Seminarski rad: NADARENA DECA 1.

UVOD Postoji mnogo mitova o izuzetno posebnim osobama, a ta se posebnost povezivala s natprirodnim silama ili s ludou. J. W. Goethe je govorio o poetama kao o jednostavnoj boanskoj djeci. Rije boansko vrlo esto se nadijevala umjetnicima, a Aristotel je isticao da ne postoji genijalnost bez ludosti. B. Pascal naglaavao je da genijalnost granii s ludou, a ludost je toliko rairena meu genijalnim ljudima da ovjek zdrava razuma postaje upravo nenormalan meu genijalcima. Dakle, razliiti su stavovi o nadarenoj i kreativnoj djeci, te ti pojmovi jo uvijek egzistiraju u stereotipima kao to su: biti nadaren znai biti udan, socijalno neadekvatan, loe adaptiran. Takve stavove nerijetko ne moemo izbjei ni u kolama. There are many myths about the very special people, and this peculiarity associated with supernatural powers or foolishness. J.W. Goethe spoke of the poet as a simple divine children. The word "divine" very often given to artists, and Aristotle pointed out that there is no genius without madness. B. Pascal stressed that genius borders on madness, and folly is so widespread among ingenious men that one "common sense" becomes veryabnormal among geniuses. Thus, different views on gifted andcreative children, and these concepts still exist in stereotypes such as being gifted means being curious, socially inadequate, poorly adapted. Such attitudes often can not be avoided even in schools. Nadareno dete je dete koje ima iznad prosjene sposobnosti i specifine osobine linosti. Vanu ulogu u rastu, razvoju, kao i odgoju nadarene dece imaju roditelji, odnosno obitelj nadarenog deteta. Razliito od nekih shvaanja, nadarena deca mogu biti roena u svim obiteljima, bez obzira na nivo obrazovanja roditelja, socioekonomski status, (ne)nadarenost roditelja i slino. Istie se potreba da roditelji prue poticajno, stimulativno, obogaeno okruenje svome djetetu kako bi razvilo svoje potencijale, ali i pozitivne osobine linost, sliku o sebi, samopotovanje. Nadareno dete ima specifine karakteristike i osobine i zbog toga odgojno djelovanje roditelja moe biti izuzetno teko i zahtjevno. Gifted child is a child who has above average ability and specific personality traits. Important role in growth, development, and education of gifted children have parents or family of a gifted child. Different from some understanding, gifted children can be born in all families, regardless of the level of parental education, socioeconomic status, (non) talent and parents alike. The need for parents to provide a supportive, stimulating, enriched environment for our children to develop their potential and positive personality traits, self-image, selfesteem. Gifted child has specific characteristics and properties, and therefore the upbringing of parents can be extremely difficult and demanding.

Ozbiljan problem u vezi s nadarenima jest kako ih prepoznati, kako raditi sa njima u obitelji, odnosno, kakav roditelj radi sa (nadarenom) decom. Logino je da nadaren roditelj moe prepoznati i poticati nadareno dete, kao i obratno, nenadaren roditelj ne moe prepoznati nadareno dete. Osim toga, ablonizirani roditelj ne uspijeva kreirati individualizirano-

nadareni obrazovno-didaktiki pristup koji bi zadovoljio i potencirao razvoj otkrivenih i latentnih potencijala nadarenog deteta. A serious problem associated with gifted children is how to recognize them, how to work with them in the family, and, as a parent for the (gifted) children. It is logical that a parent can recognize talent and encourage gifted and vice versa, ploddingparent can not identify a gifted child. In addition, "patterned parent"fails to create a "gifted individualized-educationdidactic approach" that would satisfy and emphasized the development of latent potentials detected and talented child.

