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Speaker 1: Seven oh two Weekend Breakfast and Parenting with Nicky Bush.

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Speaker 2: Eleven minutes after eight o'clock. Time for us to talk

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Speaker 2: parenting for this week, and in terms of intelligence. Very

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Speaker 2: often when we think of intelligence, we think of it

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Speaker 2: being around school or education. So someone's good at maths,

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Speaker 2: or someone's good at English, or someone's good at accounting.

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Speaker 2: Very seldom, you know, over the years, over the last

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Speaker 2: couple of decades, we've heard about emotional intelligence that that's

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Speaker 2: also as important as you know, different kinds of intelligence.

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Speaker 2: And so this week we're talking about what if your

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Speaker 2: child has an intelligence that isn't about being, you know,

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Speaker 2: book smart, but they have different kinds of intelligence, how

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Speaker 2: do you spot it, how do you nurture it? And

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Speaker 2: why does it matter that you were able to tell

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Speaker 2: when your children have different kinds of intelligence? Maybe you,

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Speaker 2: as a parent, have noticed that your kids have a

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Speaker 2: different kind of intelligence. Maybe they're not book smart, or

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Speaker 2: maybe they are book smart, but they're smart in other ways,

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Speaker 2: intelligent in other ways. Are they emotionally intelligent? What are

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Speaker 2: some of the ways your children exhibit different kinds of intelligence?

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Speaker 2: Let us know on seven two, seven oh two one

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Speaker 2: seven oh two, give us a call a No double

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Speaker 2: one eight three oh seven oh two, joined as always

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Speaker 2: by our resident human potential and parenting experts Nikki bosh NICKI,

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Speaker 2: A very good morning.

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Speaker 1: To you, Good morning Gooks, and to all our listeners.

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Speaker 2: So this morning we are talking about different kinds of intelligence.

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Speaker 2: And I guess for many of us, when we think

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Speaker 2: of intelligence, we think of school, We think of universities

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Speaker 2: or book smart or intelligent with regards to learning and studying.

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Speaker 2: But what are some of the other kinds of intelligence

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Speaker 2: that humans, and in this instance, our children are capable of.

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Speaker 3: So Gook's children actually are. They're full of this most

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Speaker 3: saic of different kinds of intelligences. And all these intelligences

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Speaker 3: are actually located in different parts of the brain, but

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Speaker 3: they're interconnected as well as being able to work independently.

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Speaker 3: So Howard Gardner is the person who is the father

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Speaker 3: of the multiple intelligencer's theory. And intelligence is far more

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Speaker 3: than your IQ, you know, that's the one that everybody

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Speaker 3: talks about, what your child's IQ. Not that many parents

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Speaker 3: know their child's IQ unless they've gone for some kind

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Speaker 3: of assessment or testing, but there are and how Gardner

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Speaker 3: originally talked about seven intelligences, and we keep having more

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Speaker 3: added to the list, but let's talk about those. The

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Speaker 3: first one is this visual spatial intelligence, so that child

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Speaker 3: who has a keen sense of observation, can spot things,

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Speaker 3: has got great spatial planning ability, can think in pictures.

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Speaker 1: So these kinds of children had.

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Speaker 3: I have one of them, and he loved to play

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Speaker 3: with building blocks and he could spot something like a

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Speaker 3: picture that was on the wall that was skew. You

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Speaker 3: know that kind of intelligence where it's kind of innate

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Speaker 3: and other kids will will miss it completely. Then you've

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Speaker 3: got the verbal linguistic so this is the words child

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Speaker 3: who who's got a great vocabulary can wield phrases and

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Speaker 3: can generate words and language. So that's and and school

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Speaker 3: loves the child who has the word smarts and loves

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Speaker 3: the child who's got the logical mathematical intelligence. That's the

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Speaker 3: child who you kind of think that's the brainy kid,

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Speaker 3: and it's all about inductive and deductive reasoning and working

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Speaker 3: with numbers and abstract patterns and the ability to reason.

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Speaker 3: Then you've got the musical child, and that's the child

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Speaker 3: who can can recognize tonal patterns and pitch and melody

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Speaker 3: and rhythms. Probably find that they tap a lot. They're

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Speaker 3: good at dancing, so expressive aspects of sound and music.

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Speaker 3: They like to sing and to hum. Then you've got

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Speaker 3: the movement child, the kinesthetic intelligent intelligence child, so they

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Speaker 3: can move their bodies skillfully and express ideas and emotions.

