There is a new way of looking at intelligence or what it means to be smart. It is called the theory of multiple intelligences. This theory as expressed by Dr. Howard Gardner (1993) suggests that there are at least seven different types of intelligence. For example, people can express their intelligence in words (linguistic intelligence), through numbers and logic (logical-mathematical intelligence), and in pictures and images (spatial intelligence). They also can express their intelligence through music (musical intelligence), in movement of their bodies (bodily-kinesthetic intelligence), in interactions with others (interpersonal intelligence) and in personal insight (intrapersonal intelligence).

This new view of intelligence definitely challenges our ideas about what it means to be smart! However, the importance of these forms of intelligence can be seen in the esteem and high salaries we pay people who use their multiple intelligences to earn a living --- people like athletes, artists, musicians, business executives, poets, map-makers, religious leaders, inventors, movie stars, counselors, sales people, teachers, software designers, clothing designers, plumbers and carpenters!

According to Gardner, the earliest signs of multiple intelligences can be seen in the everyday words, actions, interests and preferences of children. You can use the information in Table 1 to get a handle on the different kinds of "smarts" being used by the kids in your care.

Table 1: How Children Express Their Multiple Intelligences.

Linguistic Intelligence is being expressed in a child who: has an easy time memorizing stories or poems; is/was an early reader; likes to write/read/hear poems, notes, or stories; is very talkative; loves to look things up in the encyclopedia or dictionary; has many favorite books; is/was an early talker. Logical-Mathematical Intelligence is being expressed in a child who: likes to do experiments; enjoys using science materials or conducting kitchen "experiments"; enjoys counting things; frequently asks how things work or why things happen the way they do; likes to watch the Discovery channel or shows like "The Wild Kingdom" or enjoys Sesame Street or Mr. Roger's episodes that deal with numbers or science; tends to look for patterns and regularities in the world. Spatial Intelligence is being expressed in a child who: enjoys scribbling, drawing, coloring, and painting; was particularly delighted by certain colors when young; enjoys figuring out how to take apart and put together toys, simple machines, and/or puzzles; likes building card or sand castles, or playing with erector sets, Lego's or other construction materials; has vivid and colorful dreams at night; can generally find his/her way around the neighborhood; can close his/her eyes and visualize things. Interpersonal Intelligence is being expressed in a child who: seems to warm up naturally to strangers; has an easy time making friends; is often called upon by his/her peers to help solve disputes in the neighborhood or school yard; usually knows what is going on socially with kids in the center ( e.g., feuds, romances, and other gossip); can often tell what a friend or relative is feeling when that person walks into the room; considers him or her self a leader or has been called that by others; feels a great deal of compassion or caring for an individual or group of people and wants to take some kind of specific action (e.g., worries about homelessness).

Bodily-Kinesthetic Intelligence is being expressed in a child who: is/was an early crawler or walker; enjoys messy hands-on activities like finger-painting, clay, and paper-mache; is a physically active youngster; likes to "ham it up" or "show off" by putting on little puppet shows, plays, or other performances; has special ability in one or more sports; is attracted to dance, ballet, gymnastics, creative movement, or other kinds of physical motion; loves being outdoors. Musical Intelligence is being expressed in a child who: had a musical quality to his/her babbling as a baby; liked to bang on toys, furniture, kitchen utensils or other objects in a rhythmic way as a very young child; loves to listen to favorite records or tapes; likes to make up special songs; enjoys playing a musical instrument; perks up whenever music is played; seems to have a good ear for different kinds of nonverbal sounds (wind blowing, dogs barking, etc.). Intrapersonal Intelligence is being expressed by a child who: is very independent and self-reliant; has lots of hobbies or activities that can be done alone; has a secret place that he/she can go to in order to get away from everybody and everything; frequently talks about what he/she will be when a grownup; spends a lot of time by him/herself feeling and thinking about things that are happening at home, school, or in the world; was aware of having a separate or distinct identity early in childhood; is very interested in religious, spiritual, or psychic events; is "moved" to great feelings by an artistic or natural event.

Were you surprised by at the number, types, or patterns of intelligences that your kids use and possess? If you were, you might want to gather more information about multiple intelligences by reading a few books that explain the theory and how it can be used to enhance the daily lives of both children and adults. Some recommendations are:

Howard Gardner (1993). Frames of Mind: the Theory of Multiple Intelligences. New York: Basic Books.
Thomas Armstrong (1993). Seven Kinds of Smarts: Identifying and Developing Your Many Intelligences. New York: Penguin Book.
Howard Gardner (1992). Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Linda Macrae Campbell, Bruce Campbell, & Dee Dickinson (1992). Teaching and Learning Through the Multiple Intelligences. Seattle, WA: New Horizons For Learning.
David Lazear (1991). Seven Ways of Knowing. Palatine, IL:Skylight Publishing Company.

In addition, you can purchase commercially made products for your home or center that foster the use and development of all seven kinds of intelligence. Armstrong (1993) lists the following games and toys as great ways to exercise all forms and types of thinking:

Also consider putting a multiple intelligence spin to your field trip and guest speaker program. Children can learn a lot about multiple intelligences by listening to speakers talk about the various "smarts" they need to use on order to be successful in their work. For instance, a physical therapist could explain how the job requires the use of special body-kinesthetic skills such as bending, carrying, massaging, lifting, as well as spatial skills whick help in the reading x-rays and body maps. Exposure to this type of activity also encourages children to imagine how their special pattern of intelligences can be used to benefit themselves, their families, communities, and society.

While these suggestions for incorporating multiple intelligences into your home or center program are simple, they are powerful! If the multiple intelligences of children are to grow and blossom into full adult expression, they must be nourished. Nourishment can only occur when children live and play in environments which recognize, value and celebrate all of the intelligences not just a select few. Unlike many adults, you are now aware of the richness of thinking that is expressed by children and are in a unique position to do something about it. By taking actions to equip children with the materials, opportunities, and encouragement to discover and explore their personal set of intelligences, you will be helping every child to have a healthy and optimistic sense of themselves, their competencies, and their future. What an intelligent thing to do!

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