Child and Adolescent Learner and Learning Principles
MODULE 3
THE DEVELOPMENT OF LEARNER
Human growth and development is a lifelong process
of physical, behavioral, cognitive, and emotional
growth and change. In the early stages of life—from
babyhood to childhood, childhood to adolescence, and
adolescence to adulthood—enormous changes take
place. Throughout the process, each person develops
attitudes and values that guide choices, relationships,
and understanding.
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7.
Principles of Human Growth and Development:
1. Development is Continuous
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The process of growth and development
continues from the conception till individual
reaches maturity.
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Development of both physical and mental
traits continues gradually until these traits
reach their maximum growth. It goes on
continuously throughout life. Even after
maturity has been attained, development does
not end.
2. Development is Gradual
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It does not come all on a sudden. It is also
cumulative in nature.
3. Development is Sequential
̶
Most psychologists agree that development is
sequential or orderly. Every species, whether
animal or human, follows a pattern of
development peculiar to it.
̶
This pattern in general is the same for all
individuals. The child crawls before he creeps,
stands before he walks and babbles before he
talks.
4. Rate of Development Varies Person to Person
̶
Rate of development is not uniform.
Individuals differ in the rate of growth and
development. Boys and girls have different
development rates. Each part of the body has
its own particular rate of growth. There are
periods of great intensity and equilibrium and
there are periods of imbalance.
5. Development Proceeds from General to Specific
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Development proceeds from general to
specific. In all areas of development, general
activity always precedes specific activity. For
example, the fetus moves its whole body but is
incapable of making specific responses.
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With respect to emotional behavior infants
approach strange and unusual objects with
some sort of general fear response. Later, their
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fears become more specific and elicit different
kinds of behavior, such as, crying, turning away
and hiding etc.
Most Traits Are Correlated in Development
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Generally, it is seen that the child whose
mental development is above average, is also
superior in so many other aspects like health,
sociability and special aptitudes.
Growth and Development is a Product of Both
Heredity and Environment
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Development is influenced by both heredity
and environment. Both are responsible for
human growth and development.
Development is Predictable
̶
The difference in physiological and
psychological potentialities can be predicated
by observation and psychological tests.
Development brings about both structural and
functional changes.
There is a Constant Interaction Between All
Factors of Development:
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related to development in other areas. For
example, a child who has a good health can be
active socially and intellectually.
Principles of Child Development
1. Cephalocaudal principle
a. the child gains control of the head first, then
the arms, and then the legs
b. infants develop control of the head and face
movements within the first two months after
birth.
c. in the next few months, they are able to lift
themselves up by using their arms.
d. by 6 to 12 months of age, infants start to gain
leg control and may be able to crawl, stand, or
walk.
e. coordination of arms always precedes
coordination of legs.
2. Proximodistal principle
a. the spinal cord develops before outer parts of
the body.
b. the child’s arms develop before the hands and
the hands and feet develop before the fingers
and toes
c. finger and toe muscles (used in fine motor
dexterity) are the last to develop in physical
development
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Child and Adolescent Learner and Learning Principles
3. Development depends on maturation and
learning.
a. Maturation refers to the sequential
characteristic of biological growth and
development.
b. The biological changes occur in sequential
order and give children new abilities.
c. Changes in the brain and nervous system
account largely for maturation
d. These changes in the brain and nervous system
help children to improve in thinking(cognitive)
and motor (physical) skills.
e. Also, children must mature to a certain point
before they can progress to new
skills(Readiness).
Factors that Influence Growth & Development
1. Maternal Nutrition
A Pregnant Woman Should Include in Her Daily Diet
at Least:
a. Five servings of fresh fruits and vegetables
(including at least one serving of a dark orange
vegetable, two servings of dark green leafy
vegetables, and one serving of citrus fruit)
b. Six servings of enriched, whole-grain breads
and cereals. Three servings of nonfat or low-fat
milk or milk products
c. Two to three servings of extra-lean meats,
chicken without the skin, fish, or cooked dried
beans and peas
d. Eight glasses of water
Remember: The baby’s nutrition is dependent on the
supply her mother’s baby gives.
