Developmental theory

Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of two, but whose later fluency and accomplishments belied this initial delay.

In regards to this fact, psychologist and cognitive scientist Steven Pinker theorized that, rather than viewing Einstein's (and other famously gifted late-talking individuals) adult accomplishments as existing distinct from, or in spite of, his early language deficits, and rather than viewing Einstein's lingual delay itself as a "disorder", it may be that Einstein's genius and his delay in speaking were developmentally intrinsic to one another.[1]

It has been said that gifted children may advance more quickly through stages established by post-Freudian developmentalists such as Jean Piaget.[citation needed] Gifted individuals also experience the world differently, resulting in certain social and emotional issues. The work of Kazimierz Dabrowski suggests that gifted children have greater psychomotor, sensual, imaginative, intellectual, and emotional "overexcitabilities".

Francoy Gagne's (2000) Differentiated Model of Giftedness and Talent (DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents).[2] According to DMGT theory, "one cannot become talented without first being gifted, or almost so" (Gagne,2000). There are six components that can interact in countless and unique ways that fosters the process of moving from having natural abilities (giftedness) to systematically developed skills (Gagne,2000).

These components consist of the gift (G) itself, chance (C), environmental catalyst (EC), intrapersonal catalyst (IC),learning/practice (LP) and the outcome of talent (T)(Gagne,2000). It is important to know that (C), (IC), and (EC) can facilitate but, can also hinder the learning and training of becoming talented. The learning/practice is the moderator. It is through the interactions, both environmental and intrapersonal that influence the process of learning and practice along with/without chance that natural abilities are transformed into talents.

Ref :

^ Steven Pinker. "His Brain Measured Up". http://pinker.wjh.harvard.edu/articles/media/1999_06_24_newyorktimes.html. Retrieved 12/4/06.
^ Colangelo, N., & Davis, G.(2003).Handbook of Gifted Education. Boston: Pearson education, Inc.

Different of Gifted Child

Gifted children have SPECIAL NEEDS.

They are NOT like other children and ignoring their giftedness leads to later emotional problems. This is because gifted development is asynchronous, meaning different aspects of the child’s development progress at different rates – for example, a particular 7 year old child may be reading at the level of an average 10 year old, doing maths at the level of an average 14 year old, but only have the emotional maturity of a typical 4 year old. This uneven development can lead to serious problems if not understood and handled correctly. It is therefore important to identify your gifted child as such.

Giftedness is not limited to only child prodigies and the profoundly gifted. Another big area of misunderstanding about giftedness is we tend to think of the gifted as those prodigies or those profoundly/exceptionally gifted – however, “gifted” typically applies to the top 2% of the population, with a “qualifying IQ” of 130.

This means that statistically 1 in 50 are gifted, not such a rare occurence after all – but also not so common considering there still remain 49 out of 50 not classified as such.
Mildly, moderately, highly and profoundly gifted children are as different from each other as mildly, moderately, severely and profoundly retarded children are from each other, but the differences among levels of giftedness are rarely recognized.
When one child in the family is identified as gifted, the chances are great that all members of the family are gifted.

Giftedness can be observed in the first three years by rapid progression through the developmental milestones. These milestones should be documented and taken seriously as evidence of giftedness. Early identification of advanced development is as essential as early identification of any other exceptionality. Early intervention promotes optimal development.

DEFINITION OF GIFTED CHILDREN

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Today i want to share with you'll about 'definition of Gifted Children'. This definition i'm take from article by Raie Lyth, November 2003. So, i think maybe this articles can be inform to you all about definition this title.

Any opinion or suggestions or any articles about definition of Gifted Child, you all can share together. Orite...


Definition of Gifted Children

Giftedness is traditionally defined as having an Intelligence Quotient (IQ) higher than 130. This translates to an intellectual capacity beyond that expected for the chronological age of the child. It also indicates a potential to achieve highly in both childhood and adulthood.
But there is more to giftedness than increased cognitive ability. There is a general heightening of senses, bringing an acute awareness of touch, hearing, sight, smell and taste (refer Dabrowski’s sensitivities), making these children particularly sensitive to all forms of stimuli. There is also a complex processing of information. The path from one point to another is never the straightest. All possibilities and ramifications must be considered before action can be taken. And the perfect response is sought – nothing less.
Martha Morelock, in 1992, defined giftedness in terms of a person’s inner world. The gifted person has an “atypical development throughout the lifespan in terms of awareness, perceptions, emotional responses and life experiences”. That is, the gifted person experiences life events differently to others. They have a different interpretation of life. They are always different in their perceptions and realities. Consequently, they are likely to do things differently as well. And this applies to adults as well as children.

Article by Raie Lyth, November 2003
from: Web-site- www.gifted-children.com.au/definition

Research Questions

Salam,
hello everybody....

Now i want to list about our Research Questions.

1. What is Giftedness?
2. What are the different of Gifted Child?
3. What are the way of life of Gifted Child?
4. What we have learned about Gifted Child?

ok...