Opravdano je upitati se zato mnoga nadarena deca ne uspijevaju razviti svoje potencijale? Odgovore je mogue potraiti u injenici da ne postoji dovoljna briga ne samo u obitelji, nego i u koli koju moemo smatrati izvorom nedovoljne brige i nasilja nad decom, guenja slobode, sigurnosti i prava na posebnost. Emocionalna neosjetljivost i izostanak tolerancije, autoritarna praksa, te niz kazni, vidljivih ili nevidljivih, koje se u obitelji i koli primjenjuju vani su razlozi zato se brojna deca osjeaju loe, pokazuju strah od roditelja i uitelja. S pravom moemo rei da su mnoge obitelji ili kole opasne upravo s obzirom na posljedice koje nastaju uslijed emocionalne neosjetljivosti za razliite probleme i potrebe (nadarene) dece. It is reasonable to ask why many capable students fail to reach your potential? The answers can be found in the fact that there issufficient concern not only in the family, but in school they can be considered as a source of concern and lack of violence against children, suppression of freedom, security and the right toindividuality. Emotional numbness and lack of tolerance, authoritarian practices and a series of penalties, visible orinvisible, which is in the family and school are important to applya number of reasons why children feel bad, show fear of parentsand teachers. We can rightly say that many of the family or school"dangerous" precisely because of the consequences that arisedue to emotional insensitivity to different problems and needs(gifted) children. 2. METODOLOGIJA, OBJEKT I CILJ ISTRAIVANJA U radu se raspravlja o ulozi roditelja kao najvanijeg faktora u identifikaciji i radu s nadarenom decom, to podrazumijeva sposobnost prepoznavanja, rukovoenja i primjerenog izraavanja emocija. Uvaavanje djeje nadarenosti u koli otvara nove pristupe u istraivanjima jer se pokazalo da emocionalno pismen nastavnik lake prepoznaje nadarenog uenika i daje mu kompleksnije poticaje. Osim toga, emocionalna je pismenost kljuni imbenik uspjeha u svim aspektima razvoja slike o sebi, a posebno je vaan njezin utjecaj na samopotovanje. U naem smo radu pokuali pokazati da se deca u nestimulativnim obrazovnim sredinama osjeaju odbaeno, dakle, neugodno. Birajui socijalne strategije povlaenja i izolacije, nadarena deca prije ostalih postaju nedostupni. Razvoj kompetencije roditelja put je stvaranja poticajnih diferenciranih odgojno-obrazovnih sredina koje mogu zadovoljiti razliite potrebe svih pa tako i nadarene dece. Second METHODOLOGY, BUILDING AND OBJECTIVE This paper discusses the role of parents as the most importantfactors in identifying and working with gifted children, includingthe ability to recognize, management and appropriate expressionof

emotions. Respect for children's talents in the school opens up new approaches in research because it has shown thatemotionally literate teacher easier to recognize talented studentsand give more complex stimuli. In addition, emotional literacy is a key success factor in all aspects of self-image, a particularly important impact on her selfesteem. In our work we have tried to show that children in educational settings discouraging feelingrejected, therefore, uncomfortable. By choosing a strategy of social withdrawal and isolation, before other gifted childrenbecome inaccessible. The development of the parents put theincentive to create differentiated educational environment that can meet the different needs of all including the gifted.

3. PREGLED DOSADANJIH ISTRAIVANJA Nadarena deca esta su tema kako domae, tako i strane literature jer predstavljaju opi nacionalni interes svake drave s obzirom da su upravo oni intelektulani potencijal koji bi u budunosti trebao biti glavni pokreta razvoja drutva i drave. Do sada su o nadarenoj djeci, kao i prepoznavanju i razvijanju nadarenosti u obitelji, ali i u koli pisali sljedei autori: CvetkoviLay, J. u radu Darovito je, to u sa sobom?, Cvetkovi-Lay, J. i Sekuli-Majurec, A. u radu Darovito je, to u sa njim?, Cvetkovi-Lay; J. u radu Ja hou i mogu vie, udina-Obradovi, M. u djelu Nadarenost: razumijevanje, prepoznavanje, razvijanje, te Zovko, G. u lanku Uenici s osobitim potrebama, objavljenom u knjizi Osnove suvremene pedagogije Hrvatskog pedagoko-knjievnog zbora. Third OVERVIEW OF RESEARCH Gifted children are often the subject of both domestic and foreign literature because they represent the general national interest of each state given that they were intellectually potential in the futureshould be the main driver of development of society and state. So far, about gifted children, as well as identifying and developingtalent in the family, but also in school wrote the following authors:Cvetkovi Lay, J. in the work of the gifted, which I with him?,Cvetkovi Lay, J. and Sekulic-Majurec, A. in the work of thegifted, which I with him?, Cvetkovic-Lay, J. I want to work and bemore udinaObradovic, M. in part Nadarenost: understanding,identifying, developing, and Zovko, G. Students in the article with special needs, published in the book Fundamentals of modernpedagogy Croatian Pedagogic-Literary Society

