The Personal Intelligences in the Early Childhood Classroom

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The social development of young children has traditionally been marked by observable behaviors such as sharing (Chen, 1998). Jie-Qi Chen, the editor of Project Spectrum’s Early Learning Activities (1998, p. 171) explains that a curriculum that utilizes the multiple intelligence theory approaches social development through “children’s perceptions and understandings, on how they view the world of social relationships and their role within it.” The “observable behavioral” view identifies social abilities. The view expressed by Chen takes responsibility for children’s social development and involves the internal processes that are responsible for emotions and relationships.

The social development of elementary-school children has traditionally been addressed in a deficit archetype. Intrapersonal deficits are addressed in the disciplinary or remedial realm of the classroom. The child who does not have self-control is punished. The child who cannot manage or channel emotions appropriately is punished or referred for special education. The child who exhibits severe emotional difficulties is placed in an emotional support class. Waiting until a problem exists is too late (Karr-Morse and Wiley, 1997). The multiple-intelligence theory looks at intra/interpersonal potential as critically as other potentials. Intra/interpersonal development is vital to success in the classroom (Gardner, 1993) and to success in life (Goleman, 1995). Intra/interpersonal intelligence in the early childhood classroom is addressed through the purposeful planning, attention, and inclusion of intra/interpersonal content and materials. Successful implementation of the personal intelligences is facilitated through the following principles:

1. Emotions are not limited to the personal intelligences (Greenspan, 1997; Gardner, 1999).
2. The personal intelligences develop in stages. These stages emphasize a specific crisis. The resolution of the crisis sets the foundation for the resolution of the next crisis (Erikson, 1963).
3. Intra/interpersonal intelligence requires an emotionally safe environment (Bluestein, 2001).
4. It is essential to establish a sense of community in the classroom (Vance and Weaver, 2002) in order to develop the personal intelligences.
5. Relationships are crucial to the child’s emotional development and the child’s ability to learn (Greenspan, 1997). It is through social interaction that emotions develop (Greenspan, 1997; Hyson, 1994).

Emotions and Intelligence

Before examining the curricular implications of the personal intelligences, it is critical to point out that emotions are not limited to the personal intelligences (Gardner, 1999). While the personal intelligences deal with emotional development, emotions do not exist independently from cognition (Greenspan, 1997). Greenspan (1997) refers to emotions as the “architect of the mind.” They are not separate from cognition, but are necessary in creating the structures that govern cognition (Greenspan 1997). Emotions facilitate brain growth. Emotional experience and interaction are crucial in order for the developing brain to be able to symbolize. All experiences are emotionally charged and require emotional response in order to be processed by the brain (Greenspan, 1997). Upon a reexamination of the intelligences in the 1999 publication of Intelligences Reframed, Gardner (1999, p. 43) emphasizes the “emotional facets of each intelligence rather than restrict emotions to one or two personal intelligences.”

Development of the Personal Intelligences

Erikson’s stages of psychosocial development provide a framework for understanding how the personal intelligences develop. The developmental stages presented reflect the development of both interpersonal and intrapersonal development. While they are separate intelligences, they are both an expression of emotions. One looks at inner life, while the other looks at relationships. Hyson (1994, p. 121) explains that “emotions develop in social context.” Emotions cannot develop in isolation; social interaction is necessary (Greenspan, 1997; Hyson, 1994).