 When, where, and how much she eats is
flexible depending on her need.
 Avoid or limit caffeine (such as coffee, tea, and
colas) and avoid alcohol and tobacco.
 Since no safe limit has been established for
alcohol, abstinence is a woman best bet.
2. Child Nutrition
Every child needs appropriate amounts of calories,
proteins, minerals and vitamins to grow. The best way
to ensure kids get what they need while maintaining a
healthy weight is to provide a variety of nutritious food
that are low in fat and sugar.
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Aim for five servings of fruits and vegetables
each day.
Reduce fat.
Eat sugary foods in moderation.
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Eat healthy snacks.
Sample Food Guide
Food
Average
What it looks
Serving Size
like
Meat
2-3 ounces
Deck of cards
Pasta or rice
1/2 cup
Tennis ball or
ice
cream
scoop
Bread
1 slice
Computer disk
Peanut butter
2 tablespoons
Ping Pong ball
Vegetables
1/2 cup
Light bulb
Cheese
1 ounce
Four dice
3. Parenting Styles
1. The permissive parent - high in love but low in
discipline.
 These parents are generally fearful,
afraid of messing up and damaging
their children’s psyche, so they never
set firm boundaries.
 Permissive parents tend to produce
children with feelings of insecurity,
low self-esteem, and inferiority.
Although these kids feel loved, they
are never sure of their limits and
therefore very unsure of themselves.
2. The neglectful parent - low in love and low in
discipline
 They do not show any kind of care.
 The parents’ neglect may not
necessarily be intentional – they may
simply be in the midst of their own
traumas and chaos, like an addiction or
an abusive situation.
 They don’t purposely desire to neglect
their kids, but they don’t know how to
deal with their own issues adequately
and don’t have the tools to be healthy
parents.
 Their children tend to grow up with
little or no lasting relationship with
their parents and develop deep
emotional scars.
3. The authoritarian parent - low in love and high
in discipline
 These parents have high expectations
and control.
 Communication between parent and
child involves arguing and fighting,
especially when the child is old enough
to fight back.
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Child and Adolescent Learner and Learning Principles
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This kind of parent is not content just to
win the war; they have to win every
battle too. The abundance of control
can lead to a child developing a strong
sense of safety. Authoritarian parents
squeeze their kids until the kids can’t
wait to leave home, and as soon as they
do, they tend to act out because they
feel provoked to rebellion.
4. The authoritative parent - high in love and
high in discipline.
 This kind of parent is compassionate yet
firm.
 They have clear boundaries but also
very loving.
 This kind of parent’s respect and honor
their children without compromising
his or her disciplinary needs.
 The result is a child high in self-esteem
and equipped with good coping skills.
 This kind of parent balances love and
discipline, without compromising
either, produces well-adjusted kids who
maintain a positive relationship with
their parents.
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Middle
childhood
6-12 years
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Robert J. Havighurst (1900–1991)
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Best known for his conceptualization of human
development as mastery of a series of agerelated cultural tasks
Development is continuous throughout a
person’s entire lifespan, occurring in stages.
A person moves from one stage to the next by
means of successful resolution of problems or
performance of certain developmental tasks.
These tasks are typically encountered by most
people in the culture where that person
belongs.
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Adolescence
13-17 years
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Examples of Havighurst’s Developmental Tasks
Age Range
Infancy and
early
childhood
0-5 years
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Developmental Task
Learning to walk.
Learning to take solid foods
Learning to talk
Learning to control the
elimination of body wastes
Learning sex differences and
sexual modesty
Forming
concepts
and
learning language to describe
social and physical reality.
Getting ready to read
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Early
adulthood
18-35 years
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Learning
physical
skills
necessary for ordinary games.
Building wholesome attitudes
toward oneself as a growing
organism
Learning to get along with
age-mates
Learning an appropriate
masculine or feminine social
role
Developing fundamental skills
in reading, writing, and
calculating
Developing
concepts
necessary for everyday living.
Developing
conscience,
morality, and a scale of values
Achieving
personal
independence
Developing attitudes toward
social groups and institutions
Achieving new and more
mature relations with agemates of both sexes
Achieving a masculine or
feminine social role
Accepting one physique and
using the body effectively
Achieving
emotional
independence of parents and
other adults
Preparing for marriage and
family life Preparing for an
economic career
Acquiring a set of values and
an ethical system as a guide to
behavior
Developing an ideology
Desiring and achieving socially
responsible behavior
Selecting a mate
Achieving a masculine or
feminine social role
