Gifted and Talented Children
Gifted and talented students are those with exceptional abilities and qualities in areas such as academics, culture, leadership, arts, creativity, and sport. Gifted and talented children are found in every cultural, social, ethnic and socioeconomic group. However, it is relatively uncommon, and is recognized only in children whose IQ is at or above 130. Exceptionally gifted students, usually have pronounced talents in one specific field of interest – for example, music or mathematics – and are even less common.
Due to a gifted child’s rapidly developing cognitive abilities, often there is a large difference between their chronological age, intellectual maturity, and emotional maturity, causing some gifted children to experience an intensity or sensitivity of feelings and emotions.
This sensitivity or intensity of emotions may be displayed in a range of behaviours which may leave the gifted child open to teasing and social isolation at school.
Identifying a Gifted Child
Gifted children often display some of the following traits.
- Extremely Curious
- Excellent memory
- Fluent and flexible thinking
- Excellent problem solving skills
- Learns quickly and with less practice and repetition
- Unusual and/or vivid imagination
- Very sensitive, emotionally and even physically
- Concerned about fairness and injustice
- Relates well to adults
- Extensive Vocabulary
- Reads Rapidly and Widely
- Enjoys learning new things
Goal Setting Module
Children will learn how to set goals and work out the steps to reach them.
How are gifted children assessed?
Giftedness is accurately identified through a psychometric assessment. Psychometric assessments including the Wechsler Intelligence Scale for Children- Fourth Edition and the Stanford Binet 5 are used to assess the general thinking and reasoning skills of children. There are also other kinds of assessments focusing more on Nonverbal Tests of Ability. Assessments should always be administered by a specialist Educational and Developmental Psychologist or a Registered Psychologist with specialist skills.
How can I help my gifted child make the most of his abilities?
Communicate with your child’s teachers. Ask about what accommodations can be provided for your child to help keep him stimulated and learning at a challenging pace. You may also want to ask about accelerated or advanced classes, or special programs for the Gifted and Talented.
Consider enrolling your child to programs like 'The Power Up!' program by Quirky Kid
Provide learning opportunities for your child outside the classroom. Gifted children excel when they are given the chance to keep learning and developing their talents. He may excel in academically-themed camps, weekend classes in drama, music, languages, sports, or writing.
Trips to museums, science centres, and other cultural events may also be fun and a great way to bond with your child. The University of NSW (UNSW) offers school holiday programs for Gifted and Talented students through GERRIC. Programs like 'The Power Up!' program by Quirky Kid are also a great idea.
Introduce your child to other gifted or talented children. Research shows that gifted children experience less stress and negative emotions when they have the opportunity to discuss their social and emotional concerns with others of high ability. A Gifted and Talented program, either as part of school curricula or as an extracurricular pursuit, can help your child meet and interact with other gifted students.
Affirm your child as a whole being, not just as a ‘high achiever’.Qualities such as kindness, tolerance, and fairness – not just intelligence or achievement – are important. Recognition as a ‘all-rounder’ will help reduce the pressure many gifted children feel.
Talk to an experienced Psychologist. Gifted and talented children are often at risk of serious under achievement, social isolation, poor concentration and mood swings associated with frustration. Psychological intervention can assist with motivation, organizational skills, social issues and study schedules and many other related concerns.
Recommendations for teachers and parents
- Gifted students love the idea of learning something new and they will enjoy being provided with additional, more challenging work. By accelerating a gifted child’s work, grades or by attending opportunity classes, it will help feed the child’s need to learn and help to keep their behaviour under control.
- Gifted students should be provided with opportunities to socialise with peers of similar abilities. This may be possible by attending a selective High School, or participating in Gifted and Talented programs.
- Gifted children may benefit from being provided with independent study or research projects, particularly in their area of interest.
- Extra curricular activities, such as drama, music, languages, sports, gymnastics, dancing, or creative writing, should be encouraged.
- Highly gifted children are often at risk of serious under achievement, social isolation, concentration or behavioural symptoms and may benefit from receiving counselling.
What are the challenges associated with giftedness?
While giftedness is generally considered an asset, many gifted children experience challenges that their non-gifted peers will not.Due to a gifted child’s advanced cognitive abilities, they may find it difficult to relate to, and from satisfying bonds with other children in their peer group. This can lead to social isolation from same-aged peers, identification with adult or elder peers and frustration in class.Gifted children process information more rapidly than others in their age group, which can make them highly sensitive to their environments. This sensitivity can lead to moodiness, irritability, or anxiousness in gifted children.Giftedness is often associated with perfectionism, which can lead to procrastination and, paradoxically, under achievement in school.
View article references
- Information for this fact sheet was taken from an interview with Child Psychologist Kimberley O’Brien, and the following article.
- Dabrowski, K., & Piechowski, M. M. (1977). Theory of levels of emotional development. Oceanside, NY: Dabor.