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Speaker 3: So your kids are typically good at sport, have got

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Speaker 3: good kind aesthetic intelligence, and they can handle objects well,

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Speaker 3: and they can make things. Then we've got two more

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Speaker 3: the interpersonal intelligence that involves the gift of seeing things

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Speaker 3: from another person's point of view. Now often we say

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Speaker 3: this is the child with high EQ. And then we've

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Speaker 3: got intrip personal intelligence. So those are people who are

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Speaker 3: good at being introspective, so looking inwards, and actually we

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Speaker 3: all need to do that. I always talk about the

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Speaker 3: power of being able to do self reflection, and this

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Speaker 3: is that kind of person. But you know, I think

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Speaker 3: what's very very important is that children actually have a

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Speaker 3: smattering of all of these intelligences. Some are stronger than

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Speaker 3: others naturally, but actually we can train for all of them.

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Speaker 3: So that's the important thing about being a parent is

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Speaker 3: I often say we need to expose our children to

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Speaker 3: a rich variety of experiences and environments so that your

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Speaker 3: child can discover these intelligences.

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Speaker 2: And so you know, for many of us, particularly who

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Speaker 2: went to school a long time ago, it seemed as

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Speaker 2: though the one intelligence that was encouraged, that was praised

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Speaker 2: was the I guess, the ability to learn that sort

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Speaker 2: of logical intelligence and the Linquist intelligence, but very little

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Speaker 2: space for the others that you've just touched on. But

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Speaker 2: that seems to be changing, certainly. I know in some

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Speaker 2: schools there is a recognition that, you know, books aren't

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Speaker 2: the only way children can be intelligent or smart. Would

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Speaker 2: that be a correct assessment that there is now this

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Speaker 2: recognition that we are we can be many things kins,

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Speaker 2: kids can be smart in different ways.

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Speaker 3: Yes, there's definitely a recognition in more in your private schools.

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Speaker 3: Some of them even go to the lengths of doing

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Speaker 3: project based learning, which is completely multisensory, multidisciplinary, multi intelligence

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Speaker 3: based and that of course is driven by the child's

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Speaker 3: curiosity and personal inquiry. That is a very different way

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Speaker 3: of teaching to most traditional schools. So you have to

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Speaker 3: have teachers who are able to operate in that kind

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Speaker 3: of environ and for me, that is first prize. So

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Speaker 3: if you're looking for a school, you should be looking

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Speaker 3: at things like and asking things like is this an

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Speaker 3: inquiry led curriculum? Is this a project based learning school?

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Speaker 3: Then you also have another thing called the Thinking schools,

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Speaker 3: so you could find out if the school you're looking

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Speaker 3: at is a member of Thinking schools, where they really

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Speaker 3: go into depth about how children think about how they think.

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Speaker 3: So it's very experiential, it's very introspective, it's a it's a.

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Speaker 1: Different degree of thinking.

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Speaker 3: And then you've got the International backlau Ret system, which

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Speaker 3: is also very based on questioning, on on provocation. They

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Speaker 3: call it provocation, provoking children to ask questions, to think differently,

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Speaker 3: to think out of the box. And I have to

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Speaker 3: tell you that the level of thinking of children who

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Speaker 3: go through these kinds of systems is a much higher

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Speaker 3: order of thinking. But let's talk about the practical stuff

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Speaker 3: that parents might spot in their children when their children

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Speaker 3: are just maybe being kids.

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Speaker 1: So children are really.

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Speaker 3: Born to be curious. We actually don't have to train

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Speaker 3: them to be curious. We have to maintain and support

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Speaker 3: their curiosity. Children are born naturally experimental. So you might

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Speaker 3: find your child repeating lyrics, jokes, telling stories, learning things

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Speaker 3: word for word. Well, that might indicate that they've got

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Speaker 3: that strong linguistic tendency. You might have a child who

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Speaker 3: whistles and hums and sings and babbles, and then another

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Speaker 3: child who taps their fingers or takes two sticks and

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Speaker 3: creates rhythm. So you know, as I'm going through these

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Speaker 3: starts spotting the intelligence, the musical intelligence, you might have

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Speaker 3: a child who loves to take things apart and put

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Speaker 3: them back together again, who loves to play with building blocks,

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Speaker 3: somebody who a child who likes.

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Speaker 1: To collect things.

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Speaker 3: There are those children who collect, and they're those children

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Speaker 3: who don't collect sets of things. You've got those children

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Speaker 3: who get their pocket money and spend it immediately, and

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Speaker 3: you've got the children who save it up. This there's

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Speaker 3: something about their intelligence and where their smartness lies. Then

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Speaker 3: you've got those who are very creative to the point

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Speaker 3: where they entertain imaginary friends, so the fantasy child. And

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Speaker 3: then you have the child who has this amazing ability

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Speaker 3: to make up games out of nothing with special rules.