Learning to live with a
marriage partner
Starting a family
Rearing children
Managing a home
Getting started in an
occupation
Taking on civic responsibility
Finding a congenial social
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Child and Adolescent Learner and Learning Principles
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Middle age
36-60 years
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Later maturity
Over 60 years
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Achieving adult civic and
social responsibility
Establishing and maintaining
an economic status
Assisting teenage children to
become response
Developing adult leisure-time
activities
Relating oneself to one's
spouse as a person
Accepting and adjusting to
the physiologic change.
Adjusting to aging parents
Assisting teenage children to
become responsible and
happy adults
Developing adult leisure-time
activities
Relating oneself to one’s
spouse as a person
Accepting and adjusting to
the physiologic changes or
middle age
Adjusting to aging parents
Adjusting
to
decreasing
physical strength and health
Adjusting to retirement and
reduced income
Adjusting to death of a spouse
Establishing
an
explicit
affiliation with one’s age
group
Meeting social and civil
obligations
Establishing
satisfactory
physical living
PERIODS OF DEVELOPMENT
Prenatal Development
The normal gestation period for humans is 3840 week
 1st Trimester:
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central nervous system develops
 2nd Trimester:
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muscle and bone, fingers and toes, reflexes
develop
 3rd Trimester:
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lots of brain growth, sight, hearing
most organs are well developed lungs don’t
fully develop until the 9th month.
PRENATAL T0 18 MONTHS
Skills/Age
1-3 months
Shows interest in objects and
human faces
May get bored with repeated
activities
Tries to look at you or other
people
Starts to smile at people
Begins to coo and make vowel
sounds
Becomes calm when spoken to
Cries differently for different
needs
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Cognitive
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Social and
emotional
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Language
Movement/
Physical
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Turns toward sounds
Follows objects with eyes
Grasps objects
Gradually lifts head for longer
periods
Skills/Age
Cognitive
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Social and
emotional
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Language
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Movement/
Physical
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Skills/Age
Cognitive
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Social and
emotional
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Language
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4-6 months
Recognizes familiar faces
Notices music
Responds to signs of love and
affection
Responds to facial
expressions
Enjoys playing with people
Responds differently to
different voice tones
Begins to babble or imitate
sounds
Laughs
Sees things and reaches for
them
Pushes up with arms when
on tummy
Might be able to roll over
5-9 months
Brings hands up to mouth
Passes things from one hand
to the other
Enjoys mirrors
Knows when a stranger is
present
Responds to hearing their
name
May add consonant sounds
to vowels
May communicate with
gestures
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Child and Adolescent Learner and Learning Principles
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Movement/
Physical
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Starts sitting up without
support
May bounce when held in
standing position
Rolls in both directions
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Language
Skills/Age
Cognitive
Social and
emotional
Language
Movement/
Physical
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Skills/Age
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Cognitive
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Social and
emotional
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Language
Movement/
Physical
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9-12 months
Watches things fall
Looks for hidden things
May be clingy or prefer
familiar people
Points
Knows what “no” means
Imitates sounds and gestures
Pulls up into standing
position
Crawls
12-18 months
Has learned how to use some
basic things like spoons
Can point to named body
parts
May engage in simple
pretend games
May have tantrums
May cry around strangers
Knows how to say several
words
Says “no”
Waves bye-bye
Walks holding onto surfaces
Stands alone
May climb a step or two
May drink from a cup
PERIODS OF DEVELOPMENT
18 months to 2 years
Skills/Age
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Cognitive
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Social and
emotional
18 months
May identify familiar things in
picture books
Knows what common objects
do
Scribbles
Follows single-step requests
like “Please stand up”
May help with tasks like
putting away toys
Is proud of what they’ve
accomplished
Movement/
Physical
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Skills/Age
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Cognitive
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Social and
emotional
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Language
