In response to our assignment, to list other areas that children might be assessed in, I agree with Robert Steinberg’s three distinct types of intelligences, Academic; measured by IQ and achievement test, (the current method used) Creative; the ability to use the imagination for various purposes, and Practical; solving everyday problems (Berger 2009). If we reserve intelligence to Academic only, we fail to convey to society that that there is more to a child than book sense and that we benefit from these other intelligences as well. And we must not forget that some children are late bloomers. I know I was. As I shared in my discussion post, I find it very intriguing that the mind of an engineer needs directions on how to wash a pair of socks in the sink. Yet someone considered average academically is highly intelligent in solving everyday problems as he / she master the art of coordinating, organizing and implementing systems to keep a household running smoothly. I also believe that the creative mind contributes much to society. Just think, many of the products we use, the music we listen to, the clothes we wear all originated from the creative mind.
Although the U.S is committed to administering intelligence testing, some other countries do not. Nigeria for example, children three through nine years of age attend what is called “Primary School”. Upon completion they graduate and receive a school-leaving certificate. To be admitted to a Federal and State Governmental school children must take the “Common Entrance Examination”. Curriculum includes The (UBE) Universal Basic Education. Subjects taught at the primary level include mathematics, English language, Islamic knowledge studies, Bible knowledge, science and one of the three main native ethnic groups (Hausa-Fulani, Yoruba, and Igbo). The (UBEC) Universal Basic Education Commission law requires specific groups to attend; nomads, migrants, girl child and women, Al-majiri, street children and the disabled. The actual program is assessed ongoing but not the children. Emphasis on testing doesn’t occur until adulthood as a student prepares to attend a university. My only response to this information is that hopefully the teachers are creative in assessing the children themselves. Seems the government doesn’t see education as a priority during the early years.
In closing I hope that educators will remember that the child who doesn’t have the highest I.Q according our standards, has the potential to achieve success as his or her academic peers. Thank goodness success is not dependent upon academics alone.
Resources
Wikipedia (2008). Education in Nigeria. Retrieved fromhttp://en.wikipedia.org/wiki/Education_in_Nigeria
Berger, K. (2009). The developing child through childhood. New York, NY: Worth Publishing.
I like that you say "thank goodness success is not dependent upon academics alone." I agree. If it were we would not have half the modern inventions we do. However, I do think that academics plays a big role in it. A child who has always done poorly in school probably is going to have low self confidence and won't be as successful as he/she could have been. Too much emphasis is put on academics. Good post!
ReplyDeleteCheryl,
ReplyDeleteWow, I am amazed that a child in Nigeria is only required to take one entrance exam to go to school. Once in school, there are no more evaluations or assessments for the child until and/or if, the child goes to college? If there are no outcomes to measure, it must be a pretty safe guess that this is not an outcomes based educational system. I am very interested in learning more about how the teachers support children's educational success in Nigeria. They must be using some sort of assessment to measure each child's development. I am curious now.
Thanks for the post. Great read!
Take care,
Patty Eningowuk