4. NADARENA DECA Prema tradicionalnom pristupu, intelektualna nadarenost definira se kao visoka opa inteligencija (g-faktor prema Spearmanu), ili izraene specifine sposobnosti, a kriterij za identifikaciju nadarenih je izuzetno visok rezultat koji osoba postie na konvencionalnim testovima

inteligencije. Prema novijim pristupima, nadarenost se ne definira samo kao visoko razvijene intelektualne sposobnosti. Postoji nekoliko koncepcija nadarenosti od kojih izdvajamo dvije:

1. Nadarenost je kombinacija intelektualnih sposobnosti, kreativnosti i predanosti zadatku. 2. Nadarenost je visoko razvijena neka od nezavisnih sposobnosti: lingvistika, logikomatematika, specijalna, intrapersonalna, glazbena, tjelesno-kinestetika i ekoloka. 4th dance of According to the traditional approach, intellectual talent is definedas a high general intelligence (g-factor according to Spearman),or expressed in specific skills, and criteria for identifying gifted is extremely high score achieved by a person on conventional IQ tests. Nevertheless, new approaches, talent is not defined only as a highly developed intellectual abilities. There are severalconceptions of giftedness single out two: First Talent is a combination of intellectual abilities, creativity andcommitment to the task. Second Highly developed talent is some of the independentabilities: linguistic, logicalmathematical, special, intra-, musical,bodily-kinesthetic, and organic.

Nadarena deca su ona deca koja imaju jedinstvene intelektualne potencijale kombinirane sa visokom motivacijom i kreativnou u obavljanju pojedinih aktivnosti. Pogreno je miljenje da darovita deca dolaze iz obitelji u kojima su roditelji visoko obrazovani. Roditelji ne moraju biti obrazovani da bi darovito dete napredovalo, ali obitelj treba biti stabilna. Iz vrsto strukturiranih obitelji potjeu nobelovci, fiziari, matematiari, kemiari.... U takvim obiteljima visoka su oekivanja, ali je u prvom planu dete, a ne njegov uspjeh. To su uvijek tople obitelji. Kreativci, pisci, slikari, veliki umjetnici, iz stresnih su obitelji, bez jednog roditelja, ali i s alkoholizmom, psihikim bolestima... Najgori su bolesni roditelji koji uvjetuju ljubav postignuem uspjeha. Imaju li sluajno darovito dete, takvim ga pristupom sputavaju. Znakovito je da je darovito dete esto prvoroeno, jer je sve usmjereno na njegove talente i iz stabilne je, tople i emocionalno podravajue obitelji. lako se dete raa s visokim intelektualnim potencijalom i ne bira obitelj, vano je da sredina prepozna njegove mogunosti i omogui mu razvoj. A nikad nije prerano poeti se baviti darovitim djetetom. U zapadnim zemljama roditelje educiraju da prate razvoj deteta od roenja. Najuinkovitije za daljnji pravilan razvoj deteta je otkriti darovitost ve u ranoj predkolskoj dobi. Ali, nade ima uoi li se to i tijekom osnovnog kolovanja. Gifted children are those children who have unique intellectual potential combined with high motivation and creativity in performing certain activities. It is wrong to think that gifted children come from families whereparents are highly educated. Parents do not need to be educatedto advanced gifted child, but the family should be stable. From thetightly structured family originate Nobel physicists, mathematicians, chemists .... In such families have highexpectations, but the child in the foreground, not its success. They are always warm family. Creative artists, writers, artists, great artists, from stressful families without a parent, but alsoalcoholism, mental illness ... The

