Intelligence Defining, Identifying and Cultivating Childhood Intelligence

Intelligence

Defining, Identifying and Cultivating Childhood Intelligence

Intelligence is a complex and nuanced subject. Once evaluated under fairly rigid terms using standardized intelligence quotient (IQ) testing, intelligence is now understood in a far more varied and flexible way, with concepts such as emotional intelligence, technical intelligence and artistic intelligence undermining a singular perspective on that which defines the concept. As this subject has widened in its scope, so too have discussions about identifying, cultivating and optimizing intelligence in our children. The discussion here considers some of the implications of the childhood intelligence discussion with specific reference to some of the factors that may or may not impact its development. The aim of this discussion is to produce a meaningful definition for our evolving concept of intelligence.

Of specific importance is a combination of our basic constructs about intelligence with emergent ideas on the subject. Here, the text by Smith et al. (2010) lends some insight. Smith offers a discussion on intelligence as a feature which both becomes increasingly apparent and which is susceptible to nurturing as early infant development proceeds. Generally referring to the abilities of the child to learn, reason, problem-solve and socialize, intelligence in its most basic form concerns developing patters of intellectual and academic capability.

However, the text by Smith et al. indicates, there is a great deal more emphasis today on expanding our concept of intelligence to include broader forms of developmental engagement. Indeed, with the inclusion of emotional intelligence in modern psychological and sociological examinations of intelligence, the discussion on intelligence seems to share greater relevance with the sequence implicated by the so-called stages of development. This is important because, as Smith et al. critique, "western society has overemphasized intelligence and academic achievement at the expense of emotional skills such as empathy." (Smith et al., p. 211)

By promoting a narrow frame of that which is defined as intelligence, prior scientific research has left something to be desired. In particular, this understanding of intelligence often does little to identify or facilitate positive intellectual traits in individuals who might otherwise demonstrate a slower developmental path. The inverse may also be true, that negative developmental qualities in some individuals may be overlooked due to otherwise positive intelligence development. This is why, according to the consideration by Smith et al., "recent work on the development of emotional intelligence has led to some intervention programs that aim to increase childrens' prosocial behavior, reduce aggression and enhance their capacity to relate well to one another." (Smith et al., p. 224)

In addition to expanding our understanding of intelligence, there have also been concerted efforts to identify and facilitate the developmental growth of intelligence in young children. There is an array of formative experience which may produce positive emotional or developmental outcomes in the child. However, these outcomes should not be conflated with the formulation of intelligence. More recently, studies have emerged within the cottage-industry of parenting advice designed to determine the steps that can be taken to improve a child's likely intelligence. In doing so, many of these studies are removing some of the mythologies that surround this ambition.

For instance, the study by Der (2006) measures the impact of breastfeeding on the eventual intelligence of child. The examination was adjusted to account for maternal intelligence, which was identified as a key determinant of whether or not a woman decided to breast feed her child. Maternal intelligence was found to be a high level predictor of this decision. Moreover, evidence suggests that this is maternal determinant is also a far more pivotal effecter of the child's emergent intelligence than is breastfeeding. According to the findings produced in the scientific study by Der, "breast feeding has little or no effect on intelligence in children. While breast feeding has many advantages for the child and mother, enhancement of the child's intelligence is unlikely to be among them." (Der, p. 1)

That said, there are other steps that can be taken to help foster a child's stronger intellectual growth. The article by Dewar (2012) shows that the development and verbal and communication skills will be a product of the child's early developmental environment. According to the study, a context where verbal engagement through parents and other caregivers is far likelier to produce intelligence improvement in a child than will the employment of any number of market-ready intelligence-building games or activities. According to Dewar "research indicates that babies learn language by listening to, interacting with, and following the gaze of live human beings -- -not talking televisions (Kuhl 2005)."