Have you ever heard of the word “gifted”? The IQ for measuring human intelligence is generally estimated to be 100, but it refers to more than 130 people who exceed that number. The percentage is said to be a few percent. How would you treat your child if he was like that?
The word “gifted” generally evokes a sense of intellectual strength, often defined by an IQ over 130, a threshold beyond the average human intelligence assessed at 100. This elite category makes up a small percentage of the population. The idea of raising a brilliant child raises a slew of questions, prompting discussions on parenting styles and educational practices. How to raise such a child becomes a complicated investigation, delving into issues of nurturing, support, and reconciling a talented individual’s particular demands with society’s expectations. The parental reaction to a gifted kid has consequences for the child’s overall development, intellectual fulfillment, and potential, prompting reflection on the obligations and possibilities that come with cultivating outstanding cognitive ability.
What is “gifted”?
The term “gifted,” which means “gift from God,” refers to those who have intrinsic attributes such as high intelligence and brilliance in specialized disciplines. When recognizing a youngster as “gifted,” Braaten (2018) lists seven probable qualities connected with such persons. These characteristics include a rapid learning pace, unquenchable curiosity, increased sensitivity, creative thinking, improved problem-solving abilities, intense attention, and a strong sense of moral duty. Recognizing and understanding these distinguishing characteristics is critical for parents, educators, and caregivers negotiating the complexities of nurturing and supporting a talented child. This acknowledgement guides personalized approaches to education and personal development, resulting in a holistic and fulfilling environment that meets the particular cognitive and emotional demands of talented people.
What are “gifted” children of feature
- Be curious
Talented youngsters frequently demonstrate a wide range of interests and intellectual curiosity as a result of their intrinsic desire to explore and comprehend. Their curious curiosity drives students to ask countless questions that go beyond the scope of standard lessons, assignments, and assessments. This complex curiosity arises from a need for knowledge that extends beyond conventional learning situations. Gifted people tend to seek a deeper grasp of the world around them, interacting with issues outside of the curriculum and cultivating a passion for learning that extends beyond the constraints of traditional educational systems. This natural curiosity indicates a proactive attitude toward intellectual endeavors, fostering a mentality that values thorough learning and ongoing research.
- Tackle the challenge in your own way.
My approach to assignments and classes is distinguished by a proclivity to traverse things in my own distinctive way. I like tailored techniques that allow me to customize my learning experience. This propensity stems from a desire to comprehend and engage with the content in a way that is consistent with my learning style. While being true to the basic objectives, I believe that addressing projects in my own unique style improves understanding and fosters a stronger connection with the subject matter. This tailored approach not only promotes autonomy but also adds to a more meaningful and successful learning experience.
- High vocabulary
Individuals with advanced knowledge are more likely to favor complex language, owing to their good guessing abilities and familiarity with figurative and abstract terms. This proclivity is typically linked to their constant contact with sophisticated academic books and materials motivated by personal curiosity. Regular reading at a high level not only improves language abilities but also exposes children to complicated concepts and nuanced expression. As a result, these people feel at ease interacting with adults, navigating conversations with the same degree of fluency and comprehension as they have with higher-level subjects. The ability to interact with nuanced language becomes not just a communication skill but also a representation of the intellectual depth gained through prolonged reading and investigation of complex subject matter.
- Have creativity
Individuals with high levels of imagination and creativity demonstrate their abilities across a wide range of fields. Their creative abilities extend to a variety of artistic genres, such as music, storytelling, and drama, where they expertly weave concepts into engaging storylines. This inventive aptitude allows individuals to easily combine topics, exhibiting a broad and interrelated worldview. Furthermore, their inventiveness extends to very delicate regions, enabling a thorough knowledge of complicated language systems as well as an appreciation for exquisite harmonies. This comprehensive creative expression indicates not just a diverse range of artistic abilities but also cognitive flexibility that allows for the integration of ideas from several fields. The combination of inventive thinking and creative fluency enables these people to make distinctive contributions to a wide range of academic and artistic activities.
- Acquire new skills on your own.
Individuals with a special aptitude sometimes have a tendency to spontaneously learn new talents, as opposed to conventional youngsters, who may mostly learn or recall through continuous practice. Their learning process goes beyond standard approaches, incorporating a self-motivated approach to gaining and improving skills. This intrinsic aptitude to explore and acquire new abilities implies a greater potential for independent learning and adaptation. Rather than depending merely on repetition, these individuals have a dynamic and self-directed learning style that enables them to quickly master unfamiliar concepts and abilities. This proclivity for self-directed skill development not only represents a distinct approach to learning, but it also demonstrates a capability for continual growth and adaptability across a wide range of interests.