worst parents are sick love that determine achievement of success. Have you accidentally gifted child, impede such access it. It is significant that the gifted child often first-born, because everything is focused on his talents and from a stable, emotionallywarm and supportive family. easily the child is born with high intellectual potential and not by the family, it is important torecognize the environment and its capabilities enable himdevelop. And never too early to start to deal with gifted child. In western countries, to educate parents to monitor child development from birth. Most effective for the further development of the child's right to discover talent at an early preschool age. Buthope is on the eve of whether it is during the elementary school. 4.1. ta je nadarenost? Nadarenost nije jednostavno definirati, jer ne postoji jedan (ispravan) odgovor to je nadarenost, ve mnogobrojni i razliiti odgovori koji uzimaju u razmatranje mnoge uvjete i kriterije (vrijeme njenog javljanja, karakteristike ponaanja ili predvianje budueg ponaanja, vrstu ponaanja i slino). Smatra se da postoji ak 160 definicija nadarenosti, to dovoljno govori o sloenosti ovog fenomena. Od definicije, odnosno razumijevanja nadarenosti zavise svi ostali koraci koji e se poduzeti, kao to su: prepoznavanje, identifikacija, odgojno-obrazovni rad i slino. Neki autori smatraju da je nadarenost bilo koji oblik iznadprosjenog funkcioniranja, dok drugi istiu da se po tim podrazumijevaju: visoke (ope i/ili specifine) sposobnosti (posebno inteligencija), kreativnost i specifine osobine linosti (posebno motivacija). Winner termin nadarenost koristi za opisivanje dece sa sljedea tri obiljeja: 1. prijevremena razvijenost (bre napredovanje od prosjene dece), 2. inzistiranje da sviraju po svom (via kvaliteta postignua, drugaiji putevi uenja, samostalnost i samopouzdanje) i 3. ar za svladavanjem (visoka motiviranost, opsesivan interes). Autorica istie da je nadareno dete roeno s neuobiajenom sposobnou da savlada odreeno podruje (ili podruja). 4.1. What is talent? Talent is not easy to define because there is no one (correct) answer is talent, but rather multiple and different responses that take into consideration many of the conditions and criteria (the time of its occurrence, characteristics or behaviors predict future behavior, the type of behavior, etc.). It is believed that as many as 160 definitions of giftedness, which speaks volumes about the complexity of the phenomenon. From the definition,understanding and talent depend on all the other steps to betaken, such as recognition, identification, educational work andthe like. Some authors believe that talent is any form of above-averagefunctioning, while others say that the team include: high (general and / or specific) skills (especially intelligence), creativity, andspecific personality traits (especially motivation). Winner term used to describe the talents of children with the following three features: First early development of (faster progress than the averagechild), Second insistence that they play in their (higher quality outcomes,different ways of learning, independence and self-confidence)and

Third zeal for learning (high motivation, obsessive interest). The author points out that the gifted child is born with an unusualability to master a particular area (or areas).

Nadarena deca veoma rano pokazuju znakove nadarenosti i ukoliko su roditelji dovoljno informirani i aktivno se bave decom, onda e biti spremni da to ranije prepoznaju ove znakove, pruaju adekvatnije poticaje i obrate se za pomo, savjet i podrku strunjacima. Jedno od pitanja u anketi primjenjenoj u istraivanju za roditelje je bilo: U kojoj dobi deteta ste postali svjesni da imate drugaije dete? Njih 98% je odgovorilo da je do tree godine deteta primijetilo da se njihovo dete razlikuje od ostale dece. Gifted children show early signs of talent and if the parents are well informed and actively engage with children, then it will be ready torecognize the early signs, provide adequate incentives, and turnfor help, advice and support professionals. One of the questions in the survey primjenjenoj for parents in the survey was: "At what agedid you become aware of the child to have a different child?" 98%of them responded that until the third year of the child noticed that their child is different from other children.

