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Howard Gardner proposed that intelligence isn't just a single general ability. Instead, it's a combination of nine distinct intelligences: linguistic, mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential. In children, these intelligences may manifest through a child's affinity for words, numbers, music, physical activities, social situations, self-reflection, naturistic themes, or existential questioning.

Robert Sternberg's Triarchic Theory suggests that intelligence is composed of three parts: analytical, creative, and practical intelligence. Analytical intelligence refers to problem-solving abilities, creative intelligence to the capacity to deal with new situations using past experiences and current skills, and practical intelligence refers to the ability to adapt to a changing environment. Children with high analytical intelligence might excel in academic problem-solving, those with creative intelligence might be very imaginative, and those with practical intelligence might excel in social situations or easily adapt to new circumstances.

Jean Piaget's theory is focused on how children acquire knowledge and how their thinking evolves over time. He defined four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Each stage represents a new way of thinking and understanding the world. For example, during the sensorimotor stage, infants learn about the world through their senses and actions, whereas in the formal operational stage, adolescents are able to think abstractly and reason systematically.