The Relationship Between Families and Schools: Intelligence

The concept of multiple intelligences, along with the “EQ” or Emotional Quotient as opposed to IQ, has been popularized over the last two decades. Harvard University’s Howard Gardner has written extensively about intelligences specifi cally in the following areas: Language, Math, Spatial, Physical/kinesthetic, Artistic, Interpersonal (among people), and Intra-personal (knowing self).¹⁴

Regardless of how intelligence is classified or measured, it is only one part of school success. While some children may seem advanced in one or another aspect of their development, such as language skills or the ability to read, this alone is not a good indicator of success or progress. Social, emotional, and physical, as well as intellectual readiness are necessary for a child to succeed and be happy in school. When children are not fully ready for the many demands of school and when schools are not fully ready to meet the needs of the individual child, stress often gets in the way of the ability to learn, and to feel happy and successful.¹⁵

Understanding that a child may be stronger in one area or method of learning over another is valuable in not only knowing a child but also in helping a child grow and learn. While many U.S. schools seem to place more emphasis on language and mathematical skills, a child may have greater strengths and abilities in one of the other types of intelligences, and may learn differently than other children. Harnessing this knowledge is key, and parents and teachers should talk openly about children’s various strengths, intelligences, and learning styles.

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