Physical Development and Multiple-Intelligences Theories

PhysicalDevelopment and Multiple-Intelligences Theories

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PhysicalDevelopment and Multiple-Intelligences Theories

Whenchildren in middle childhood continue to develop, it can bechallenging to make children be ambitious and self-motivated. Atfirst, youthful kids need lots of direction and specific, systematicdirections on what to do. For example, in the case provided, as acounselor, I would advise the parent to create a culture whereby thechild’s psychology would embrace the values of responsibility andself-drive. Multiple Intelligences theory is an extremely helpfulmodel for creating an efficient methodology to teaching and nurturingkids to accomplish this.

Iwould ask the parent to ask his 8-year-old child, &quotSon, I needyou to pick up your dishes and place them into the kitchen sinkwithin the next 10 minutes in the wake of completing your dinner. Iam going to set a timer on the kitchen clock and when it rings, theutilized plates should be in the kitchen. On the off chance that theyare not, you will not be allowed to play video games tomorrow.&quotThen set the wait to see the results (Gardner, 2009).

Assumingthat the child gets the dishes set away to the parent’sfulfillment, the parent can then proceed onward to another task, forexample, putting his books on the rack or setting his dirty garmentsin the hamper. The videogames then gradually start to become a rewardinstead of a regular activity (Salkind, 2006).

Despitethe fact that this methodology demands a lot of the guardian`sattention as well as time, it is a less anger provoking andfrustrating than yelling repeatedly, &quotClean up this room, orstop that video game and read!&quot The guardian will likewise findthat giving particular, methodical directions, supported byconsequences, will yield much better outcomes (Leonard, 2002).

Inconclusion, when utilizing consequences with children, it is best toreward both positive and negative results. In the event that peopleonly punish their children for lack of ambition and drive or badbehavior and fail to reward their positivity, they can bediscouraged. It is also essential to reward and praise children fortheir great conduct. In this way, when children reliably finishes ontheir chores, for example, cleaning their room, they ought to getverbal acclaim, an embrace and even an occasional small reward.

References

Gardner,H. (2009). Intelligencereframed: Multiple intelligences for the 21st century.New York, NY: Basic Books.

Gardner,H. (2013). Framesof mind: The theory of multiple intelligences.New York: Basic Books.

Leonard,D. C. (2012). Learningtheories, A to Z.Westport, Conn: Oryx Press.

Salkind,N. J. (2006). Encyclopediaof human development.Thousand Oaks, Calif: Sage Publications.