Identifying Characteristics of Gifted Children - Essay Example

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. Experts have indicated that such children have extraordinary intellectual, and most often, cognitive capabilities that distinguish them from the normal children. In the result, a huge number of experts have endeavored to propose methodologies and strategies to identify such children to arrange their nurturing in accordance to their intellectual level. 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). It is not inappropriate to deal gifted children with normal children; however, gifted children must receive proper motivation, as studies have identified their great potential in becoming achiever in their own fields. In this regard, if a parent observes a child not performing properly at the school 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 possibility that they will end up doing their own things, and parents/teachers will have to patient during such instances. In other words, gifted children are more inclined towards bossy nature while showing resistance against following any rules, obligations, and strict routines. While evaluating gifted children’s adjustment with their same-age peers, studies have noted adjustment problems due to acquisition of advanced information and huge vocabulary by gifted children that is usually not present in normal children of the same age group (Moon & Reis, pp. 1-31). In this regard, experts have noted that this uneven growth of mind of gifted children often creates an issue for the gifted children, especially at the school. They usually have higher IQ level that inclines them to think in broader manner; however, their body parts do not allow them to act like an adult that then results in frustration, and if not treated properly, depression. It is an observation that due to such problems, gifted children usually confronts the notion of rejection that they do not like at all, and that creates a number of risks for the gifted children. Although even physically-disabled children confronts the same issue, however, the intensity of same issue with gifted children is higher due to their higher intellectual level that results in greater intensity and frustration due to unavailability of any platform to express their frustration. In this regard, parents play an essential and crucial role in ensuring successful development, especially emotional and social growth of gifted children. In particular, parents should have proper awareness and education regarding different intellectual and physical traits of gifted children that may result in creation of an intellectual individual, rather than a frustrated depressed person (Cross, pp. 52-56). Lastly, when it comes to education, one should arrange a different type of education for gifted children. As discussed earlier, gifted children do not like rigid routines, and thus, there will be a need of flexible educational system that will be creative to provide an innovative platform for the gifted children. Although it is encouraging to arrange growth of gifted children with normal children, however, there should be a separate cluster of gifted children when it comes to learning that will reduce the chances of frustration and depression (Klein, pp. 271). An interesting way to ensure effective growth will be to create a group of parents of gifted children that will include sharing of different experiences that will result in improved awareness and enhanced understanding of different aspects of gifted children. Works Cited Cross, Tracy L. On the social and emotional lives of gifted children. Prufrock Press, 2004. Distin, Kates. Gifted Children. Jessica Kingsley Publishers, 2006. Klien, Barbara Schave. Raising Gifted Kids. AMACOM, 2007. Moon, Sidney M. & Reis, Sally M. Social/emotional issues, underachievement, and counseling of gifted and talented students. Corwin press, 2004. Read More