Gifted children

***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child

1. GIFTED CHILDREN …

2. Presentation Outline Definition Genetics of giftedness Identification of giftedness Characteristics of gifted children Problems that encountered by gifted children Hidden giftedness The role of Family and gifted child The role of School and gifted child References

3. What is Giftedness? Gifted child,  any child who is naturally brilliant with a high degree of general mental ability or extraordinary ability in a specific sphere of activity or knowledge. There is no broadly accepted definition. It is based on the situation. Schools generally look at ability and intelligence tests, but do not all use the same standard. Talented , which includes all areas of a child’s life: academic, artistic, athletic, and social. Gifted children often means that they develop asynchronously, which means that their minds grow ahead of their physical growth, and this explains why they are in an advanced progress than children of their own age

4. What causes a child to be gifted? Is it their environment or is it genetics? it is a combination of both, yet to what extent of each and whether each contributes equally or one is more dominant than the other. nature-versus-nurture Nature (genetics) relates to the genetic heritage of an individual. Nurture (environment) relates to the environmental influences on the individual. It has been suggested that the heritability of general cognitive ability is approximately 62% and the rest is made up of the environment one grows up in. However, the gene-environment dynamic is not one in which each has a distinct but separate role to play, nor that environment determines whether a gene does or does not exert the influence on ability. Rather, the function of the genetic system is itself context dependent; therefore, generally both are necessary for cognitive ability to develop

5. Identifying gifted children : Test score nominations : - It is basically based on the students score - Any student that scores above 85% is a candidate - Identify a 15% talent pool Teacher nominations : - It is for nominating students with abilities that the tests don’t easily show. For example : creativity , talents … etc. Alternate pathways : It consists of : Parent nomination Peer nomination Tests of creativity Self nomination

6. Special nomination : It allows previous year teachers to nominate students who are not recommended by their present teacher(based on their previous experience) Notification and orientation of parents : Sending a letter that include a notification and a comprehensive descriptions of the program to the parents of all talent pool students Making orientation sessions with the parents and their students Action information nominations : - it is the dynamic interactions that occur when a student is extremely interested in a particular topic - it can be done by spotting unusually favorable (turn- ons ) in the curriculum that is provided to the teachers

7. Characteristics of Gifted Children To provide appropriate education for gifted children, it is important to understand the characteristics of giftedness. but individuals vary in the degree to which they are exhibited; no one child will have all of these characteristics. There are many qualities that may characterize gifted learners but two are key: precociousness . Simply put, gifted students learn more quickly than their peers. intensity, which may be seen in both the emotional and cognitive realms ( VanTassel-Baska , 2003).

8. Earliest signs : Attention and recognition memory - these children show signs of alertness and long attention span in infancy . Preference for novelty : infants who get bored by a visual array and want to see something new are also those who test higher in IQ at age two . Precocious physical development - They walk at an earlier age than the normal kids . Oral language : speak early and they know more vocabulary words . Overreactivity - They're sensitive, they have strong reaction towards noises, pain, and failure .

9. Learning style The key characteristic that is often associated with creativity is divergent thinking. As opposed to convergent thinking (arriving at a single conclusion), divergent thinking requires the gifted and talented student to produce many ideas or ideas that are different from the norm. Learns quickly and with less practice and repetition . Curiosity - They ask a lot of deep questions until they reach to the solution . has an interest in cause-effect relations , so asks "what if" questions . Energy - Hyperactivity : sleeping for few hours is enough for them. Metacognitive awareness : awareness of one’s own knowledge, what one does and doesn’t know .   Metacognition  is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed ( Meichenbaum , 1985)

10. They have obsessive interests in some stuff and they become experts in it. For example (being an expert with computer) exhibit extraordinary visual spatial abilities : Visual-spatial ability is the capacity to put the world together inside one’s head so that they understand precisely how all things relate to all others . understand extremely complex materials but they fail to master the sequential tasks involved in reading, spelling, writing and simple calculations. For instance, Einstein had dyslexia and he even talked at age of 3 . Reads Rapidly and Widely Because they think faster than they write, they face a challenge with writing. So they prefer to type on the computer. Enjoys solving problems, especially with numbers and puzzles

