Intelligence

Intelligence is an umbrella term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to define intelligence. In some cases, intelligence may include traits such as creativity, personality, character, knowledge, or wisdom. However, most psychologists prefer not to include these traits in the definition of intelligence.

Intelligence Stages:

During the first year of your child's life you will see a change in their actions towards objects. Up to about 8 months sucking on an object is done simply as material for their own actions. From that time forward a child seems to become more curious about objects, looking at them longer, feeling them, exploring their surfaces and edges and turning the object around and around.
Here is a summary of the timeline of various motor intelligence stages:-
For the first 6 weeks of life,the ready-made reflexes of sucking, grasping, swallowing, etc. Basically infants acts first and thinks later.
Then for the next 4 months actions are coordinated into primary circular reactions i.e. habits or routines.
Up to about 9 months infants seek 'to make interesting sights last'. For example, if an infant notices that waving their arms about makes a string of rattles shake and sound, they will continue waving their arms.
In the last few months of their first year, infants begin to take more notice of the connection between a specific action and a specific effect. They will now actively search for an object when it goes out of sight.
Infants become mobile at 12 to 18 months and as such become active investigators of anything interesting that is going on. Novelty is now sought for its own sake.
Finally between 18 months and 2 years, infants think before they act and are able to think about a sequence of actions in their minds before carrying the action out.
PLAY
In play, assimilation is the most predominant intellectual process since it involves the child taking in information about their environment and modifying it to fit with their own knowledge and experience.
During the motor skills stage of development (0-2 years), the type of play is largely repetitive with the infant attempting to master and control their movements. They explore their environment with all of the available senses and note what effect their behavior has on objects around them.
During the pre-operational stage of intellectual development (approximately 2-7 years) a child enacts make-believe play. At this stage the child can use symbols to stand for things in play - for example, a box can be a boat or a space rocket. Basically, in this type of play the child has the mental ability to change themselves or an object into something else.
Finally the operational stage of intellectual development (7 years onwards). A child's thinking is now more logical and this is reflected in his play so that games with rules take over from games of make-believe.

Visual-spatial Intelligence

This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence.
Some critics point out the high correlation between the spatial and mathematical abilities, which seems to disprove the clear separation of the intelligences as Gardner theorized. Since solving a mathematical problem involves reassuringly manipulating symbols and numbers, spatial intelligence is involved in visually changing the reality. A thorough understanding of the two intelligences precludes this criticism, however, as the two intelligences do not precisely conform to the definitions of visual and mathematical abilities. Although they may share certain characteristics, they are easily distinguished by several factors, and there are many with strong logical-mathematical intelligence.
Careers that suit those with this intelligence include artists, engineers, and architects.

How this intelligence develops and activities that can be done to foster it:

An early childhood curriculum that understands and respects spatial intelligence takes three guiding principles into consideration.Spatial intelligence requires an awareness of body and material boundaries. Spatial intelligence develops in stages (Brittain and Lowenfeld, 1964). Spatial intelligence reveals the child’s perceptions, interests, and understandings (Brittain and Lowenfeld, 1964). BoundariesBody Awareness Three-year-old children will often bump into, step over, and touch one another. This is due to a lack of body boundaries. An awareness of body boundaries is a foundation for self-control. Body boundaries can be explored through mirror play, gross-motor play, and outdoor play. Mirror activities can help the child to see where her body is, and how it moves in space.Movement is extremely important in the young child’s life. Movement indoors and outdoors allows the child to develop an awareness of where her body is and how her body moves through space. This awareness will provide a foundation for being able to move the body skillfully and purposefully in the environment.Material Awareness After a child has developed an understanding of her body boundaries, she can explore spatial intelligence through material awareness and boundaries.Many times when a young child of two scribbles, the scribbles go off the paper. As the young child perceives her paper boundaries more clearly, she is able to stay within the boundaries of the paper. As the child’s material boundary awareness increases, she is able to keep her materials organized and in close proximity. She respects the boundaries of her materials and of others and can use the materials to express and develop her spatial potential.Environmental Awareness Awareness of her place in the environment is also significant to the child’s spatial development. Preschool children will begin noticing and manipulating shapes in their play environment. They will notice similarities and differences in shapes and structures. They will begin to verbalize an understanding of structural opposites (tall/short, big/little). Opportunities to explore shapes sensorially lead to spatial development. Children will identify, move, create, and manipulate shapes in the environment. Blocks of different shapes and textures, puzzles, gears, nuts and bolts, and other objects of varying shapes and sizes allow children to move, manipulate, and explore shape concepts. Montessori equipment such as geometric solids, metal insets, trinomial and binomial cubes, and knobless cylinders allow children to explore the concept of shape in the environment.Playing with blocks allows the child to represent their environment through the creation of a model. It also helps the child to develop balance and symmetry, and allows the child to create a scaled-down version of their environment.Preschool and kindergarten children will be able to locate and recognize familiar landmarks and streets that symbolize the way to grandma’s house, preschool, or the park. An unexpected or alternate route to these places will often confuse a child. Young children are also able to recognize the functions of specific buildings in the environment. They recognize the firehouse, police station, school, library, and hospital and have an understanding of the functions of the buildings. The children are interested in landmarks in the environment that are directly related to their everyday life. Preschool and kindergarten children will represent their environment through block structures and art representation. The child might also be interested in simple mapmaking.