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Movement/
Physical
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Recognizes self in mirror;
may make faces
May explore surroundings if
parent stays close by
Knows several words
Follows simple directions
Likes hearing short stories or
songs
Can help in getting dressed
Begins to run
Drinks well from a cup
Eats with a spoon
Can walk while pulling a toy
Dances
Gets seated in a chair
24 months
Builds towers from blocks
May follow simple two-part
instructions
Groups like shapes and colors
together
Plays pretend games
Enjoys play dates
Plays beside other children;
may start playing with them
May defy directions like “sit
down” or “come back here”
May ask simple questions
Can name many things
Uses simple two-word
phrases like “more milk”
Says the names of familiar
people
Runs
Jumps up and down
Stands on tip-toes
Can draw lines and round
shapes
Throws balls
May climb stairs using rails to
hold on
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Child and Adolescent Learner and Learning Principles
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PERIODS OF DEVELOPMENT
3 to 5 years
Skills/Age
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Cognitive
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Social and
emotional
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Language
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Movement/
Physical
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Skills/Age
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Cognitive
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Social and
emotional
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24 months
May be able to count
Can draw stick figures May
be able to predict what will
happen in a story
May play simple board games
Can name a few colors
May play games that have
roles like "parent" and "baby"
Plays with, not just beside,
other kids Talks about their
likes and dislikes
Pretends; may have trouble
knowing what's real and
what's pretend
Can talk about what happens
in daycare or at school
Speaks in sentences
May recognize or say rhymes
Can say first and last name
Can hammer a peg into a
hole
Walks backwards
Climbs stairs confidently
Can hop
Pours liquids with some help
Can draw lines and round
shapes
Throws balls
May climb stairs using rails to
hold on
5 years
Draws more complex
“people”
Counts up to 10 things
Can copy letters, numbers,
and simple shapes
Understands the order of
simple processes
Can say name and address
Names many colors
Is aware of gender
Likes to play with friends
Sings, dances, and may play
acting games
Switches between being
compliant and being defiant
Can tell the difference
between made-up and real
Language
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Movement/
Physical
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May tell stories that stay on
track
Recites nursery rhymes or
sings songs
May be able to name letters
and numbers
Can answer simple questions
about stories
May be able to somersault
Uses scissors
Hops or stands on one foot
for about 10seconds
Can swing on swing set
Goes to the bathroom in the
toilet
PERIODS OF DEVELOPMENT
6 to 17 years
Skills/Age
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Cognitive
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Social and
emotional
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Language
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Movement/
Physical
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6-8 years
Can complete instructions
with 3 or more steps
Can count backward
Knows left and right
Tells time
Cooperates and plays with
others
May play with kids of
different genders
Mimics adult behaviors
Feels jealousy
May be modest about bodies
Can read books at grade level
Understands speech and
speaks well
Can jump rope or ride a bike
Can draw or paint
Can brush teeth, comb hair,
and complete basic grooming
tasks
Can practice physical skills to
get better at them
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Child and Adolescent Learner and Learning Principles
Skills/Age
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Cognitive
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Social and
emotional
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Language
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Movement/
Physical
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Social and
emotional
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Language
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Movement/
Physical
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Skills/Age
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Cognitive
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Develops views and opinions
that may differ from parents’
ideas
Grows awareness that parents
aren’t always correct
Can understand figurative
language
Ability to think logically is
improving, but prefrontal cortex
is not yet mature
May become more independent
from parents
Displays moodiness
Increased need for some privacy
Can use speech that isn’t literal
Can use tone of voice to
communicate intentions; i.e.
sarcasm
Many females will have started
periods
Secondary sex characteristics
like armpit hair and voice
changes continue
Height or weight may change
quickly and then slow down
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Social and
emotional
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Language
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Movement/
Physical
