Identifying and Supporting Spatial Intelligence in Young Children

Abstract

Intelligence is a concept related to behaviours that are valued in a social and cultural context. Since the establishment of formalised education for Westernised industrial society, education has focused on the development of literacy and numeracy skills and has acknowledged those areas as important in formal education. Intelligence, hence, has been valued in those who are highly literate and numerate. However, a careful analysis of highly creative people in the area of mathematics and science, and recognition of the impact of technology in an Information Age suggests that other behaviours broadly identified as spatial intelligence are significant areas of human capability. Spatial intelligence has been highlighted in recent years though the work of Howard Gardner. However, interpretations of this work have tended to emphasise the role of spatial intelligence in artistic domains and ignored the seminal contribution that spatial intelligence plays in mathematical and scientific domains. The article explores spatial intelligence in the sciences from a variety of perspectives, including a neuropsychological perspective, and uses Gardner's developmental trajectory of intelligence to explore how to facilitate the development of spatial intelligence. We challenge practitioners to examine their practices in educational settings and reflect on the extent to which they provide opportunities for children to demonstrate and develop their spatial intelligence.