When the term or thought of testing a child’s
intelligence or development is expressed, I get a bit reserved. I refer to the testing I completed as a child
and the testing my children are now encountering at school have changed a bit. The main goal is still the same, to evaluate
the intelligence of a child. Where the
child stood in the standards of mathematics and writing/English/language by
requiring each child to participate in a yearly test. Again, this test was to measure the academic
comprehension as a student, young child.
Honestly, I have always been curious as to whom truly makes those
standards? Do these tests consider the
child as an individual, a unique child? I
also think of the forms the pediatrician hands out at well-child visits, asking
questions to where you felt your child was in development for the age of their
visit. I truly grasp the need to monitor
the development and progress of children as they grow throughout their
years. Understanding that the individuals
involved in evaluating these test and questionnaires are educated and
experienced, we still must consider every aspect of the child in evaluating and
testing. As we find a discrepancy between
the state testing and national testing in regard to the proficiency of a child’s
academic progress. “For example in the
state of New York, states found 62 percent proficient in math, but the NAEP
found only 32 percent; 51 were found proficient in reading on the state tests
but only 35 percent according to NAEP” (Berger, 2015, p. 399). Thereforth to me this information simple
states that many aspects of children are being missed. A child’s development in life roots from the
diversity of who the child is. For
example we must consider the child’s culture, biology, attachment and nurture, family
unit, socioeconomic status, and more.
These factors contribute to how a child learns and experiences life. If a child comes from parents that are highly
educated and read daily, promoting their child the same academic enrichment,
but yet is cold, harsh, limited affection if any, limiting child to play and
social interaction. Does this child
develop a healthy life? The likely
chance that this child will suffer emotional and social is high. How do we measure one’s emotions and social
development? Approaching the reality
that a child’s development is diverse and should be approached in considering
every aspect of the child, a holistic approach.
Considering the healthiest life is a life that has developed healthy in
every aspects of its life, socially, academically, physically, mentally, and
more. Back to the example as mentioned
above with parents that were cold and reserved the child of social
interaction. Could we consider this
child developmentally healthy, even after passing an academic assessment? Will he develop proper social skills and
contribute back as an adult?
With all the thoughts above and the realization that
development is a diverse aspect, academic testing should not be limited to one
style or type of test. Many considerations
should take into play, for example the concept of multiple intelligences. As we are aware every child has different
intellectual abilities. A child also has
different learning skills. These are a set
of hypotheses the child explorers with or approaches a task, such as: visual
learning, auditory learning, reflective learning, impulsive learning, musically
and more. Thereforth much greater consideration
should be made in evaluating a child’s development. A holistic approach of the whole child should
be considered. Just as a teacher should
adapt to the individual needs of the child in teaching. Providing different content and engaging the
senses the child has, can contribute to the child demonstrating their knowledge
and skills. (2013, March 8, Edutopia).
In other nations the measurement of academics is not
necessary consider just math and English.
Based on the geographic area will depend on the values of life’s traits
or skills. The education practice many
be different from the US. Not to mention
the courses an individual may take, as well as required amounts of school
work. In some parts of the world
education is a luxury, not a requirement.
For those that have the privilege to engage in school, the activities
and course will vary per location. “For
example, the average child in a primary school in Spain spends twice as much
time studying science as does the average child in Italy” (Berger, 2015,
p.393). the fact is that we as a
community should come together to observe the development and growth of our
children, but should we classify a percentage with a test, no. Unless a child’s entire development from a
holistic aspect is not used in evaluating the child, then there should not be
an evaluation performed.
Reference:
Berger, K. (2015). The
developing person through childhood (7th ed.). New York, NY: Worth Publishers.
March 8, 2013. Multiple
intelligences: What does the research say? Edutopia.
Retrieved
from: https://www.edutopia.org/multiple-intelligences-research