11. Social aspect/Language Arts Likes independent study and research in areas of interest. Uses these qualities in writing: paradox. parallel structure, rhythm, visual imagery, melodic combinations, reverse structure, unusual adjectives/adverbs, sense of humor, philosophical bent ( Piirto , 1999. p. 241). Organizes ideas and sequences in preparation for speaking and writing. Have friends who are older ( because he need someone to match with and interests with ). Solitary play ; Because there are a few people that share their interests with them . Well-Developed Sense of Humor is considered, and perhaps resented, by some peers as "crazy"

12. Artistic Area Art Scribbles earlier than most & Initiates drawing. Incorporates large number of elements into artwork. Observes details in environment, artistic area. Has unique, unusual solutions to artistic problems . Uses unusual and interesting visual imagery. Has a great feel for color. Produces many drawin g . Drama Is innovative and creative in performing. Easily tells a story or gives an account of some experience. Uses gestures or facial expressions to communicate feel­ings. Is adept at role-playing, improvising, acting out situations. Creates original plays or makes up plays from stories. Evokes emotional responses from listeners Music Discriminates fine differences in tone, relative, or absolute pitch. Varies loudness and softness . Remembers melodies and can produce them accurately. Is sensitive to rhythm, changes body movements to tempo . Can complete or create a melody. Likes listening to music. Likes producing music with others.

13. Leadership Area Leadership is the result of an interaction between a number of variables: the personality, status, achievement, and intelligence of the leader; the characteristics of the followers; and the situation ( Stogdill , 1974) . Knowing that the situation will influence leadership, researchers have identified these general personal characteristics : Is well-organized. Can do backward planning. Is visionary, has a holistic view. Is a problem finder. Is able to see problems from multiple perspectives. Is adaptable to new situations. Can manipulate systems. Is self-confident. Is a persuasive communicator. Participates in most social activities, enjoys being around other people. Influences the behavior of others; recognized as a leader by peers. Is aware of verbal and nonverbal cues; sophisticated inter­personal skills . Is emotionally stable. Is willing to take risks.

14. Some of the Problems Faced by Gifted Child Values, Traditions, and Uniqueness … Intensity, perfectionism and stress … Lack of motivation and Underachievement …

15. Values, Traditions, and Uniqueness Gifted children may behave in ways that are inappropriate and rude, such as questioning about age and weight. This is because they are curious but simply still haven’t acquired social customs. Gifted children, with their quick and logic minds, may become in trouble for challenging traditions as an expression of their rebellious independence. Gifted children, particularly those who are more creative, often challenge traditions and values. Expectations by Others.  Gifted children, particularly the more creative, do not conform. Nonconformists challenge traditions, rituals, roles, or expectations. Such behaviors often prompt discomfort in others. The gifted child, sensitive to others' discomfort, may then try to hide abilities. ”(James T. Webb, 1994, Nurturing Social-Emotional Development of Gifted Children) When children choose to break family or societal traditions, parents can help them understand the cost-benefit ratio of their actions.

16. Intensity, perfectionism and stress Intensity : Gifted children emotions tend to be intense and complex just as their thinking . Emotional intensity in the gifted is not a matter of feeling more than other people, but a different way of experiencing the world. Emotional intensity can be expressed in many different ways, such as emotional ties and attachments to others, empathy and concern for others, sensitivity in relationships, attachment to animals, difficulty in adjusting to new environments, loneliness, conflicts with others over the depth of relationships it can also be expressed as bodily symptoms such as tense stomach or sinking heart.

17. Emotionally intense gifted people often feel abnormal. “There must be something wrong with me… maybe I’m crazy… nobody else seems to feel like this.” Emotionally intense gifted people often experience intense inner conflict, self-criticism, anxiety and feelings of inferiority. Feeling everything more deeply than others do can both be painful and frightening. It is vitally important that gifted children are taught to see their heightened sensitivity to things that happen in the world as a normal response for them. If this is not made clear to them they may see their own intense experiences as evidence that something is wrong with them.

