Chapter 16 Intellectual – Part 1
By J
Preoperational Thinking
Signs
• Second stage in Piaget’s theory
of cognitive development
• This stage occurs between the
ages of 2-7years
• This stage is often broken
down into two sub stages: 2-4
years and 5-7years (transition
stage)
• After 7 years of age they enter
the operational period
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Use of symbols
Make believe play
Egocentric viewpoint
Limited focus
• Children this age do not think
like adults, and should not be
treated like adults
Measuring Intelligence
• Educators use formal
intelligence tests to
more accurately
determine the
intellectual abilities of
children
• These results help
teachers, principals to
understand and meet
students educational
needs
• First intelligence test was
developed by French
psychologist, Alfred Binet in
1905
• In 1916 Lewis M Terman
made a major revision, and
devised a way to give a
persons intelligence a
numerical score
• Eventually was able to
determine a child of any age
has an IQ between 90 and 110
Disadvantages of IQ tests
• IQ test results are not always consistent, parents and
children shouldn’t become too concerned
• No test gives an absolute accurate estimate of an
individuals mental ability
• Influences can effect the score such as:
physical/emotional stability during test, limited
experiences, unfamiliarity with language
• IQ tests do not tell much about specific abilities,
different strengths and weakness
Screening Instruments
• These provide an overview of a child's level of
development in all areas
• If a child falls of the “normal”, than an in depth
assessments of skills can be done
• These evaluations help identify problem areas and
guide parents
Everyday learning opportunities
• Wide variety experiences provide more learning if a parent
shares them with a child
• Look for opportunities to talk with children
• Use positive comments, this can encourage interest
• Questions help children think in new ways and encourages
organizing thoughts into answers
• Explanations/suggestions or asking a child’s advice can be
helpful
• Included in household tasks such as shopping, cooking, chores,
this develops responsibility, maturity, independence
• Answer in simple terms with correct names, so they can
understand
• Encourage positive attitudes, unembarrassed, natural
environment
• Learning should be an everyday family centered event
• This early school stage is a period which children
develop an interest in one or more areas
• Parents should take the time to read to them
• Books provide opportunity to learn about world
• Learning will be made easier
• 4-6 year old enjoying reading stories that are
different from own life-style
• Children appreciate humor and unusual situations
• Shows ability to separate reality and fantasy
Reading/Art/Music
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Art helps children express their feelings
Children should be encouraged to experiment
No “correcting” ridiculing or “lessons”
It should enjoyable not a “production”
Ask about the painting/praise
• Singing rhythm games are fun (4-6)
• Many children are introduced to singing by finger
plays
• Enjoy simple repetitive songs
• Help develop children's interest in rhythm
Reading/Art/Music
Chapter 16 Intellectual – Part 2
The School Experience
• It is vital that they develop a good attitude at
outset
• Children who have had a bad experience with
classmates or a teach can develop negative
feelings about school
• Bad feelings keep them from learning
• Learning disabled have difficulties with academic
achievement and progress
• Learning disabled show and uneven pattern of
development
• Environmental disadvantage and mental
retardation/emotional disturbance are not reasons for
learning problems
• 6 to 10 percent of the school aged population is learning
disabled
• Little is known about causes of learning disabilities
• Early warning signs of learning disabilities: problems with
reading, mathematics, comprehension, writing, spoken
language, reasoning abilities.
• Learning disabilities typically affect 5 general areas:
Spoken Language, Written language, Arithmetic,
Reasoning, memory
Learning Disabilities
Pointers for parents with children with
disabilities
• Take time to listen to your children as much as you can
• Love them by touching them. Hugging, tickling ,wrestling
(need lots of physical contact)
• Look for/encourage strengths, interest, abilities
• Reward them with praise, good words, smiles
• Accept them for what they are, be realistic
• Involved them in rules and regulations
• Help correct their errors and mistakes
• Don’t nag
• Reasonable chores, regular responsibility
• Provide toys, games
• Read enjoyable stories, ask questions, discuss, reread
• Reduce distracting aspects of their environment
• Learning disorders is a term for a wide variety of
learning problems
• Learning disability is not a problem with intelligence
or motivation
• Kids are smart like everyone else
• Children with learning disabilities see, hear, and
understand things differently
• This causes problems with learning new things
• Most common: reading, writing, math, reasoning,
listening, and speaking
Children and Learning disabilities
• 3 to 10 percent of nations students are gifted
• Gifted children are children with an IQ of 130+
• Children may also be talented in an area that does not show up well
on an IQ test
• These children have special needs for recognition, appreciate and for
challenging pursuits in which they can be successful
• Gifted and talented children need to be free from feelings of
inferiority, superiority or being different
• They also need time with other gifted learners
• Benefit from play with a variety of children
• Parent/teachers should avoid overwhelming gifted and talented
children with unrealistic expectations
• Need encouragement, opportunities leadership, creativity
• Easily bored and frustrated
• Exhibit recognize signs, by age two
• Talk early, use complete sentence, demonstrate large vocabulary
• Read before school age, highly curious, ask challenge question
• Schools offer special educational programs
• Enrichment programs, special classes are even special schools
Gifted and Talented Children
• Language ability most dependable indicators of
intelligence
• Speech reveals child’s interests, personality
• Gained knowledge of language by listening
• As children grow their vocabulary will increase
• Sentences will become more complex
• Articulation improves dramatically
• Age three, say 30% of their words correctly
• By age 6 increased to 90%
• This improvement depends on physical development
• Some sounds are more difficult to make than others
• Child’s vocabulary increase rapidly during this period
• A normal developing 6 year old can understand and use
approximately 2,500 words
Speech Development
Speech difficulties
• Children who speak very little are not yet comfortable
with the language
• These children have trouble keeping up
• They will not be ready to read
• Children need to hear and be encouraged to use
languages
Bibliography
1. Learning Disabilities
http://www.childdevelopmentinfo.com/learnin
g/learning_disabilities.shtml (March , 2012)
2. YouTube
http://www.Youtube.com
3. The Developing Child
Holly E. Brisbane. Glencoe Division 1994.