Very simple, don't judge a child's cleverness easily! Children, in particular, are in a highly variable and highly plastic growth stage. They have their own personalities, preferences, interests and characteristics, but they can't attribute everything to "cleverness" or label their children as "unintelligent" because of a little unsatisfactory comparison. We can only measure the development of children. For details, please refer to the scientific explanation in the second half of this answer. For young children, there is only the development scale, not the intelligence scale. Many times, from word of mouth, we are used to judging children's intelligence by many one-sided simplified standards. Like a small ruler. Because of the little myth of "smart children", we need this kind of ruler that is visible, accurate and comparable. There are many such "small rulers", such as the most common "language"-that is, children have to talk sooner or later. Many people like to measure whether a child is smart by the time he talks. But is this really scientific? In fact, speaking sooner or later can only represent the development of children's language ability, but not the intelligence level of children. Because the development of language is really influenced by children's environment, family education methods and children's cognitive characteristics. In other words, we can judge whether the language development of two or three-year-old children is fast or slow by observing their language expression, but we can't use the "small ruler" of "speaking fast or slow" to evaluate whether children are smart or not. Give a simple example. My parents are very proud. I spoke very early when I was a child. According to my mother's "legendary" memory, I started calling my parents when I was seven months old, and I was able to recite poems clearly when I was over one year old, and even read early. It is said that I read the children's story books of Three Kingdoms and Water Margin by myself before I went to primary school. So what? This so-called early wisdom can't make me a few steps ahead on the road of human growth. On the contrary, my child was born in a foreign country, and the bilingual environment caused him to be silent for a long time. When I was one year old, I found that he could understand the daily instructions in Chinese and English, and liked to turn over the cognitive cardboard books and cloth books at hand, but he rarely spoke. My parents are particularly anxious at home. Take my example, my baby DOG is definitely not smart. In-laws also blame the foreign environment for affecting children's learning to speak. We went back to China before the child was two years old. With the powerful language environment of a single language, Momo immediately entered an ultra-fast accelerated language explosion period. In just three months, his language developed from simple words to rich phrases and sentences almost immediately. I also specially made a two-year vocabulary statistics table. In order to reassure the elderly on both sides, it is no problem for Mo Mo to speak. Later, according to the normal enlightenment rhythm, we started a lot of children's songs, nursery rhymes and picture books that can be sung, communicated with children a lot every day, and established the habit of reading picture books to parents and children every day. For example, Momo's favorite reading materials at that time were "Sing Together with rainbow rabbit" and grandpa Carl's enlightenment picture book. Bean's hungry caterpillar intelligent reading pen rainbow rabbit 1 series children's enlightenment pro JD.COM? 776.00 Buy bilingual picture books in daily oral context, enlighten parents and children, and improve vocabulary with English graded books. By the time Momo was three years old, he could switch between Chinese and English fluently. He was also a child who could answer questions freely in kindergarten because he was particularly good at remembering and retelling what happened at school. Our parents even often ask me to ask Momo Kindergarten what nursery rhymes he teaches and what games he plays, so as to consolidate other children's daily life. Reading Oxford Tree: Spring is a good time to climb mountains. Why do children complain again and again? According to these late performances, is it a bit rigid and limited to judge intelligence by the language ability of a child at the age of two? We can only observe the "development" of children's language at each age, which does not represent children's intelligence, nor can we judge whether children are smart by this alone. Moreover, the same is true of big movements and fine movements in sports. I walked early when I was a child, because my family didn't have the environmental conditions to climb all over the floor at that time! If I don't go, I will have to lie down. For Xiao Baobao, the world is so novel and eager to explore. He always wants to move his body to see the bigger world. But my mother has always felt that because I have never experienced the crawling stage, my sense of balance has not developed well. My whole kindergarten and primary school stage is a stage of stumbling and wrestling every day. At that time, I still had scars on my knees. None of my pantyhose were in good condition. They were all broken. ............................................................................................................................................ climbed to 15 months old as soon as he climbed, and went out for a walk after one year old. I often let him crawl on the big grass. And the result? Children who walk early and children who walk late finally learn to walk in balance without falling down at the same time. Momo climbed for several months, and then she fell very little when she walked. There are also cognitive aspects (numbers, Chinese characters, reciting poems, etc. ) These are often used as "small rulers". Ink and ink can clearly recognize the numbers 1 to 9 when they are over one year old, and can also listen to instructions to put shapes into corresponding holes (triangle, circle, square, etc.). ). Does this make him smarter? Of course not! He knows, that's because he learned just right through toys! If I wasn't one year old, I happened to be involved in digital hand-held puzzles and shape building blocks. If he didn't happen to like them very much and play them every day, he certainly wouldn't have this concept of digital shapes. When Momo was a child, Honey liked all kinds of grasping boards to enlighten her. I have always felt that as long as children are given correct guidance, positive interest and positive feedback, they can learn what we think is "smart". But this actually comes from the love and care in parent-child interaction, not the standard to measure children's "IQ". I was chatting with other mothers, and a friend told me, "Momo can learn many words in English. He is very smart." My child M can't speak English until now, and the numbers range from 1 to 10 ... "I immediately told her," This is not a question of' cleverness'. In fact, you can learn it by practicing with her every day! "So, I made a' small experiment': when I was playing with his friend's child M in DOG, because M happened to like me very much and wanted me to participate in the game and interact with each other, so I specially brought big blocks with obvious colors for DOG and M to play together. In the process of playing, I asked two children different colors of building blocks in English: "Do you want to build a car?" "What color building blocks do you want to do? Blue or yellow? " I