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Increased skill levels in sports
and physical activities
15-17 years
Internalize work and study
habits
Can explain their positions
and choices
Continues to differentiate
from parents
Increased interest in dating
and sexuality
Spends more time with
friends than family
Growth in ability to
empathize with others
Can speak, read, listen, and
write fluently and easily
Can have complex
conversations
Can speak differently in
different groups
Can write persuasively
Can understand proverbs,
figurative language, and
analogies
Continues to mature
physically, especially boys
PERIODS OF DEVELOPMENT
AGE OF MATURITY
20 years and older
12-14 years
Skills/Age
Cognitive
9-11 years
Can use common devices,
including phones, tablets,
and game stations
Writes stories and letters
Maintains longer attention
span
May have a best friend
Can see from another
person’s perspective
Experiences more peer
pressure
Listens for specific reasons
(like pleasure or learning)
Forms opinions based on
what’s heard
Can take brief notes
Follows written instructions
Draws logical inferences
based on reading
Can write about a stated
main idea
Can plan and give a speech
May experience signs of early
puberty like breast
development and facial hair
growth
Increased skill levels in sports
and physical activities
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Early adulthood
Ages 20-40
Focusing on the future and making choices
that gain good status
Have finished their formal education
Take on work/careers, get married, and have
children.
Middle adulthood
Ages 40-65
This is a period in which physiological aging
that began earlier becomes more noticeable
and peak of productivity in love and work
Expertise in certain fields and being able to
understand problems and find solutions with
greater efficiency than before.
Becoming more realistic about possibilities in
life;
Recognizing the difference between what is
possible and what is likely.
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Child and Adolescent Learner and Learning Principles
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May be in the middle of taking care of their
children and also taking care of their aging
parents.
May also be questioning their own mortality,
goals, and commitments
Late Adulthood
Ages 65 and older
Possibly still working, married, relatively
healthy, and active.
Have some health problems and challenges
with daily living activities
Some are frail and in need of long term care
Death and Dying
There are different types of death:
physiological, psychological, and social.
The most common causes of death vary with
age, gender, race, culture, and time in history.
Dying and grieving are processes and may
share certain stages of reactions to loss.
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Child and Adolescent Learner and Learning Principles
Module 4
COGNITIVE AND LANGUAGE DEVELOPMENT
THEORY OF INTELLECTUAL OR COGNITIVE
DEVELOPMENT by JEAN PIAGET
and
intuitive.
Concrete
operational
7 to 11
years old
Jean Piaget was a Swiss developmental psychologist
who studied children in the early 20th century.
His theory focuses on children, from birth through
adolescence, and characterizes different stages of
development, including:
1.
2.
3.
4.
Children build their own knowledge based on
their experiences.
2. Children learn things on their own without
influence from adults or older children.
3. Children are motivated to learn by nature.
They don’t need rewards as motivation.
PIAGET’S FOUR STAGES OF INTELLECTUAL OR
COGNITIVE DEVELOPMENT
Stage
Age
Characteris
Goal
tics
1.
Sensorimot
or
Birth to
18–24
months
old
Motor
activity
without use
of symbols.
Object
permane
nce
All things
learned are
based on
experiences
, or trial
and error.
Preoperatio
nal
2 to 7
years old
Developme
nt of
language,
memory,
and
imagination
.
Intelligence
is both
egocentric
Operation
al
thought
Less
egocentric,
and more
aware of
the outside
world and
events.
Language
Morals
Memory
Reasoning
Piaget made several assumptions about children while
developing his theory:
More
logical and
methodical
manipulatio
n of
symbols.
Formal
operational
Adolesce
nce to
adulthoo
d
Use of
symbols to
relate to
abstract
concepts.
Abstract
concepts
Able to
make
hypotheses
and grasp
abstract
concepts
and
relationship
s.
Piaget believed that people of all ages developed
intellectually. But he also believed that once a person
reaches the formal operational stage, it’s more about
building upon knowledge, not changing how it’s
acquired or understood.
LEV VYGOTSKY’S SOCIO-CULTURAL APPROACH
TO COGNITIVE DEVELOPMENT
Symbolic
thought
Lev Vygotsky
• Russian psychologist
• best known for his
sociocultural theory
• believed that social
interaction plays a critical
role in children's learning
• Through such social interactions, children go
through a continuous process of learning
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Child and Adolescent Learner and Learning Principles
MARIA MONTESSORI’S PLANES OF
DEVELOPMENT
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social interaction plays a fundamental role in the
development of cognition.
Every function in the child’s cultural development
appears twice:
⮚ first, on the social level, and later, on the
individual level; first, between people
(interpsychological) and then,
⮚ inside the child (intrapsychological).
Potential for cognitive development depends
upon the “zone of proximal development” (ZPD):
a level of development attained when children
engage in social behavior.

