Psychology is a science that has long studied the behavior and mental processes of individuals and groups. It seeks to understand how we think, feel, and act, both independently and in relation to others and our environment. One crucial area of study has been the development of intelligence.
A Brief Overview of History:
In 1905, Alfred Binet, a French educator and psychologist, collaborated with Theodore Simon to create the first test designed to predict academic performance: the Intelligence Measurement Scale. This test aimed to identify students with cognitive development deficiencies, allowing for targeted interventions to support their growth.
In 1912, German psychologist William Stern introduced a method for recording intelligence test results, which he termed the intelligence quotient (IQ). This quotient is calculated by dividing mental age by chronological age and multiplying the result by 100, with an IQ of 100 considered average.
A child's mental age is assessed through intelligence tests, such as the Wechsler Intelligence Scale for Children (WISC-R), developed in 1974. This test is divided into two scales: verbal and performance. It evaluates skills such as information, similarities, arithmetic, vocabulary, comprehension, digit span, incomplete figures, storytelling, cubes, puzzles, coding, and mazes.
Essentially, mental age reflects the level of mastery of skills expected for a particular age, directly influencing the calculation of the intelligence quotient.
Psychologist Howard Gardner later defined intelligence as "the ability to solve problems or create products that hold value in one or more cultures." His Theory of Multiple Intelligences (1979) proposes the existence of several distinct intelligences: intrapersonal, interpersonal, logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, and naturalistic.
Additionally, psychologist Reuven Feuerstein's Theory of Structural Cognitive Modifiability (1983) asserts that intelligence is not fixed by genetics but rather is a dynamic capacity that can improve and evolve through appropriate stimuli and the effective intervention of a mediator.
Consequently, intelligence encompasses skills that are not predetermined by genetics; instead, they develop through valuable learning opportunities tailored to the child's age. These skills are essential for cognitive, social, emotional, and motor development. The key stages in this developmental process are pre-infancy and early childhood, extending up to the fourth grade.
1. Cognitive Development
Cognitive development is essential during these stages as it enables children to acquire and refine their thinking, learning, reasoning, and problem-solving skills. This development occurs through:
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The acquisition of mental processes such as:
- Perception: The ability to process sensory information.
- Attention: The capacity to focus and maintain concentration.
- Memory: The skills involved in storing and retrieving information.
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The formation of habits including:
- Self-discipline: Transforming the will to act into a consistent habit.
- Cultivating Serenity: Learning to remain calm and centered.
- Autonomy: Developing the ability to make decisions and solve problems independently.
- Practice: Engaging in systematic exercise while striving for maximum effort.
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The development of foundational skills such as:
- Language: The ability to communicate and comprehend both the native language and a foreign language.
- Mental Calculation: The capacity to analyze situations and derive effective solutions.
Symptoms of Inadequate Cognitive Development: Learning difficulties and lack of motivation.
2. Social Development
During these developmental stages, children learn the norms and ethical values that underpin society. This process involves acquiring appropriate behaviors and attitudes essential for effective interaction and relationships with others, thus forming the habit of adhering to social rules.
Symptoms of Inadequate Social Development: Behavioral issues and difficulties in social interactions.
3. Emotional Development
Emotional development is critical during these periods as children learn to manage and express their emotions in appropriate and effective ways. This process encompasses controlling emotional responses in various situations and interacting constructively with the emotions of others. Consequently, it is vital for children to cultivate self-control or emotional self-regulation.
Symptoms of Inadequate Emotional Development: Behavioral problems and negative attitudes.
4. Motor Development
Proper motor development during pre-infancy and childhood is crucial for children’s future performance, as it relates to how they develop or enhance their physical and motor skills. These skills are categorized into:
- Gross Motor Skills: Larger movements involving major muscle groups, such as running, jumping, and throwing, along with body postures.
- Fine Motor Skills: More precise and intricate movements, such as writing, drawing, or manipulating small objects.
Symptoms of Inadequate Motor Development: Issues with posture, physical abilities, writing skills, and attitudes toward learning.
