Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
15Activity
0 of .
Results for:
No results containing your search query
P. 1
Differentiating Features of Gifted Children and Dealing With High IQ Societies

Differentiating Features of Gifted Children and Dealing With High IQ Societies

Ratings: (0)|Views: 1,678|Likes:
Published by Marco Ripà
In this paper, we discuss the most important signs which usually reveal gifted children. A pupil, who alternates very smart answers with clear symptoms of being bored, would be a good Mensa membership candidate. A gifted child is able to understand a given topic faster than others of the same age, but their first characteristic/obstacle is the considerable difference between them and the others.
This means that gifted children often feel alone, or they prefer to escape into their own world, especially if they do not feel adequate acceptance and love from their family, peers or school. It is really important to make the child feel that their family loves them unconditionally and to provide a challenging environment. In fact, the second feature of gifted children is their hyperactivity, even if this hyperactivity does not always imply giftedness.
Finally, the author describes his particular journey from childhood to adulthood, in a country where there are no guidelines for gifted pupils’ education, and where only a small percentage of people are able to understand the meaning of the word "giftedness". This personal journey led him to found the sPIqr Society, with the aim of trying to help gifted pupils inside their home country’s schools.
In this paper, we discuss the most important signs which usually reveal gifted children. A pupil, who alternates very smart answers with clear symptoms of being bored, would be a good Mensa membership candidate. A gifted child is able to understand a given topic faster than others of the same age, but their first characteristic/obstacle is the considerable difference between them and the others.
This means that gifted children often feel alone, or they prefer to escape into their own world, especially if they do not feel adequate acceptance and love from their family, peers or school. It is really important to make the child feel that their family loves them unconditionally and to provide a challenging environment. In fact, the second feature of gifted children is their hyperactivity, even if this hyperactivity does not always imply giftedness.
Finally, the author describes his particular journey from childhood to adulthood, in a country where there are no guidelines for gifted pupils’ education, and where only a small percentage of people are able to understand the meaning of the word "giftedness". This personal journey led him to found the sPIqr Society, with the aim of trying to help gifted pupils inside their home country’s schools.

More info:

Categories:Types, Research, Science
Published by: Marco Ripà on Aug 17, 2012
Copyright:Traditional Copyright: All rights reserved

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

08/03/2013

pdf

text

original

 
1
Differentiating features of gifted children and dealingwith high IQ societies
MMaarrccooRRiippàà 
ssPPIIqqrrSSoocciieettyyFFoouunnddeerr EEmmaaiill::mmaarrccoorrtt11998844@@yyaahhoooo..iitt
 
Abstract
In this paper, we discuss the most important signs which usually reveal gifted children. A pupil, whoalternates very smart answers with clear symptoms of being bored, would be a good Mensa membershipcandidate. A gifted child is able to understand a given topic faster than others of the same age, but their firstcharacteristic/obstacle is the considerable difference between them and the others.This means that gifted children often feel alone, or they prefer to escape into their own world, especially if they do not feel adequate acceptance and love from their family, peers or school. It is really important tomake the child feel that their family loves them unconditionally and to provide a challenging environment. Infact, the second feature of gifted children is their hyperactivity, even if this hyperactivity does not alwaysimply giftedness.Finally, the author describes his particular journey from childhood to adulthood, in a country where there areno guidelines for gifted pupils
education, and where only a small percentage of people are able tounderstand the meaning of the word "giftedness". This personal journey led him to found the sPIqr Society,with the aim of trying to help gifted pupils inside their
home country’s schools.
 
Keywords
gifted children; giftedness screening; school; IQ; standardized tests; cheating; Italy.
 
2
Introduction
In many countries, governments have not yet fully understood the importance of investing in giftedness andtalented youth. Indeed, it is not so difficult for parents to appreciate their son
’s
exceptional status. Evenwithout taking a standardized IQ test, it is possible to look at some signs which are common in giftedchildren, especially those in the age range 3 to 11.It is very important for a child to be understood and accepted by his family, because gifted childrencommonly feel different from others, even i
f they do not know “why”. Giftedness c
an be a double-edgedsword: a great advantage, if used well, or a terrible handicap in the worst environmental situations. A fewyears ago, a very smart friend of mine sent me a message containing the most important sentence that I haveread on the topic
: “
Average gifted people usually have problems, but profoundly gifted ones usually have bigPROBLEMS
”.
 This paper is focused on the importance of discovering the giftedness of a child at an early age, working withhim to build a good and happy son first, rather than a worthy student. The matter of gifted underachievers isquite commonly discussed in high IQ societies, and this problem is the result of both internal and externalfactors. This personal conclusion, which I came to years ago, is fully coherent with
Mönks’
multi-factorialapproach, and encompasses school, coetaneous youths, family, personal motivation, creativity and superiorskills.Anyway, my opinion is that the most important external element which is able to guarantee a happychildhood for the young pupil, also reducing the risk of becoming a gifted underachiever, is family
 
