Development of Child Intelligance

Razvoj dječje inteligencije je individualni posao svih odraslih osoba koje rade i borave s djecom. Naravno, roditelji i stručnjaci u radu s djecom trebali bi zajednički pratiti razvoj pojedinca i djetetove interese. Sva su djeca različita, a opet tako slična u svojim potrebama. Mnogi znanstvenici, liječnici, teoretičari imaju danas svoje viđenje razvoja dječje inteligencije. U ovom radu opisane su teorije razvoja inteligencije, od antičkog doba do suvremene teorije višestrukih inteligencija. Kako su se razvijale teorije razvoja inteligencije tako su se mijenjali i načini mjerenja inteligencije. Kroz povijest testova inteligencije vidimo kako su i pojedini teoretičari i psiholozi doživljavali inteligenciju. Nekim teoretičarima bitan je samo rezultat dok je u Piagetove teorije važan proces dolaska do rezultata. Nakon otkrića Gardnera da ne postoji samo jedna inteligencija otvorila su se pitanje višestruke inteligencije. Kada odrasle osobe mogu dobro prepoznati pojedinu inteligenciju i na ispravan način ju približiti djeci već smo na pola puta uspješnog razvoja dječje inteligencije. Niti jedna osoba nema samo jednu razvijenu inteligenciju. Sve se one međusobno isprepletene dok neke dolaze do većeg izražaja. Potencijal boravi u svakom djetetu, a hoće li se aktivirati i na koji način ovisi o više čimbenika. Kroz pregled svake od osam inteligencija dani su prijedlozi i poticaji za razvoj pojedine inteligencije koji su potkrijepljeni s fotografijama aktivnosti s djecom predškolske dobi. Osim rane stimulacije od prenatalnog doba, važna je i stimulacija i pripremljena okolina za razvoj dječje inteligencije. Stimulaciju djeca mogu dobiti kroz razne integrirajuće pokrete i načine kretanja kao što su joga za djecu, tai chija ili Brain Gym.Intelligence development in children is an individual job of every adult working and spending time with children. Surely, parents together with professionals working with children should be observing development of an individual child and his interests. All children are different, and yet so similar in their needs. Many scientists, doctors and theorists nowadays have their own views on the development of child intelligence. This thesis describes theories of intelligence development, from the classical period to modern methods of multiple intelligence. As the theories of intelligence development were developing, the ways of measuring intelligence were also changing. Throughout the history of intelligence tests, we get to see how intelligence was perceived by some of the theorists and psychologists. To some of the theorists only the result matters, while in Piaget’s theory the process of getting results is important. After Garner’s discovery that there is no such thing as only one intelligence, questions about multiple intelligence opened up. When an adult is able to properly recognise a certain type of intelligence and accordingly introduce it to a child we are halfway through the successful child’s intelligence development. No person has only one intelligence developed. They are all interwoven with some of them more distinguished than others. Potential lies in every child, and whether it gets activated and how, it depends on several factors. With an overview of each one of the eight intelligence, recommendations and tools are provided for a particular type and these are underpinned with photographs of preschool children. In addition to early stimulation starting from prenatal period, both stimulation and prepared environment are important for the intelligence development in children. Children can get stimulated through a diversity of integrated movements and ways of movement such as yoga for children, tai chi or brain gym