Full development of
the ZPD depends upon full
social interaction.

The range of skill that
can be developed with
adult guidance or peer
collaboration exceeds what can be attained
alone.
Vygotsky’s theory was an attempt to explain
consciousness as the end product of socialization.




Dr. Montessori described four
planes
(or
stages)
of
development, each of which last
six years:
 Birth -6 (infancy)
 6-12
(childhood)
 12-18
(adolescence)
 18-24
(transition to
adulthood)
The first three years of each plane show the
most dramatic change; during the second half,
the child stabilizes.
The first and third planes of development
have some parallels and similarities.
They show the most dramatic development,
and have many needs.
The second and fourth planes are also similar.
They are healthy, stable, strong periods of
development.
The Four Planes of Development
Dr. Montessori observed that children go through four
quite distinct and noticeable periods of physical and
psychological changes.
As the needs of the child change at different stages of
development, so must the environment change, and
the experiences within that environment. What we
offer the child at one stage is often not helpful at
another stage, and sometimes even harmful.
The First Plane of Development
For example, in the learning of language, our first
utterances with peers or adults are for the purpose of
communication but once mastered they become
internalized and allow “inner speech”.

Through the Absorbent Mind, the child creates the
person he/she will become.

It enables the child to acquire the culture of her
environment.
Vygotsky provides the example of pointing a finger.
Initially, this behavior begins as a meaningless grasping
motion; however, as people react to the gesture, it
becomes a movement that has meaning. In particular,
the pointing gesture represents an interpersonal
connection between individuals.

To assist the child in this creative process, the adult
should create a special, prepared environment.

The sensitive periods attract the Absorbent Mind,
and facilitates the child’s learning of the skills
necessary for the child’s survival.

The intensity of interest during a sensitive period is
unlike at any other time. It is rather like a flashlight
that shines on a particular area giving the child a
focal point. We should respond to that intensity of
interest by making activities appropriate to that
interest available.
Principles
1. Cognitive development is limited to a certain
range at any given age.
2. Full cognitive development requires social
interaction.
10
Child and Adolescent Learner and Learning Principles
The First Sub-Plane (birth to three years)

This is the most critical period of development. The
greatest changes take place during the first 3 years
of life.

The child has what is called the unconscious
Absorbent Mind. He/She is not conscious of her
actions and reactions. He/She does not act on a
willed choice, nor have a conscious memory.

She was very intent on using the five senses for
exploring (a Human Tendency), and therefore, the
adult must provide sensorial exploration, by letting
her be a part of everyday life.

The Third Plane of Development

At this stage, children are not inclined to great
energy. They like to sleep late. It is difficult to get
them to do chores.

Mentally, they have developed logical thinking, but
they do not like to be pressured into learning facts.
All academic learning should be connected to real
life skills: cooking, gardening, sewing, car repair,
etc.

If the child allowed to learn all that he is capable of,
then we can let up on the adolescent. The
educational environment should be truly based on
the developmental needs of children and not on
some arbitrary criteria designed by a bureaucratic
board of education.
The Second Sub-Plane (three to six years)

At this stage, the child still has the Absorbent Mind,
but she is now in the stage of the conscious
Absorbent Mind.

He/She realizes that he/she is learning.

He/She is conscious of his/her thoughts, and the
fact that he/she can think for herself.

He/She must be allowed to actively participate in
life around her, by using her hands. The child at this
stage needs to do things by himself/herself.

He/She can only learn through his/her own
experiences.
The Second Plane of Development

Children at this stage are more stable, have great
energy, and relative calm

Mastered the basic human skills: basic intelligence,
coordinated movements, fluent speech, and a
developed personality.

Socially adapted to the culture and no longer has
the Absorbent Mind

He/She now learns through reasoning uses
imagination and logic to explore areas of study.
The child at this age has an insatiably inquisitive
mind. He wants to know how, when, where of
everything.

During this plane, the child is in the sensitive period
for peer identity, wants to be accepted as a
member of a group.

It is at this stage that children first begin to distance
themselves from their families. It’s not that they
love them any less, but that they love being a part
of a group and the feeling of independence that
brings.
This plane also brings a sensitive period for
developing morals and ethics. The children should
be involved in setting up rules of the classroom, or
home. It is during this time that children should be
introduced to fairy tales. They love stories where
the bad guy gets punished.
The Fourth Plane of Development

This is the transition to adulthood

From 18-21 years, they are in a period of
questioning, a career search.

