Recognizing & Handling

'Gifted Children'

By: Thilangani Jayawardena

Academy of Child Development & Child Psychology

Gifted children aren't always readily identified, but it's important that parents and teachers recognize and develop their exceptional abilities. We pay attention to those who lack in intellect and even most experts talk about them all the time. Gifted children in my opinion are quite ignored in our society; in the school atmosphere they either become'super heroes' or labeled as'swollen headed.'

Anil, aged three, easily completed a 48-piece puzzle and invented variations on the rhymes learnt at the kindergarten. Another three year old, told the teacher that the plural of goose would be geese. Some very small kids are able to deduce many things in their day-to-day life. They are fortunate as they are able to give very clear indications of their advanced development, hence allowing the parents and care-givers to tune in early to the need for modifications to the usual educational activities provided to children of their age. Recognizing such children as intellectually gifted, is an important step towards ensuring appropriately high expectations from their teachers whilst enhancing academic work at a satisfying pace.

What does it mean to be intellectually gifted? Experts describe giftedness as high natural abilities that become high achievement (talent) only through a long developmental process. The natural abilities that young intellectually gifted children possess include rapid learning and accurate recall, logical reasoning, abstract thinking and intense interests that lead to deep knowledge. These children enjoy challenge and complexity and can concentrate for a long time when interested. Some show an early skill and interest in 'academic' areas such as numbers, reading and writing, or in spatial activities (construction, maps, puzzle, mazes). Most are early talkers and quickly accumulate a sophisticated vocabulary.

Surely, with these natural abilities, gifted children are easy to spot in a classroom. However, for some gifted children, personality factors or family factors can lead to underestimation of their abilities and a loss of important nurturing of their remarkable strengths. Ashi is introverted and does not like to draw attention, especially adult attention, to herself. She doesn't mix much with the other children; having one friend who shares her imaginary land every playtime is enough. When she started school at the age of five; she could read simple story books, but was a perfectionist. If she thinks she might not know even a single word on a page, she won't read aloud to her teacher. It is therefore hard for Ashi's teacher to conform her parents' assertions that she has moved beyond learning the letter-sound relationship. In a case like this, teacher's failure to recognize the child's true ability may create an uneasy environment to the child; she may not work up to her potential, she may even be emotionally disturbed and the relationship with the teacher could have problems. For some children, family factors can make it less likely that their gifted characteristics will be recognized and nurtured at home and at school. In Fahim's family, his older brother is 'the gifted one'. His dad describes Fahim as mischievous and stubborn, less conscientious and compliant than his brother. Fahim's teacher who has taught both of them, views him in much the same way and as less able than the brother, although tests have revealed similar ability levels in the brothers. More often than not, gifted children are underestimated as talkative or extremely naughty.
Identifying a gifted child is not about labeling him or her as belonging to an elite 'club' of smart children. The point is that detecting a child's high intellectual abilities can lead to them being given work at an appropriate level and pace, ensuring that new concepts and skills are learned. Identifying giftedness is also about being alert to the possibility that introversion, intensity, perfectionism, sensitivity to criticism, and an early awareness of moral or social issues (all common among gifted children can create difficulties for the child. Gifted children are also likely to need to make friends with older children whose interests and ideas are of a similar maturity to their own. Giving children an opportunity to show what they can do, and adjusting their learning accordingly, is sensible. After all, it is quite common that teachers adjust their teaching for children with a disability or a learning disability. Many gifted children are unnoticed and not stimulated at the right time. Awareness of their characteristics, would enable these children to enjoy their right position (both at home & classroom).

Characteristics of Gifted Children

Have a high level of curiosity

Is alert and attentive

Learns rapidly

Reads a great deal on his own

Retains information

Has a large vocabulary for his age

Likes new and challenging experiences

Enjoys being with older children

Asks many questions

Experiments with objects around him

Produces original ideas

Likes to do things in his own way

Adapts easily to new situations

Prefers to work independently

Requires little direction from teachers

Has a good imagination

Reasons things out for himself.

Having recognized advanced development or potential, of these children, parents and teachers then need to respond in ways that nurture this potential into high achievements. Unfortunately, most of the gifted children don't always succeed at school or go on to lead productive, fulfilling lives as adults. Where would the missing link be? Who should be held responsible? Learning how to spot a child like Ashi or Fahim and the diverse ways in which they express their abilities while young, can lead to adjustments of their learning tasks and recognition of the emotional and practical support they require. All children need support from their parents and teachers for right stimulation. Once it's done gifted children will prove to be playing a vital role in the society.

(All Names are fictitious)
