EARLY CHILDHOOD EDUCATION AND LEARNING STYLES - CREATIVE IN INDIA

Current research on the brain, learning and human intelligence from a variety of disciplines, including medicine, cognitive sciences, and education has provided information with profound implications to education. This research is challenging and stretches the traditional approaches to education and teaching, particularly about the ability to learn, human intelligence, and how efficient learning occurs. Intelligence—what is it? The traditional theory of intelligence has two fundamental assumptions: that human cognition is unitary; and that individuals can be adequately described as having a single, quantifiable intelligence. margdarshak early Childhood intelligence and learning styles The traditional theory of intelligence has helped create a mindset or paradigm as to what "smart" or "intelligent" is, who has the potential or ability to be smart, and how we can or cannot become smart. This has influenced current educational practices. It is still a common educational practice to use the score from standardized intelligence tests to qualify children for various special programs. It is assumed these tests measure intelligence accurately and meaningfully. Current research indicates that the only limit to one's intelligence is what the individual believes is possible and how his or her behaviors either foster or limit his or her intelligence. Research also indicates that intelligence is not a static structure that can be measured and meaningfully quantified, but an open, dynamic system that can continue to develop throughout life. Through his work and studies, Reuven Feuerstein, an Israeli psychologist, and educator has developed a theory of the "Modifiability of Intelligence." He has linked the importance of how teachers, through facilitating learning experiences, impact the quality of learning and influence the potential intelligence of each student.