The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University.

It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. Howard Gardner's Theory of Multiple Intelligence identifies that there are many forms of intelligence and that people have varying strengths and combinations of these. This theory challenges traditional views of intelligence and multi-faceted. It recognizes that we communicate, learn and solve problems in a least eight ways. Gardner suggested that each individual possesses a unique blend of eight intelligences. While the intelligences are discrete in terms of their existence in the brain, "real world" activities inevitably involve a blend of intelligences. It is unlikely that the intelligences can operate in pure form in everyday functioning. Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") (added later in 1997) One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning: words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world. (naturalist intelligence) Intelligences can be identified, amplified, taught, and applied. This process is not subject specific. For example, Verbal/Linguistic Intelligence can be developed in math lessons eg stories with time, lines, story maps; Logical/Mathematical Intelligence can be developed in drama by scheduling rehearsals, measuring for sets, scale models, estimating costs, budgeting; Visual/Spatial Intelligence can be developed through studies of society eg models, map making, illustrations; Musical/Rhythmic Intelligence can be developed through science and technology eg the study of vibration and making of instruments; Bodily/Kinaesthetic Intelligence can be developed through music eg singing and

clapping, rap songs and dance; Interpersonal Intelligence can be developed through co-operation and team learning strategies used in any subject and group problem solving work; Intrapersonal Intelligence can be developed through peer tutoring, buddy systems etc. Term was coined by Peter Solovey of Yale University and Jack Mayer of the University of New Hampshire while they were researching factors important to functioning well in society (1997). But it was Daniel Golemans (1995) book Emotional Intelligence that brought this idea to the general public in the US and worldwide. There are many definitions of emotional intelligence and research continues to refine the nuances of this concepts. CASEL, the Collaborative for Academic, Social and Emotional Learning, continues to play a prominent role in monitoring and articulating these changes, especially through its ongoing process of reviewing EQ-related programs to determine their features and adequacy. But, the most widespread and shared terminology in use is that of Goleman. Capacity to reason with emotion in 4 areas: to perceive emotion, to integrate it into thought, to understand and manage it (Mayer, 1999) Self Awareness: the ability to recognize feelings as they occur in real life situations Management and Self-Regulation of Emotions: being able to cope with strong feelings so as not to be overwhelmed and paralyzed by them. Self motivation and performance: being goal-oriented and able to channel emotions toward desired outcomes Empathy and Perspective Taking: being able to recognize emotions in others and to understand others point of view Social skills: the ability to handle a wide range of social relationships EQ, or skills for social and emotional learning, are therefore those skills that underlie the following elements of everyday classroom and school life: 1) Communicating effectively 2) Participating actively, genuinely, and cooperatively in group work 3) Expressing and regulating emotions and impulses appropriately 4) Resolving conflicts thoughtfully and nonviolently 5) Living a life of sound character 6) Bringing a reflective, learning to learn approach to all domains of life Overall, social and emotional learning is the process of developing the ability to recognize and manage emotions, developing concern for others, make responsible decisions, establish positive relationships and handle challenging situations effectively

Without EQ, IQ consists more of a potential that actuality. It is confined more to performance on certain kinds of tests that to expression in the many tests of every day life in school, at home, at the workplace and in the community. The very nature of school-based learning is relational, and social and emotional skills are essential for building and sustaining learning relationships of the kind needed for academic success, citizenship, and civilized and nonviolent classrooms and effective inclusive education. Emotion is very important to the educative process because it drives attention, which drives learning and memory Barkley: general principles of special time are 1) praise child for appropriate behavior (labeled), 2) demonstrate interest in what child is doing by participating in the activity, describing what they are doing and reflecting his/her feelings, and 3) Avoid questions and commands. Note: For discipline to be most effective it must take place in the context of a rewarding parent-child relationship (Hembree-Kigin & McNeil, 1995) Discipline: a) Reprimands b) Natural consequences c) Time-out d) Removal of privilege e) Overcorrection f) Behavioral points system Structured game: TV Talk Show Psychologist Albert Mehrabian showed that in face to face interactions 55 percent of the emotional meaning of a message is expressed in nonverbal cues such as facial expression, posture and gesture, and another 38 percent is transmitted through voice tone. That leaves only 7 percent of emotional meaning that is actually expressed in the words that we speak. Nonverbal Communication (Importance of Nonverbal Cues): Feelings Charades, Guess the Feeling, Picture Yourself with a Feeling By age four you can start teaching children the language of problem solving. You can play word games with your children to reinforce the usage of problem solving language (ICPS!)

As you discuss a problem you are having, model a 5-step problem-solving procedure: 1) Identify Problem 2) Think of alternative solutions 3) Compare each solution 4) Pick the best solution 5) Discuss how the solution turned out and any necessary modifications Therapists have found that it is more important to be a good emotional listener than to be an articulate speaker when it comes to emotional communication. A good listener is both patient and attuned to the emotional needs of the speaker. In families in which feelings are openly expressed and discussed, children develop the emotional vocabulary to think about and communicate their emotions. In families in which feelings are suppressed and emotional communication is avoided, children are more likely to be emotionally mute. In the early part of the century, Sigmund Freud theorized that learning emotional control was the benchmark of personality development that defined civilized man. there are many ways to stimulate the thinking part of the brain to help children inhibit and control their anger Review Becky Bailey Conscious Discipline and other relaxation techniques Readiness implies the mastery of certain basic skills or abilities that, in turn, permit a child to function successfully in a school setting, both academically and socially. There is a debate among theorists regarding how school readiness develops. Some believe that it is a function of maturity (ready to learn when they are ready), whereas others have characterized readiness as the mastery of skills, or as standards established within a community. However, consensus in the field has emerged around the concept that school readiness is multidimensional and is not only dependent upon the qualities that children bring to the learning experience, but also dependent upon the contexts in which learning occurs-contexts which include the home and school environments as well as the larger community. Indeed, a more comprehensive view of school readiness is one of an interaction between a childs inherent characteristics and past and present environmental and cultural contexts. Shiela Eybergs theory of play therapy that serves the childs needs of nurturance and limit setting. Do nots: give commands or make requests, ask questions or criticize or correct in a negative way