Gifted Children Since many decades, experts and psychologists have been putting efforts to understand human nature that has resulted in categorization of individuals based on different factors. Gifted children is one of such categories that refer to the children who posses IQ level above the range of one hundred and thirty…
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In addition, there has been a debate regarding nurturing and dealing of gifted children with normal children, and one can observe mix responses of experts and nonprofessionals. Still, experts believe that it is very imperative that parents identify particular characteristics in their gifted children, as their ignorance or avoidance may result in adverse outcomes, and in other words, it is very important that gifted children should received proper guidance or path to utilize their skills, as absence of a platform may result in inappropriate usage. Analysis has indicated that gifted children usually have the ability to carry out any creative task like a professional artist, for instance, they can create paintings at the age of eight without any professional training. There have been few instances of gifted children reading professionally at the age of three or four. Particularly, experts believe, “Gifted children interpret life differently from others” (Distin, pp. 22-23). In this regard, it is essential that parents and teachers play a significant role in identifying different perceptions and skills of gifted children, and at the same time, they appreciate their different skills and perspectives (Distin, pp. 22-23). ...
l that is very uncommon in gifted children, there is a possibility that the same child will be doing something exceptional at home or somewhere else, and here, one requires efforts of parents and teachers to identify their skills and extraordinary talent. In addition, majority of studies have recognized higher retaining power of gifted children that is one of the major reasons of their exceptional achievements on academic, as well as non-academic levels. On one hand, gifted children have a higher IQ level; on the other hand, experts and psychologists have always found gifted children to be highly sensitive, and thus, parents and teachers should stay ready to expect adult behavior at one time and a little crying child at the next minute. In this regard, one can go for dealing gifted children along with normal children; however, once again it will be a tiring experience and will require huge amount of efforts. Moreover, gifted children’s needs would not be in any different from that of normal children; however, case studies have identified few problems and issues with the gifted children. For instance, gifted children will need a higher amount of care and consideration in terms of their emotional development (Distin, pp. 157). In addition, most of the gifted children show impatient characteristics, as they are always full of ideas. However, they expect same abilities from others and when they do not get similar responses; it results in impatience and irresistible behaviors at times that can be troublesome. Another important thing to consider while dealing with gifted children is their resistance against directions. Parents and teachers may guide them towards a platform or an opportunity; however, due to gifted children’s idealistic and creative nature, there is a
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their learning experience would be presented, as required. Characteristics of the Gifted Learner A relatively small but distinguished percentage of the population of children all over the world exhibit exemplary characteristics classifying them as gifted learners.
Being gifted and yet having a learning disability is just as contradictory as it sounds. Historically, gifted children have been expected to display high performance on the conventional standards of judgment. Since the time of Terman, the gifted children have been stereotyped to show high performance both in the school and the intelligence tests uniformly.
Factors which prevent educators from recognizing the gifts and talents of students belonging to the cultural minorities and most importantly, the importance of balance and reconciliation between equity and excellence in education were also tackled (Ford and Harmon, 2001).
In fact, as early as the 2200 BC, the Chinese civilizations had felt the need to identify and develop gifted children and groom to take up the government administration positions. Even the Roman and Greek civilizations spent considerable focus and energy towards exploring and using these gifted people.
Researchers, as will be illustrated in this essay, have stressed the wide variations in individuals' development at a specific age and the need to create early childhood programs or options that matched and addressed the specific needs of these individuals.
The belief that “all children have gifts and talents” has been the prevailing belief, although some of the policies of the New South Wales Government have emphasized the need to identify students with special needs from disadvantaged groups. When a child is far ahead of its peers, it can only be motivated through the provision of additional opportunities to enrich the fund of knowledge.
According to the report the scholarly world has been in dispute regarding the features of such gifted children, how to identify gifted children, how to handle them effectively, the neuropsychological factors behind being gifted, the way the gifted people observe the world, and the common socio-cultural issues faced by gifted children.
The Federal definition of a gifted or talented individual is given as one who shows ‘evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need
y potential children with special needs may experience underachievement as efforts to tackle these needs may concentrate more on remediation of hardships and less on development of areas of talent and strength. It is paramount for education scholars to differentiate between
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