- Sensitive to the environment
The heightened sensitivity of individuals often prompts a conscious effort to attune themselves to the surrounding environment. Their acute awareness may lead them to seek synchronization with others, emphasizing a desire for harmony and connection. This sensitivity can manifest as a keen observance of social cues, fostering an empathetic understanding of others’ emotions and perspectives. Simultaneously, the cautiousness that arises from this heightened sensitivity reflects a wariness towards potential disruptions or conflicts. The delicate balance between seeking harmony and exercising caution is a hallmark of their perceptive nature. This attunement to the environment not only enriches interpersonal relationships by fostering empathy but also serves as a protective mechanism, allowing for a nuanced navigation of social dynamics and a thoughtful response to varying situations.
- I have strong feelings.
Cicerchia (2019) notes that powerful emotions are frequently associated with increased self-consciousness, which leads to attributes such as introspection and a keen awareness of the feelings and views of others. Intense emotional experiences can help to develop a thorough grasp of one’s own inner environment, promoting a greater sense of self-awareness. This introspective aptitude may result in an introverted personality, in which individuals seek refuge in self-reflection. Furthermore, their acute sensitivity to the emotions and views of others develops as a natural extension of their strong emotional disposition, resulting in increased empathy and regard for the sentiments of people around them. This emotional richness leads to a more complex self-understanding and fosters meaningful connections with others by raising awareness of common emotional experiences.
What is the recommended method of raising “gifted children?
There are a few things to keep in mind when raising a “gifted” child.
- Understand each other’s existence.
You need to understand that talented children are children and parents, and you are adults. Even if you have excellent talent, you still lack experience in mature judgment and other things that adults have. So it’s necessary to scold and guide them. That act can give you peace of mind.
- Don’t over-schedule
Because you have a lot of intellectual curiosity, you are interested in various things and acts. It’s good to be challenged, but rest is important for everyone. By taking that time, you can organize and process what you have experienced in your head. So since you’re a child with a lot of interest, don’t leave it to your child’s discretion, but make better plans considering priorities and child capacity.
3. Tell us all about your talents.
Tell your child that he has great talent. By doing so, you can organize your differences from others. This is also intended to avoid embarrassing or confusing situations because of the difference, but you should refrain from comparing them. I feel alienated from others, and it is not good for my mental health.
4) Praise the child
Even if you are a talented child, praise him or her very much if he or she has made something new or achieved excellent results. This is very important in developing a sense of self-affirmation during the period of self-formation. Parents themselves should also enjoy growing up with their children. By spending time like that, you can improve your relationship with your children (Shenfield, 2015).
How do teachers treat “gifted children”?
First of all, we need to have a flexible and advanced curriculum. Each child needs to have a level of interest and way of doing things that suits him. It’s also a good idea to give them the opportunity to interact with children of similar talents. It can have a positive effect on each other’s growth and, at the same time, stimulate each other. Furthermore, extracurricular activities and interactions with professionals that satisfy intellectual curiosity, such as interests, also promote talent and solve questions (Bauer et al., 2013).
Conclusion
While a “gifted” child may have exceptional abilities and intellect, this does not imply considering every part of their existence as uniquely remarkable. The goal is to recognize and comprehend the child’s unique features and then modify parenting practices, education, and settings to match their skills. It is critical for parents to strike a balance between recognizing their child’s outstanding talents and carrying out daily tasks. Creating an atmosphere that develops their skills without excluding them from ordinary experiences promotes overall growth. This approach ensures that the child not only excels academically but also learns to navigate and contribute meaningfully to the larger spectrum of life, promoting a balanced and well-rounded upbringing that honors both their exceptional qualities and their responsibilities as individuals within a community.
References
Cicerchia, M. (2019). 7 Signs of a gifted child. [online] Touch-type Read and Spell (TTRS). Available at: https://www.readandspell.com/signs-of-a-gifted-child [Accessed 22 December 2023].
Braaten, E. (2018). What Does It Mean to Be ‘Gifted?’ | Clay Center for Young Healthy Minds. [online] MGH Clay Center for Young Healthy Minds. Available at: https://www.mghclaycenter.org/parenting-concerns/what-does-it-mean-to-be-gifted/ [Accessed 23 December 2023].
Shenfield, T. (2015). 9 Recommendations on Raising Gifted and Talented Children. [online] Child Psychology Resources by Dr. Tali Shenfield. Available at: https://www.psy-ed.com/wpblog/raising-gifted-children/ [Accessed 22 December 2023]
Bauer, S., Benkstein, P., Pittel, A. and Koury, G. (2013). GIFTED STUDENTS: RECOMMENDATIONS FOR TEACHERS. [online] Available at: https://www.education.udel.edu/wp-content/uploads/2013/01/GiftedStudents.pdf [Accessed 23 December 2023].
