Evaluating Children in Appalachia

Like Berger (2012) notes, Howard Gardner identified 9 different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential.  With this amount of identified intelligence, how can we put any kind of faith in the IQ tests that stick with the typical, aptitude based criteria.  I truly believe that we need to spend more time evaluating those things that are not academic based, such as social interaction and social belonging.  It has been proven over and over again that a child’s success in this world largely depends on their capabilities to function in society.  A child can have an incredibly high IQ but his social skills may be so low that he cannot hold a conversation.  If this is the case, he will not be able to function in society, let alone the work place. 

When searching for how intelligence is tested throughout the world, the same intelligence test (Wechsler Intelligence Scale) came up.  The Wechsler Intelligence Scale for Children has been translated into several languages and it used in multiple countries throughout the world.  As with my previous post, I have a connection to Appalachia and wanted to see if things are being done differently in that area of the country.  I came across a study that looked at children in Appalachia from infancy to middle childhood.  The purpose of the project was to study the socioemotional and cognitive development of low-income rural Appalachian children in middle childhood (Fish, 2007).  They looked at social adjustment, academic achievement, and attitudes toward tobacco in order to understand both risk and protective factors and to inform future policy-making decisions.  They used a variety of tools including a perspective-taking task, a project-developed assessment of social cognition, the social convoy measure of social support, the Social Experience Questionnaire to assess peer relations, the Harter Perceived Competence Scale for Children and the Feelings About School to measure self-perceptions.  In terms of cognitive abilities, they used instruments to test nonverbal intelligence and two language measures.  They also used surveys to collect information from parents and teachers. 

I was exceptionally impressed with the holistic approach of this study because it provided much more information than a standardized intelligence test.  If we truly want to help children grow and be successful, we have to look at them from all angles (so to speak) and understand and appreciate the individuality of each child.  Every child wants to be successful…we just have to find the individualistic ways to help each of them accomplish their goals.

Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers.

Fish, M. (2007). Infancy to Middle Childhood in Rural Appalachia. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEcQFjAC&url=http%3A%2F%2Fmedia.mchtraining.net%2Fresearch%2Fdocuments%2Ffinalreports%2Ffish_r40_mc_00316_mchb_final_report.pdf&ei=FthqUde_KtPk4APp84G4Dw&usg=AFQjCNEZF6ruEbGUZUjQpbZaoaW0OI70VA&sig2=NVeCt23WwX6hiArzVj-yfw&bvm=bv.45175338,d.dmg