Testing for Intelligence

     This week's lessons have focused on assessing school aged children and how that effects the children and family who have then been labeled by their disability. It is often times funny to me how topics that I am discussing for school seem to pop up in my professional life as well. 

     This week at a training for my new position we were discussing how assessing children does not include some of the most important aspects of a child's personality. Like, how do you test for creativity, curiosity, compassion, bravery, tolerance, empathy, honesty, friendship, or courage? As educators, we should hope that we are instilling these traits in the children we work with (no matter what age), but is there any way to test that they have these skills, and does the assessment that we currently use take any of these traits into account? The answer that we came up with at my training was no, the assessment we currently use bases most information on academics and specific behaviors. Most tests focus solely on academic ability, at that is what either moves a child forward, or holds them back. 

     In my personal opinion I think that information on all aspects of a child should be taken into account. It's possible that Suzie is a little behind on her math skills, but at 7 she is a very compassionate person, and deeply cares for her fellow students. Some assessments, such as the PIC-2 reflect more information about a child's personality, but again, does not measure some of the basic traits that we hope to instill in our children. 

     

     In other countries, assessment, and child growth is looked at a little differently, or more aspects are taken into account. "When rural parents in Africa talk about the intelligence of children, they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect" (Benson, 2003). In Africa research has shown that in different areas there are different thoughts about intelligence. They have found there are four concepts, rieko, luoro, paro and winjo. Rieko corresponds with the Western idea of academic intelligence; luoro deals with social qualities; paro is practical thinking; and winjo is comprehension (Benson, 2013). Western learning focuses so much on the academic training of children, or rieko, when in reality there are so many more parts of a child's personality, and many of their parts can be attributed to their success in life, not just that of academic success. 

    Overall, I believe that assessing children in one way, shape, or form is helpful. Those that need extra attention, whether it be academically or behaviorally can have access to more help after they have been assessed. I think it's important for parents to have a knowledge of how their child compares to others academically. With that said, I do not think that academic assessment is the only way to determine if a child is successful in school or not. 

Reference

Benson, E. (2003). Intelligence across cultures. American Psychological Association, 34(2), 56. Retrieved from http://www.apa.org/monitor/feb03/intelligence.aspx

Consequences of Stress on Children's Development

Stressors can come in many shapes and forms for children, some more significant than others, however the effects of long term stressors can be damaging to children as they get older and can significantly harm their development. At the beginning of my career in early childhood I was a teacher at a center that was located in the low housing district in my college town. The "Housing Authority" child care center was there for children of parents who were living in the assisted complex. I was the infant/toddler room teacher and spent 9 hours of my day with 10 of the most amazing little people I have ever known. Unfortunately, they were experiencing things that my upper-middle class upbringing had never really presented me. 

Each day some of the children I worked with would come in hungry, dirty, and in the winter, very cold. I did everything that I could to support these families, as a young adult, I think that I had the plan that I could help all of them, unfortunately that was not always the case. To help those that I could I contacted local charities to provide warm clothes, I worked with a local food pantry to help provide food, and during the day I gave those kids the most love, support, and full tummies that I could. 

While I myself did not experience many stressors growing up, these children were experiencing doubly. Some of those kids are still around in the community, and I actually happened upon a mother of one of them on Facebook just not that long ago. Her child, Gavin, is a happy, healthy 11 year old now, doing great in school, and is excelling in sports. When I talked to this mother, she told me that those first couple of years at the Housing Authority were ones that she credited to Gavin being so successful now. I would never say that I was the only reason that her child is doing great, he has hard working parents and a huge support system, I was just a small part of his early development. There are 9 other children from that class that I don't know where they ended up or how they are doing. 

Poverty and hunger are two stressors on child development that are seen all over the world. In an article from the Mirror, England's poverty and hungry children are noted. "In our poll, more than 85% of teachers quizzed in the survey said there has been an increase in the number of pupils turning up to school in the past two years without having eaten breakfast" (Parry, 2013). Some groups like the Magic Breakfast charity have worked hard at raising funds to provide meals to children who need to eat. I think that many areas of the world need help in this area, including here at home in the United States. 

As I move forward in my career I will always think about those children that I worked with, and how I can continue to help children like them. They will always have a place in my heart, and will always make me try a little harder for the children that really need it!

Reference

Parry, T. (2013). Retrieved from http://www.mirror.co.uk/news/uk-news/britains-hungry-children-desperate-schoolchildren-2325369#ixzz2s7qckqlk