18. PERFECTIONISM gifted children are more likely to exhibit perfectionistic tendencies than other children.(this can be positive or negative) Winner (1996) noted that gifted children are well known to be perfectionists, "But being a perfectionist could well be a good thing if it means having high standards, for high standards ultimately lead to high achievement" (Winner, 1996, p. 215). neurotic perfectionists are "unable to feel satisfaction because in their own eyes they never seem to do things good enough to warrant that feeling.“( Hamachek (1978)) how to deal with perfectionism? 1-Show children that you value them more for who they are as people than for what they can do. 2-Help children separate themselves from their products, particularly their grades. 3-Help them understand that mistakes are a normal part of learning.

19. STRESS Constant striving to live up to self-expectations-or those of others- to be first, best, or both can be very stressful.  Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful. Vacations may be stressful if students are comfortable only when achieving and succeeding. Taking time off may make them feel nervous and lacking control. Nature provides healing/respite for those children in unhealthy life situations “The ability to play is critical not only to being happy but also to sustaining social relationships and being a creative, innovative person.” Stuart Brown

20. Underachievement ( Lack of Motivation / Disabilities ) Underachievement : discrepancy between a child's school performance and some ability index such as an IQ score. Some children get really excited before they enter kindergarten but when they get into school and start to being teenagers they would stop being as excited ! What’s wrong ?!!! Roots of underachievement in middle and high school are sometimes planted in the elementary grade when a child’s curriculum is not appropriately challenging ! We must motivate these children to stay on the same amount of motivation .

21. Factors that Affect Child’s Level of Motivation Health : poor eating habits, lack of sleep, hearing and visual impairment. Family : because gifted children are sensitive, they are heavily influenced by family problems ; So, life-style , family roles and Structure can affect the child’s motivation. Relationships : Children want to fit in with their peers. they act like they are not as intelligent as they really are because their friends will call them a nerds or teacher’s pets. For some students, underachieving is a way to gain popularity.

22. Factors that Affect Child’s Level of Motivation Expectation : Setting extreme standards (too high or too low) will turn students off to school. Researchers have found that students learn best in what is labeled their zone of proximal development (ZPD). In order learn we must be presented with tasks that are just of reach of a presence abilities . “ we will talk that in next semester” “ you will learn that later” >>> like these sentences makes the child lose his/her motivation to learn . Message that mistakes and failures are unacceptable . Tasks Effect Learn Occurrences easy Boredom NO Complex Confusion , Frustration NO Appropriate interesting YES

23. Hidden Gifted The "hidden gifted" (which includes gifted students who have disabilities or learning difficulties) should be identified and adequately catered for. those whose giftedness and disabilities will probably remain unnoticed throughout their school life. Unless gifted students are supported to develop their potential, their talents may be buried by the weight of their disability. Gifted students with disabilities require: adults who believe in them teachers who have high expectations and show confidence in their ability to succeed an environment that facilitates achievement

24. Hidden Gifted an inability to give a verbal response limited mobility a lack of fine motor coordination They need the special programmes to overcome the obstacles : Assistive equipment : such as pencil grips, special scissors, computers, communication boards, and voice synthesizers . full assessment of the learning environment : Environmental adaptations may be necessary to enable a child to participate. This may include providing wheel chair access . Physical disabilities

25. Hidden Gifted Sensory disabilities Students who are gifted and have a sensory impairment ( with visual and hearing impairments) wi ll require teachers to adapt their curriculum and teaching methods. suggest programmes need to include: critical thinking creative thought processes social and emotional content It is important to focus on the student’s abilities and allow them to have challenging curricula in addition to receiving help for their learning disability . For example to deal with gifted child who has hearing impairment Speak clearly, not loudly. Shouting distorts the lips and makes lip reading difficult.

