Howard Gardner of Harvard Graduate College of Education expands our notion of intelligence from the old ways of thinking that intelligence equals our IQ to seven ways of knowing and expression. These seven ways help us enter a child's world.

The Seven Intelligences

• Verbal
  The ability to use words and language effectively either orally or by writing.

• Logical-Mathematical
  The ability to use numbers effectively as a practitioner (e.g. accountant or statistician) and to reason well such as a scientist of computer systems programmer.

• Spatial
  The ability to perceive the visual-spatial world and to perform transformation upon those perceptions in a manner of an artist, architect or inventor.

• Bodily-Kinesthetic
  The ability to use one's whole body to express ideas and feelings such as an actor or athlete and to be able to produce things with one's own hands (craftsperson, surgeon).

• Musical
  The ability to listen and discriminate like a fan, transform like a composer and express music like a performer.

• Interpersonal
  The ability to read moods, intentions and feelings of other people.

• Intrapersonal
  Knowing one's own strengths and weaknesses and the ability to adapt and cope based on that knowledge.

NEW INTELLIGENCES EMERGING

Recently, Gardner suggests additional intelligences to his original seven. The first is that of naturalistic intelligence or the capacity to draw on materials and features of the natural environment to solve problems or fashion products such as a hunter, farmer or biologist would practice (1995). The second is spirituality (Hatch, 1997). He admits, however, it is too early to alter his original schema of the seven intelligences.

Principles of Multiple Intelligences

The Theory of Multiple Intelligence suggests each person posseses all seven intelligences. Most people develop each intelligence to an adequate level of functioning. The multiple intelligences work together in complex ways. The variation in the degree we develop in each of the intelligences is what makes us unique individuals.

WORKING WITH MULTIPLE INTELLIGENCES IN SCHOOL-AGE CARE

Learning Environment
The framework of Multiple Intelligences is a great tool for planning the learning environment and experiences. In Thomas Armstrong's(1994), Multiple Intelligences In The Classroom, lots of ideas and examples can be found on how to create areas and centers that support the multiple ways of knowing and expression. Further, quality school-age care programs already have their learning environment designed to facilitate multiple intelligences.

Guidance and Discipline
Having the physical environment designed to support the multiple ways of knowing, will help children to meet their own needs and manage their behavior. But, there are times when care givers need to guide. Communicating in a way compatible to the child's prefer way of knowing or in multiple ways, helps the child understand the message. Following are examples of some strategies for each of the intelligences:

• Linguistic Guidance
  Talk to the youth. Provide books that refer to the issue and points to solutions. Help the youth use "self-talk" strategies for gaining control. Tell stories that focus on the issue (The Little Engine That Could).

• Logical-Mathematical Guidance
  Use logical-consequences approach. Have the youth quantify and chart the behavior (reinforce positive behavior by having the child chart the desired behavior).

• Spatial Guidance
  Have the youth draw and/or visualize the desired behavior. Provide a metaphor to the situation ("Just as bubbles are fragile and burst, other people's feelings burst and hurt when we say bad things about them?) Show the student videos that deal with issue or that model the appropriate behavior.

• Bodily-Kinesthetic Guidance
  Have the youth role play the desired behavior. Teach the youth to use physical cues to deal with stressful situations (count to ten, deep breaths).

• Musical Guidance
  Find musical selections that deal with the issue. Provide music that facilitates the appropriate behavior (e.g., calm music for an out-of-control child). Teach the youth to play their favorite music in their mind when stressed.

• Interpersonal Guidance
  Provide peer group feedback. Buddy the youth up with an appropriate role model. Have the youth work with a younger child. Give the youth leadership opportunities for their energy outlet.

• Intrapersonal Guidance
  Teach the youth to voluntarily go to a quiet place to "chill out". Provide one-to-one feed back. Develop a behavior contract with the youth. Offer the opportunity to work on high-interest projects.

The key in guidance is creating an atmosphere of mutual respect where youth feel welcomed. Try using different strategies to guide the school-agers.

The Theory of Multiple Intelligences provides educators, youth development professionals and care providers a framework to working with youth. Youth have multiple ways of knowing and expression. It makes sense that multiple strategies are needed to facilitate learning and guide behavior.

REFERENCES
Armstrong, T. (1994). Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (1995). "Reflections of Multiple Intelligences: Myths and Messages." Phi Delta Kappa 77, 3:200-203, 206 - 209.
Hatch, T. (1997). "Getting Specific About Multiple Intelligences." Educational Leadership, 54, 6: 26-29.
Mcclain, I., Copeland, A., Brown, B. (1996). Homework Center Manual. Alexandria, VA: Department of Army, Community Family Support Center.

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