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Speaker 3: Then I want you to think, to all the parents

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Speaker 3: who are listening right now, those children, and this is

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Speaker 3: many children who when they've got socks on and no shoes,

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Speaker 3: work out that they can run down the bedroom passage

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Speaker 3: and skid. They're the kindesthetic children who'll skid on their socks.

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Speaker 1: And then you've.

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Speaker 3: Got the children who are really good at performing tricks

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Speaker 3: on their bikes on skateboards. You know, you get some

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Speaker 3: children who can do skating and some children who can't.

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Speaker 3: Depends on their muscle tone, it depends on their sense

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Speaker 3: of balance.

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Speaker 1: And then you might have a.

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Speaker 3: Children who is the child, a child who is their

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Speaker 3: child of a thousand questions, who asks why, why?

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Speaker 1: How does this work?

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Speaker 3: Hard?

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Speaker 1: Does the world work?

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Speaker 3: Those children have that very inquiring mind, that problem solving

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Speaker 3: ability combined with the verbal linguistic capability. And then you've

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Speaker 3: got children who rearrange and redecorate the environment around them.

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Speaker 3: You know, kids who always want to change their room around,

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Speaker 3: move the furniture, redecorate, create pictures for their bedrooms. And

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Speaker 3: then you've got other kids who very experimental and I'm

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Speaker 3: thinking here about my nephews. They're always mixing potions and

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Speaker 3: water and soap sids and experimenting with things.

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Speaker 1: And then of course you've got the child.

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Speaker 3: Who is the pet friendly child and the child who

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Speaker 3: loves babies. Can you see how many different degrees of

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Speaker 3: smartness I've just identified without even getting your child to

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Speaker 3: look at a book, right.

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Speaker 2: And so a parent might be wondering, why is it

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Speaker 2: so important to try to see what kind of intelligence

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Speaker 2: your child has? What did it? Because some parents might say, well,

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Speaker 2: if I forget that my child has, you know, logical

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Speaker 2: intelligence or visual intelligence, does that mean that I'm labeling

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Speaker 2: them and boxing them? Why are the intelligences so important

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Speaker 2: and useful?

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Speaker 3: I think my advice to parents would be that we

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Speaker 3: need to be fantastic observers of our children's intelligences and smartness.

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Speaker 3: We need to be awake to what surfaces in ordinary,

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Speaker 3: everyday situations with our children. From the time they're born

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Speaker 3: until the time they are eighteen years old. Different intelligences

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Speaker 3: are going to arise depending on what experiences your child

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Speaker 3: is exposed to.

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Speaker 1: So let me give you some examples here.

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Speaker 3: I can tell you that when my wife son was

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Speaker 3: eighteen years old, he went on a mission trip to

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Speaker 3: Mozambique for a week, and when he came back, a

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Speaker 3: teacher I didn't know walked up to me.

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Speaker 1: She'd been on the mission trip.

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Speaker 3: And she told now they had they had an issue.

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Speaker 1: They had a was a car accident on the way

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Speaker 1: back with the.

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Speaker 3: With the bus that they were in, and she said,

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Speaker 3: when everybody else was losing their heads and panicking, she said,

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Speaker 3: your child was the one who stayed calm, took control.

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Speaker 1: And she said he was so caring, but he was

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Speaker 1: so firm.

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Speaker 3: Now that is a form of intelligence, and I can

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Speaker 3: tell you that that form of intelligence continues to this day.

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Speaker 3: If you put my child in an emergency situation, he

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Speaker 3: will be the one who rises to the top. Now,

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Speaker 3: that could have met for example, that he would have

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Speaker 3: made a good paramedic. Okay, that could have been the

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Speaker 3: path he chose. But he also has huge intelligence in

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Speaker 3: terms of how does it work. So he is the

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Speaker 3: man today who can fix things, work out AI work

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Speaker 3: out computer programming without even studying it because he has

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Speaker 3: that inquiring mind and he can connect the dots very

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Speaker 3: naturally without having to study it. So that's just a

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Speaker 3: you know, if your child's intelligences are not set at birth,

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Speaker 3: this is the important thing. You might spot the spatial

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Speaker 3: intelligence that your child has. And my other son has that,

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Speaker 3: and he's taken that and become a landscape architect and

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Speaker 3: is now transforming his landscape architecture into architecture, and so

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Speaker 3: that I spotted in him from the time he was

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Speaker 3: two years old when I moved something in his room

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Speaker 3: and he said put it back, No, put it over there,

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Speaker 3: very specific, and it is so strong in him that

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Speaker 3: he's turned that into a career. But let's make sure

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Speaker 3: that we don't pigeonhole our children too early. Very very important.

