Smart Kids: Thinking about intelligence

Many parents wonder how smart their child will be. How will they compare to other kids their age? They try hard to provide the latest learning toys and educational programs but few parents stop to ask themselves what it means to be smart or intelligent. Is it the ability to read, add, multiply? Is it the ability to draw, dance, sing, write, etc? These are important questions because they will influence how you encourage and guide your kids. In our child development research, we have done a lot of reading on Multiple Intelligence theory (Howard Gardner). The theory has been around for a little while now and has found a home in Montessori schools and progressive child development centers but has yet to really break into mainstream education.

The common notion of intelligence is closely rooted in our educational system where value is placed on language (reading, writing,) math, and science. Other subjects like physical education, art, music, and drama tend to be the first to go with budget cuts. When people think about intelligence it usually relates to one of the primary areas of our education system. This push continues with the current focus on raising educational standards as measured by reading and math scores.

Our society seems to have a gap in our perceptions about intelligence. While we recognize great scientists and engineers, we also loudly applaud photographers, artists, and athletes but only when they are older. Rarely do we here someone talk about a really smart 7yr old artist. Why do we value the skills later but down play them when our kids are little? Effectively, we are telling our artists, dancers, and athletes if they don’t excel in reading and math they are not intelligent.

I think parents would benefit from taking a look at some of the work by Thomas Armstrong, Howard Gardner, and Ken Robinson. We have read all of their work and are really drawn to their approach to learning and intelligence. It is an approach that recognizes intelligence exists in multiple forms outside of what we routinely test and segment on. It will make you think about how you will steer your child’s learning. Will you cut their piano lessons if they are struggling in math so they can study more? Is ballet out if reading scores are bad? Often parents who consider themselves serious about education view these activities as extracurricular and thus expendable if grades are not up to par.

The naysayer’s response to this would be we are encouraging complacency and acceptance of failure. They will argue they are preparing their children for the real world, and I agree. When these schools of thinking are not used wisely, they are right. This will probably be the biggest struggle for me. I am good in the areas our education system values, so I was always at the top of my class. When I think about X not doing the same in school, honestly, I kind of cringe. I have always had high expectations for myself and will for her. But, I think I am so attracted to these theories because, despite good grades and professional success, I am still looking for the things I am passionate about doing – making me question their link to happiness. Also, I don’t think you should take any of this work as saying focus on one area of intelligence while neglecting others. You should take away there are various ways intelligence can be displayed, so embrace the creativity of your little person and encourage them.

In the end, it is their happiness we are concerned about and happiness is more connected to pursing passions than posting 1450 SATs. I think it comes down to having lofty expectations for your child and pushing them to do their best BUT also being open to their areas of intelligence. So, open your mind, allow them to explore, and encourage them. The world is fun because it has artists, scientists, engineers, athletes, businesspeople, and many others. Help them find their passion and you will help them find happiness.