Baby Einstein Blog

Does classical music make babies smarter? 
 
A popular theory is known among pregnant mothers and mothers with infant children. They call it the Mozart Effect, a theory which is known to enhance the intelligence quotient of babies. Experts say that classical music may stimulate the brain in a way that it helps the educational and emotional development of infants. The theory is also known to improve health, and strengthen family ties.

Numerous studies conclude that playing music to babies in the womb and in the early years helps build the neural bridges along which thoughts and information travel. And research suggests it can stimulate the brain’s alpha waves, creating a feeling of calm; a recent study of premature infants found that they were soothed by the music.

Many classical CDs and DVDs are available in the market for these very young children which are based on this theory. There are also laws that are passed which require playing classical music in pre-schools, like the state-funded ones in Florida. A number of US hospitals also give classical CDs to new mothers. In the UK, there is even a Music special for babies in their classical music radio stations.
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Adding up to the list of services which embraces the theory are baby concerts. Yes, these are concerts especially for babies (including those still inside their mommies’ womb). They call it baby proms, where babies and toddlers are the main audience in concert halls. Unlike formal outfits worn and first-class concert theatres as venues of classical concerts, baby proms are more relaxed and comfortable, beanbags correspond to the orchestra seats and music pieces are well-selected to benefit the wellbeing of babies, toddlers and parents. (:

Recently, my teacher in curriculum development asked me to report about the Theory of Multiple Intelligences (MI) by Howard Gardner. This theory is something fitting for today’s century, where other domains are being given weight and importance in learning. Compared to the old paradigm of intelligence which is unitary and hierarchical, MI states that there is a “genius” in every child, and that giftedness is diverse and produces innate power to the individual. Here’s more about the Theory of Multiple Intelligences:

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

These intelligences are:

•  Linguistic intelligence (”word smart”)
•  Logical-mathematical intelligence (”number/reasoning smart”) 
•  Spatial intelligence (”picture smart”) 
•  Bodily-Kinesthetic intelligence (”body smart”) 
•  Musical intelligence (”music smart”) 
•  Interpersonal intelligence (”people smart”) 
•  Intrapersonal intelligence (”self smart”) 
•  Naturalist intelligence (”nature smart”)

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (from ThomasArmstrong.com).