This paper examines the nature of giftedness in children, beginning with how the label is defined and measured — typically through IQ scores above 130. It surveys research on the common characteristics displayed by gifted children, including advanced verbal skills, heightened curiosity, empathy, and leadership, and contrasts these traits with those of non-gifted peers. The paper also investigates how family environment and self-esteem interact, the social challenges gifted children face with age-mates, and the gaps in school counselor preparation for serving high-ability students. Finally, it outlines educational strategies teachers can use to challenge and support gifted learners.
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Years ago, if a student showed exceptional ability or completed class work with record speed, that student was asked to help the teacher grade papers or tutor students who were not as fast. Recently, however, the educational system in America began to realize that gifted students deserve more than being used as teacher aides. Programs around the nation are being developed for gifted students, designed to challenge their intellectual ability. Even as these programs are being established, much debate continues about what role the family environment plays in the development and success of a gifted child. Additional debates concern how to identify a gifted child and what characteristics gifted children commonly display.
As the field of gifted education continues to grow, educators will continue to identify the characteristics that make these children special and provide challenges that help maintain their academic interest while allowing them to stretch their minds. The gifted label allows students to take advantage of programs and accommodations designed to meet their specialized intellectual, academic, and emotional needs.
Across the nation, gifted programs vary in the criteria they require for entry. Some programs require a certain IQ score; others want proof that the child is extraordinarily creative; some may ask to see academic achievement; and still others may want all of the above before admitting a child. For the purpose of this study, and for the most part across the nation, a gifted child is defined as a child with a demonstrated and measured IQ of more than 130 points.
There are several intelligence quotient tests that can be used to verify and measure a child's IQ to determine whether the child is gifted. Tests are administered by licensed clinicians and scored to determine the child's IQ. While an IQ over 130 is not mandatory to enter all gifted programs, the national organization for the gifted, MENSA, requires that number, as do many school-based programs designed for gifted students.
The label can be both a positive and a negative element in the life of a gifted child. Care should be taken not to place undue pressure on a child to excel simply because he or she has been deemed gifted.
Research has shown that many factors contribute to a child demonstrating gifted abilities, including family environment. Research also indicates that there are characteristics within gifted children that are not demonstrated by non-gifted children (Christian, 1999).
A study by Louis and Lewis (1992) addressed the identification of preschool gifted children and the relationship between parental perceptions of their child's characteristics and the child's measured ability. The results showed that 61% of the children screened had IQ scores between 132 and 185. The researchers concluded that parents were quite accurate in their perceptions and judgments of their children's intellectual ability, and that the parents studied were reliable judges of the gifted potential of their preschool children (Christian, 1999).
Consistently demonstrated characteristics of a gifted child include early verbal skills, curiosity beyond that of age-peers, and early interest in books. Whether or not the child began reading early, he or she would typically insist on being read to often. Gifted children also demonstrate leadership skills, empathy beyond that of their peers, a highly developed sense of humor, and the ability to understand abstract ideas at an earlier age than expected.
The gifted label can at times place increased pressure on the child as teachers and parents begin to expect above-average performance across many areas of life. It is important to understand that a child can be gifted in one academic area while not in others, or can be gifted in many areas but not be motivated to skip grades or over-achieve. Working to understand the child as an individual will allow the child to grow and develop within the gifted label without damaging that child's self-esteem.
Many gifted children have early and advanced verbal skills and are willing and eager to express themselves. At times, however, the gifted child finds that he or she expresses ideas on a level that is developmentally advanced compared to age-peers, and that those peers may not understand or be able to relate to the thoughts being shared. This can create difficulty with social interaction, as the gifted child comes to be seen as "different" from his or her age-peers (Christian, 1999).
"Comparative traits across gifted and non-gifted groups"
"How environment shapes self-esteem and social challenges"
"Classroom strategies for supporting gifted learners"
The gifted child comes with a unique set of characteristics and needs that can be nurtured and met through family support and teacher innovation. As research on giftedness continues to develop, both educators and families will be better equipped to identify these children early, address their intellectual and emotional needs, and create environments in which they can thrive alongside their peers.
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