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What Is Your Child's Learning Style?
by Georgia Bozeday

For the past ten years, educators have witnessed the development of many theories examining individual thinking and learning styles. This research has given teachers a powerful tool to help them design more specific ways to meet each child’s needs. Parents, too, can benefit from this research and apply the principles of learning styles to their parenting.

The basic assumption of learning styles theories is that each human being has a unique, individual perspective and approach to everyday events, problems, relationships and learning situations. Adults who understand and respect these characteristics in each child will enjoy more productive interchanges.

As teachers, we may unconsciously teach in ways which are similar to our own style of learning to the exclusion of other styles. As parents, we often try to impose our styles on our children in an effort to guide and advise them along the uncertain road of life. Both situations result in sending our children the message, "It’s my way or the highway!"

Understanding more about learning styles allows us as parents and teachers to combine both the science of effective instruction and the art of maximizing educational and problem-solving experiences in a way that is tailor-made to the individual child.

There are several theories that have been developed to explain learning and thinking styles. We’ll look at two of them in this article.

The Gregorc model examines four types that describe not only learning and thinking, but also approaches to tasks and to problem-solving activities. They include:

• Concrete Sequential: practical, realistic, responsible, methodical, organized, punctual, neat; has an accurate and efficient use of language; is sequential, directed, and predictable.

• Concrete Random: intuitive, creative, inventive, experiential, independent; a risk-taker and a trouble-shooter; likes variety and personal freedom; generates ideas; is application-oriented.

• Abstract Random: sensitive, emotional, perceptive, social; random in ordering; uses metaphors; "reads" body language; likes stimulation.

• Abstract Sequential: serious, logical, studious; likes concepts, theories, ideas; models, analyzes, critiques, synthesizes; reference-oriented, likes order and mental stimulation.

Analyzing information about an individual’s learning styles tells teachers and parents the areas that a child shows natural preference and strength as well as the areas which a child may tend to avoid.

Multiple intelligence theory is based on the work of Howard Gardner. This theory claims that there are seven primary kinds of intelligence which exist and co-exist within individuals. Briefly described, these intelligences are:

• Linguistic intelligence: The main characteristic is facility with words. Children show strong skills in speaking and writing. They excel in several of the following: arguing, persuading, entertaining, word games, any kind of writing.

• Logical-mathematical: The main characteristic is facility with numbers and logic. Children are strong in reasoning, sequential thinking, cause and effect, numerical patterns and hypothetical thinking.

• Spatial: These children think in pictures and images. They show attention to visual detail, often in drawing and sketching, and orientation to three-dimensional space.

• Body-kinesthetic: A primary trait is interpreting the world through the physical self. Children with strengths in this area are good at controlling body movements and handling objects skillfully. They prefer "hands-on" learning and need to move their bodies often.

• Musical: The main trait is the capacity to perceive, appreciate and produce rhythms and melodies. Children have a "good ear," can sing in tune, keep time to music easily and are discerning when listening to different types of music.

• Interpersonal: These children are able to understand and work with others. They perceive and respond to the moods, temperaments, intentions and desires of others. They may demonstrate compassion and social responsibility or they may show social manipulation and cunning.

• Intrapersonal: The main characteristic is the individual’s understanding of his/her inner self. Such individuals can easily access their own feelings, discriminate between inner emotional states and use introspective abilities for self-guidance.

According to the theory of multiple intelligence, each intelligence emerges at a certain point in childhood and has a potential for development. These blossomings will have distinct timetables depending on the individual’s life experiences and the type of intelligence. Each can be encouraged or discouraged, depending on the treatment by those around the individual and opportunities available. Biological and neurological rates of development, reactions from parents and teachers and the value of each type of intelligence in the child’s culture also influence the rate and extent of development.

Parents and teachers need to constantly strive to integrate the two realms in order to teach and parent young children. Both the science of understanding how children learn coupled with the art of nurturing children’s individual strengths are necessary in order to maximize the child’s potential in ways most meaningful to that child and to his/her family. This integration of the two factors requires great attention and on-going monitoring by the professional educator and the dedicated parent.