charts in books?
daydream a lot?
- enjoy the visual arts?
- demonstrate ability in using art materials and creating drawings, sculptures, or other three-dimensional objects?
- enjoy visual presentations such as videos, television, and movies?
- get a lot of information from illustrations in books she reads?
- scribble, doodle, or draw on all available surfaces?
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