26. Families , the essential context for gifts and talents Even if the gifted child has a special talent and experience, he needs some help from parents and schools . Where to start talent , and how does it end !? Family begins before the start of the talent , and it is sponsoring gifted before the start of his talent , and this is generally through family provided cohesion , warmth , acceptance , and freedom. So, the family is the first discoverer of talent .

27. What Must The Family DO ? Spend some time alone with your child, if you can. This is often difficult if you have other children. Listen to their ideas. Try to share their passion. respect for their uniqueness, respect for their opinions and ideas, respect for their dreams. support and care and help develop long-term goals and self-esteem. provide the curriculum and teaching methods appropriate to facilitate the academic growth and maintain the motivation to learn. Encourage their passions. Help them discover new ideas with trips to the library, museums; even a walk in the local park can bring forth discussions on nature, the universe and everything. Develop a positive relationship , This the most important factor in motivation . Avoid power struggle ; avoid “ yes….. But” , “you did well… but could be better if you…..” Praise the effort, not the ability!. By praising the amount of work the child puts into an activity it's giving him or her the message that it's okay to make mistakes and that effort gets results rather than intelligence just on its own.

28. What Must The School DO ? People often assume that gifted children will thrive in school. The reality is that many such children are bored; if the curriculum is too easy, they sometimes tune out and underachieve. Or they can become depressed. To meet the needs of gifted and/or highly intelligent students, schools should include programs to help them master the important concepts and various fields; develop skills and strategies that allow them to become more independent, creative, and self-sufficient learners Some may also benefit from being with similarly talented peers so they have a social group with which they are comfortable. these are the very same things that should be provided to all children. What distinguishes educational programs for gifted children is their accelerated pace of learning and the increased breadth and depth of topics covered. (American Academy of Pediatrics) Some teachers find the superb critical thinking and analytical skills of many gifted children to be an annoyance and a challenge they prefer not to face. (American Academy of Pediatrics)

29. References A Parent's Guide to Gifted Children - Janet L. Gore, Edward R. Amend Gifted Children: Myths and Realities -  By Ellen Winne http://www.nagc.org/resources-publications/resources/definitions-giftedness http://www.gifted.uconn.edu/sem/semart04.html California Association for the Gifted A position paper (Characteristics of Gifted Children ) P.1 http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position13char.pdf GIFTED AND TALENTED STUDENTS A Resource Guide for Teachers , Revised 2007 ,P. 11-13 http://www.gnb.ca/0000/publications/ss/gifted%20and%20talented%20students%20a%20resource%20guide%20for%20teachers.pdf Definitions, Models, and Characteristics of Gifted Students by Susan K. Johnsen , P. 6- 14 http://people.uncw.edu/caropresoe/giftedfoundations/SummerI-011/Johnson%20S%20K%20%20Chapter%201.pdf You know your child is gifted when … , by Judy Galbraith p. 6 http://www.freespirit.com/files/other/YouKnowYourChildIsGiftedWhen.pdf Genetics of giftedness http://www.nsgt.org/ http://brainblogger.com/2011/11/07/is-giftedness-nothing-more-than-good-genes/ http://files.eric.ed.gov/fulltext/EJ746056.pdf

30. Characteristics of the Exceptionally Able “Faster, Earlier, Differently” by Margaret Keane & Anna Giblin , p. 20-22 http://www.slideshare.net/Giftedkids/characteristics-of-the-exceptionally-able-faster-earlier-differently-3135407 CHARACTERISTICS OF GIFTEDNESS SCALE 2014 (Gifted Development Center a service of The Institute for the Study of Advanced Development ) . http://www.gifteddevelopment.com/sites/default/files/Characteristics%20of%20Giftedness%20Scale%202014.pdf http://giftedkids.about.com/od/schoolissues/a/underachieving.htm (article :Giftedness: Parents And Schools Should Provide For Gifted Children Author(s): John F. Feldhusen ) giftedkids.ie ( http://www.giftedkids.ie/index.html http://www.carolyncoil.com/ezine24.htm