From 21-24, they are settling in with what they
want to take on. If we have given the youth enough
exposure to many branches of learning and
practical skills, s/he can now choose a profession
that is deeply satisfying. The quest for
independence can now be achieved Therefore,
they are now accepting of their parents.
Dr. Montessori built her entire educational approach
around the special needs and characteristics of each
stage of development. With knowledge of the four
planes of development, we can prepare the right
environment for our children. With activities suited to
their age and natural inclinations, we can have happier,
healthier children and adults.
11
Child and Adolescent Learner and Learning Principles
HOWARD GARDNER’S MULTIPLE INTELLIGENCES
Howard Gardner is a psychologist
and Professor
at Harvard University's Graduate
School of Education. Based on his
study of many people from many
different walks of life in everyday
circumstances and
professions, Gardner developed the theory of multiple
intelligences.
to discern logical or
numerical patterns
3.
4.
According to Gardner, intelligence is:



The ability to create an effective product or offer
a service that is valued in a culture
A set of skills that make it possible for a person
to solve problems in life
The potential for finding or creating solutions for
problems, which involves gathering new
knowledge
5.
In addition, Gardner claims that:







1.
2.
All human beings possess all intelligences in
varying amounts
Each person has a different intellectual
composition
We can improve education by addressing the
multiple intelligences of our students
These intelligences are located in different areas
of the brain and can either work independently
or together
These intelligences may define the human
species
Multiple intelligences can be nurtured and
strengthened, or ignored and weakened
Each individual has nine intelligences (and
maybe more to be discovered)
6.
THE 9 INTELLIGENCES OF MULTIPLE
INTELLIGENCES THEORY
Intelligence
Skills and Career
Preferences
Verbal-Linguistic
Skills - Listening,
Intelligence
speaking, writing,
Well-developed verbal teaching.
skills and sensitivity to
Careers - Poet,
the sounds, meanings
journalist, writer,
and rhythms of words
teacher, lawyer,
politician, translator
Mathematical-Logical
Skills - Problem
Intelligence Ability to
solving (logical &
think conceptually and math), performing
abstractly, and capacity experiments
8.
7.
9.
Careers - Scientists,
engineers,
accountants,
mathematicians
Musical Intelligence
Skills - Singing,
Ability to produce and
playing instruments,
appreciate rhythm,
composing music
pitch and timber
Careers - Musician,
disc jockey, singer,
composer
Visual-Spatial
Skills - puzzle
Intelligence
building, painting,
Capacity to think in
constructing, fixing,
images and pictures, to designing objects
visualize accurately and Careers - Sculptor,
abstractly
artist, inventor,
architect, mechanic,
engineer
BodilySkills - Dancing,
Kinesthetic Intelligence sports, hands on
Ability to control one's
experiments, acting
body movements and
Careers - Athlete, PE
to handle objects
teacher, dancer,
skillfully
actor, firefighter
Interpersonal
Skills - Seeing from
Intelligence
other perspectives,
Capacity to detect and
empathy,
respond appropriately
counseling, coto the moods,
operating
motivations and
Careers - Counselor,
desires of others
salesperson,
politician, business
person, minister
Intrapersonal
Skills - Recognize
Intelligence
oneself, reflective,
Capacity to be selfaware of inner
aware and in tune with feelings
inner feelings, values,
Careers beliefs and thinking
Researchers,
processes
theorists,
philosophers
Naturalist Intelligence Skills - Recognize
Ability to recognize and one’s connection to
categorize plants,
nature, apply
animals and other
science theory to life
objects in nature
Careers – Scientist,
naturalist, landscape
architect
Existential Intelligence Skills – Reflective
Sensitivity and capacity and deep thinking,
to tackle deep
design abstract
questions about human theories
existence, such as the
Careers – Scientist,
meaning of life, why do philosopher,
we die, and how did we theologian
get here
12
Child and Adolescent Learner and Learning Principles
NOAM CHOMSKY’S THEORY OF LANGUAGE
ACQUISITION
Chomsky: Language Acquisition Device
 Biological basis for language
 Claims that children have
innate abilities to learn
language.
 Chomsky terms this innate
ability
the
“language
acquisition device” or LAD
 Believed that children instinctively learn
language without any formal instruction
 Believed that children have a natural need to use
language, and that in the absence of formal
language children will develop a system of
communication to meet their needs.
 Observed that all children make the same type of
language errors, regardless of the language they
are taught
 Believed in the existence of a “universal
grammar,” which posits that there are certain
grammatical rules all human languages share.
However, his research does not identify areas of
the brain or a genetic basis that enables humans’
innate ability for language
13