comprehension. Secondly, is very important to find teachers able to enhance talents and improve personalinterests too.In this paper, the main features of gifted children will be described, debunking a few urban myths (quitecommon in my country), which are able, by themselves, to spark a terrible domino effect inside the fragilemind of a gifted child.
Outline
Education is a fundamental human right, and it should be suitable for individual needs and capabilities asmuch as possible. With specific regard to giftedness, it is vital to recognize this human capital in time if wewant to
safeguard it: “
 Nurturing talent-growing potential
”. T
he first step in this direction is to train teachersto discover gifted children and to intervene in the most correct way (both individually and in the classroom).Sometimes it is not easy to interact with gifted pupils, especially when a teacher has to respond to theirexistential questions, plus a lot of curiosity and inquisitiveness.By sustaining individual capabilities, we contribute to personal and psychological good health; but there ismore: it is a real strategic resource, directly linked to social development and human progress. Investing intalent will bring benefits not only to the economy, to innovation and to employment, but will also help socialcohesion, progress and competitiveness, promoting the growth of the
Knowledge Society
.It is generally accepted that giftedness is influenced by heredity, environment and school. These factors aretaken into consideration by
Hollingworth’s
approach, starting from 1922
(while Terman’s and Galton’s
models did not take into account external factors
 – 
i.e. school and environment).
 
3
Most recent models, such as Renzulli’s Three
-Ring conception of giftedness [6], are based on the interactionbetween some weakly related factors. Giftedness (subdivided into different levels) is given by a particularconjuncture of both internal and external factors. This idea is also clear in
Mönks’ multifactor model
[4], inwhich the author considers three internal elements (
motivation
,
creativity
,
exceptional abilities
) plus threeexternal factors (
school
,
 family
,
 peers
).
 Renzulli
’s T 
hree-Ring conception of giftedness (1978).
 Mönks’ 
Multifactor model of giftedness (1992).
According to
Tannembaum’s perspective,
the most important factors influencing giftedness are: aptitude in aspecific area, non-intellectual facilitators (dedication and sacrifice), general intelligence ability,environmental support (mainly
Mönks’ external factors)
and chance (sagacity/accident), while gifted pupilsare clearly characterized by a few distinctive learning elements (Weinert 2000): great speed of learning, greatprofoundness and level of comprehension, intelligent organization of knowledge, high meta-cognitivecompetencies, high creative abilities.
Running through Gardner’s Multiple Intelligence
s theory [3], the development of this approach lead us tomore recent and complex models, which consider a lot of new elements, identifying a wide set of childcharacteristics relating to general intelligence ability: an extensive and detailed memory, a precociouslanguage and larger vocabulary than others of a similar age, advanced communication skills, askingintelligent questions, ability in identifying key points/characteristics of new concepts or problems, quick learning of information, logic usage to reach common sense answers, a broad base of knowledge, complexconceptualizing and understanding of abstract ideas, capability in using analogical thinking, problem solvingor reasoning, relationships, observation and connections insight, difficult/unusual problem solving skills, useof principles and the forming of generalizations during new situations, curiosity, plus learning desire,conscientious work and a high degree of concentration in his interest areas, multiple symbol systemsunderstanding/usage and cognitive reflection on learning.About talent in artistic fields, we can list some other characteristics; but, despite this great number of elements, it is not very hard to recognize a gifted child between 3 and 11 years of age: we need to payattention to only seven primary clues. The list which follows contains holistic indications to review forevidence:1)
A succinct answer is not enough for him: he asks “Why?” and, sometimes,
polemicizes about theexplanation given.2) He is bored when someone asks him to study once more something that he already knows.3) At age 3-4, after he has listened to a story a few times, he is able to correct the teller if there are somedifferences between the previous versions.4) He shows a high degree of concentration, plus a strong sense of duty and self-determination.

Activity (15)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this
Marco Ripà liked this

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->