Three-year-old baby's intelligence

The intelligence of a three-year-old baby has begun to develop. At this time, some of the baby's behaviors will make parents feel that they are smart. They will begin to babbling, and walk more steadily than before. The most important thing is that some babies will begin to recognize words, which are all signs of intelligence. Therefore, they should be fed more foods that help the development of intelligence, including fish and foods high in protein.

Infants develop rapidly, and even the slightest abnormal change may contain important information, which requires careful observation and identification. Therefore, early diagnosis requires the adoption of more comprehensive measures, through comprehensive diagnosis of children's physical development, motor skills development, life adaptability, social interaction skills and language skills. For children over three or four years old, formal intelligence test tools and social adaptation scales can be used to diagnose from two aspects: intelligence and daily social adaptability.

For example, an 8-year-old child, through an intelligence test, has an intelligence level equivalent to that of a 10-year-old child in the norm. Therefore, the IQ of this child is 10/8×100=125. The IQ is based on a 200-point system. Those who score 90 to 110 are considered to have normal intelligence, those who score 120 to 140 are considered smart, and those who score above 140 are considered geniuses. The lower the score, the lower the intelligence. Those with scores below 70 are mentally retarded, those with scores between 50 and 70 are stupid, those with scores between 25 and 50 are demented, and those with scores between 0 and 25 are idiots. Intelligence has both a genetic basis and is influenced by the environment. If parents have high intelligence, their children tend to have higher intelligence; if parents have average intelligence, their children tend to have average intelligence; if parents have intellectual disabilities, their children's intelligence may not be fully developed.

A survey and study using the twin method on 122 pairs of identical twins (separated since childhood, with different living environments and educational conditions) found that their intellectual abilities are quite similar, which fully proves that intelligence has its genetic basis. Both extremely gifted and extremely poorly gifted people are a minority; most people have an average intelligence level. Although intellectual development has a genetic basis, it is also strongly influenced by environmental factors. The genetic basis only determines the possibility of intellectual development, that is, it determines the upper and lower limits of intellectual development, while the actual performance of intelligence is affected by many factors (such as one's hard work and social environment).

For example, although person A has a higher potential for intellectual development than person B, due to certain environmental conditions, person B's potential can be fully demonstrated, and his IQ is closer to the upper limit of his potential than that of person A, while the actual performance of person A's intelligence may lag behind that of person B. Therefore, acquired education is extremely important for children's intellectual development. Society, schools, and families should work together to provide scientific education according to the laws of children's physical and mental development.