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Speaker 3: So children are going to exhibit what I've been talking

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Speaker 3: about when they play.

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Speaker 1: So allow your child to play.

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Speaker 3: They are going to discover these things by working hands

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Speaker 3: on with the world, with the environment. So give them

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Speaker 3: hands on experiences, not just flat screen experiences.

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Speaker 1: They will also expose.

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Speaker 3: Those intelligences through communication and conversations. They will also show

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Speaker 3: them by learning to solve real world problems and through

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Speaker 3: exploration and investigation. So here are two phrases that you

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Speaker 3: must listen for in your children. The one is what

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Speaker 3: if if Your child says what if we did it

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Speaker 3: this way? Or I wonder if. You need to be

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Speaker 3: listening for those because that's the basis of curiosity, is

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Speaker 3: what if and I wonder? And children are born innately curious,

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Speaker 3: so you should be hearing these kinds of phrases coming

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Speaker 3: from your child. And we need to delight in everything

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Speaker 3: our children do. We need to be fascinated by how

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Speaker 3: they think, and we need to confirm and affirm their

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Speaker 3: value and praise their intelligence when we spot it. You know,

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Speaker 3: we need to reflect and mirror back at them.

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Speaker 1: Wow.

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Speaker 3: I love it when you use those words, I wonder,

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Speaker 3: because it shows me how curious you are and how

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Speaker 3: clever you are in terms of the way you think.

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Speaker 3: I love it when I watch you drawing and painting

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Speaker 3: and building. I love to see you having fun with

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Speaker 3: your games and your toys. So you can see how

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Speaker 3: that conversation needs to be supportive of your child's investigation

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Speaker 3: of the world around them.

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Speaker 2: We have a question here from Caroline, and I guess

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Speaker 2: that's also why we're speaking about intelligencers, because she says,

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Speaker 2: if you could please discuss the neurodivergent child, because you know,

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Speaker 2: neurodivergent children sometimes don't exhibit sort of the what we

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Speaker 2: consider to be, you know, the book smart or the

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Speaker 2: linguistic intelligence, but they have other kinds of intelligence and

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Speaker 2: sometimes those are overlooked.

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Speaker 3: Absolutely, so we have to be as observant of our

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Speaker 3: neurodivergent children as of neurotypical children, and they express themselves

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Speaker 3: in different ways. So I know, neurodivergent young man who

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Speaker 3: is off the charts intelligence has got his doctorate and

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Speaker 3: so his ability to learn is unbelievable. And then socially,

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Speaker 3: if you talk about rugby, he knows everything there is

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Speaker 3: to know about rugby, and yet he is not a

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Speaker 3: rugby player. He can tell you about every game that's

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Speaker 3: ever been played and who the players were, and the

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Speaker 3: positions and the tactics and all those things. You get

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Speaker 3: neurodivergent children who are very very good with caring for

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Speaker 3: other children and looking after pets for example. Neurodivergent children

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Speaker 3: will just show things in a very different way. And

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Speaker 3: once again, as a parent, it's being supportive, it's being observant,

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Speaker 3: and it's noticing both the big and the small things.

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Speaker 3: And that's true for all children. It's not just the

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Speaker 3: big things. The magic in your child might show itself

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Speaker 3: in small, quiet ways, not always in the big, loud ways.

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Speaker 3: And so we want to make sure that all our

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Speaker 3: children's intelligences are recognized when we see them, so that

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Speaker 3: they don't hide their talents and bury.

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Speaker 1: Them nick you.

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Speaker 2: Someone's looking to find more information about the different kinds

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Speaker 2: of intelligence. Where can we go?

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Speaker 3: So you can go to Nickybush dot com. You can

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Speaker 3: also read my book future Proof your Child and then

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Speaker 3: just google the multiple Intelligencer's theory and you will find

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Speaker 3: so much information about it. But I would be a

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Speaker 3: little bit more specific and look at multiple intelligencers in children.

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Speaker 2: Nicky has always a great pleasure having your the show.

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Speaker 2: Thank you so much for your time.

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Speaker 1: Thanks goods and have a great weekend.

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Speaker 2: Thank you so much, you too. That's our resident human

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Speaker 2: potential and parenting experts Nikki Bush. Coming up, we have

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Speaker 2: a lot at what's happening in seven oh two Land.

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Speaker 2: We start with the twenty twenty five Socoda Festival that's

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Speaker 2: going to be held at Dobsonville Stadium, so we'll speak

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Speaker 2: to the founder of the festival, sire Jaquelina will join us.

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Speaker 2: But first, a very busy sporting weekends and let's check

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Speaker 2: in with you latest. I Witness Use Sports with Anthony

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Speaker 2: Tsheeda