asked and took out two pieces, blue and yellow. If m reaches for the blue one. I repeated to him very slowly and clearly: "blue, you want blue, right?" Do you want a blue one? " M was a little confused at first, but as the game went on for a period of time, he naturally understood several English words with simple colors, and by the way, he thoroughly reviewed the main points of 1~ 10 in the process of playing with building blocks. In the enlightenment stage, many questions that we think are "smart or not" actually come down to whether there are correct guiding methods, sufficient enlightenment environment and positive interest cultivation, not whether they are smart or not. Therefore, don't care too much about children's "cleverness". Life is long, childhood gains and losses are small, and more or less achievements are too variable in those "small rulers". A little more cognition, expression and action on the ruler will soon get lost in more growth trajectories. Accompanying with your heart is the key point of never giving up. Finally, the following is a discussion on "intelligence and IQ" in the classic "Child Development Psychology" of children's enlightenment, which is encouraged by you. For example, Gardner's "multiple intelligences theory" can help us broaden our understanding of IQ, and we should not put all our expectations on children's academic performance. In many dimensions of intelligence, interpersonal communication and emotional ability, the ability to observe nature and environment, musical intelligence and self-knowledge intelligence are equally important, and even have a far-reaching impact on our long life. @ Zhihu Parent-child What is intelligence? If five people are asked to briefly summarize what they think intelligence is, the final answer may be very similar: intelligence refers to one's intelligence compared with others, or one's ability to learn or solve problems is stronger. But if you subdivide these five people, how can you judge cleverness? What characteristics represent children's intelligence? These five people may start quarreling. Although there are a lot of research experiments on intelligence and intelligence tests, there is still no unified definition and evaluation method for intelligence so far. Although the concepts of various schools are not unified, they all focus on "abstract thinking ability or effective problem-solving ability". Gardner's Theory of Multiple Intelligences (Intelligence can't just look at grades) [1] howard gardner put forward the Theory of Multiple Intelligences in the book The Structure of Intelligence. According to this theory, people have at least seven different intelligences. Then he added the eighth and ninth kinds. Gardner doesn't think that these nine abilities represent all the intelligence of a person. However, he believes that each ability exists independently, and each ability follows a different development process and corresponds to the corresponding brain region. To support this view, Gardner cited "a patient with brain injury" as an example. Usually, only one kind of intelligence (such as language intelligence and spatial intelligence) of such patients is affected, and the other intelligence is not affected. Gardner's theory of multiple intelligences can help us notice that children may have different performances in different abilities, and it is impossible to make a comprehensive evaluation with a unified scale. For example, some patients with expert syndrome (also known as scholar syndrome and genius syndrome) will be particularly outstanding in some aspects of intelligence, but will be mediocre or even poor in other aspects. Leslie Lemcke is such a patient. He is blind, suffering from cerebral palsy, mentally retarded and unable to speak normally as an adult. However, for a piece of music, he can play it perfectly on the piano only once; Although he can only speak very simple everyday language, when he hears a German or Italian song, he can imitate it almost perfectly after listening to it once. Other people with expert syndrome have a similar situation. Although their intelligence test scores are poor, some people's painting level is excellent enough to be admitted to the Academy of Fine Arts. Some people can calculate the day of 1909 65438+ 10/8 in the blink of an eye. Moreover, Gardner's book also emphasizes that different intelligences often develop at different ages. For example, many great composers and athletes showed great potential in childhood. But the development of mathematical logic intelligence is relatively late. Back to the topic, although we understand parents' love and expectation for young children, if the baby at home is under two years old, I'm afraid it is difficult to clearly and clearly judge the child's interests, advantages and various intellectual developments, because the child's ability in various intellectual fields needs to be judged slowly with age. However, it is worth remembering that trying to directly represent a child's intelligence with a certain test score will seriously limit and underestimate the child's true intelligence level. How to measure intelligence-Wechsler Intelligence Scale for Children-IV (WISC-IV) compiled by David Wechsler is suitable for children aged 6- 16, and Wechsler Intelligence Scale for Preschool and Pupils-III (WPPSI-III) is suitable for children aged 3-8 [2]. Wechsler scale includes verbal sub-tests similar to Stanford-Binet intelligence scale, supplemented by non-verbal sub-tests (also known as operational sub-tests). Operation quizzes are mainly used to test children's nonverbal intelligence level, including spelling, maze walking, building blocks according to figures, arranging pictures according to story lines and so on. It should be noted that Webster's Child Intelligence Scale is a comprehensive evaluation of children's intelligence in many aspects, but its more important role is a comprehensive evaluation of children's overall cognitive ability. We don't want to prove whether children are smart or not through scales, but to teach students in accordance with their aptitude and do targeted enlightenment and learning for their advantages and disadvantages. It is impossible to assess the intelligence of young children. However, it should be noted that these standardized intelligence tests cannot be applied to infants under two and a half years old, because infants do not have the language ability and long-term concentration required for the test. The measure of baby's intelligence is mostly based on the ratio of the important turning point of baby's development. For example, the most famous and widely used Bailey Child Development Scale, which is suitable for infants aged 2-30 months, mainly includes three parts: the action scale (evaluating the action skills such as grasping wood blocks, throwing balls and drinking water from cups); Psychological scale (measures adaptive behavior, such as returning goods, looking for hidden toys, following instructions, etc.) ) and baby behavior records (to evaluate children's attention arousal level, directivity to characters, participation, emotional mediation ability, action completion quality, etc. ) you can get a developmental quotient, not an IQ. The development quotient (DQ) reflects whether a baby's development is good or not compared with a large group of infants of the same age. Developmental Psychology from Early Life to Adolescence (10 Edition Volume 1)? 68.00 Reference was made to the Wechsler Child Intelligence Scale/Item/%E9% 9f% A6% E6% B0% 8f% E5% 84% BF% E7% AB% A5% E6% 99% BA% E5% 8a% 9b% E9% 87% 8f.