4.2. Rad sa nadarenom decom Rad sa nadarenom decom podrazumijeva posebne programe i aktivnosti usklaene sa njihovim potrebama i potencijalima. Ali, osim redovnog kolskog rada, nadarena deca trebaju i pomo, odnosno savjetovanje pri izboru karijere. Odabir i razvoj karijere je cjeloivotni proces koji zahtijeva realnu sliku o sebi, svojim sposobnostima, potencijalima i postignuima. Moderno savjetovanje u odabiru i razvoju karijere podrazumijeva pomo i poduavanje uenika vjetinama samospoznaje i donoenja odluka kako bi u budunosti te odluke donosili samostalno i izgradili uspjenu karijeru. Nadarena deca se mogu suoavati sa vie izazova u odabiru karijere nego njihovi vrnjaci zbog psihosocijalnih faktora koji mogu utjecati na njihov osjeaj identiteta. U te faktore ubrajamo: multipotencijalnost, rano intelektualno sazrijevanje, nezdravi perfekcionizam i stres usljed visokih oekivanja od strane njima znaajnih osoba (roditelja, nastavnika, rodbine). Nadarena enska deca se mogu susresti sa jo vie izazova nego njihove muke kolege usljed ranijeg ulaska u pubertet i ranijeg sazrijevanja te usljed drutvenih normi koje esto kod ena izazvaju jake konflikte izmeu privatnog i profesionalnog ivota, te usljed statusa spolne manjine u odnosu na mukarce unutar nekih zanimanja i radnih sredina u kojima se nalaze takva radna mjesta. 4.2. Working with gifted children Working with gifted children includes special programs and activities consistent with their needs and potentials. But, apart from the regular school work, and gifted children need help oradvice in choosing a career. Selection and career development is a lifelong process that requires a realistic image of themselves, their abilities, potential and achievements. Modern advice in the selection and career

development assistance includes teaching students the skills andself-knowledge and decisionmaking to the future and the decisions were taken independently and built a successful career. Gifted children may be faced with more challenges in choosing acareer than their peers due to psychosocial factors that can affect their sense of identity. These factors include: multipotencijalnost, early maturing intellectually, unhealthy perfectionism and stressdue to the high expectations of them important people (parents, teachers, relatives). Gifted female children may encounter morechallenges than their male counterparts due to early puberty andearly maturing and due to social norms that often in womenizazvaju strong conflicts between private and professional life, and as a result of sexual minority status relative to men within some occupations and work environments in which there aresuch jobs. 4.3. Vanost roditelja u razvoju nadarene dece

U vezi s ulogom rofitelja u razvoju nadarenoga deteta spominje se nekoliko pretpostavki: esto se pretpostavlja da nadarena deca imaju nadarene roditelje, to nije potvreno u statistikim analizama; statistiki podaci nisu potvrdili ni pretpostavku da se nadarena deca mogu nai iskljuivo u obiteljima vieg socioekonomskog statusa, kod bogatijih i bolje obrazovanih roditelja. Nadarena deca se mogu nai u obiteljima svih obrazovnih nivoa, a najvei broj ove dece dolazi iz obitelji srednjeg ekonomskog i obrazovnog statusa. Vanost roditelja je, prije svega, u njihovoj percepciji izuzetnosti deteta, a ona pokree sve aktivnosti obitelji. Roditelji usmjeravaju dete u intenzivnom, brzom i kvalitetnom sticanju vjetina u kojima e se najbolje ispoljiti djetetove sposobnosti. Istraivanja potvruju vanost rane socijalizacije, vanost obitelji i prvih nastavnika u postepenom razvoju intrinzine motivacije, odlunosti da se postigne cilj i odlunosti da se radi najbolje to se moe. Za razvoj nadarenosti vaniji je aktivan angaman roditelja u odgoju dece, nego njihov stupanj obrazovanja ili ekonomski status. Autori istiu da se meu obrazovanijim roditeljima moe, ee, nai aktivan interes i svjesno olakavanje razvoja dece. Takoer, roditelji koji su i sami nadareni bit e osjetljiviji na znakove nadarenosti svoje dece i spremniji da im prue podrku. 4.3. The importance of parents in the development of giftedchildren In connection with the role in the development of talented rofiteljachild is mentioned several assumptions: it is often assumed thatgifted children are gifted parents, which was not confirmed in thestatistical analysis, statistical data did not confirm anyassumption that gifted children can be found only in families of higher socioeconomic status, the wealthier and better educated parents. Gifted children are found in families of all educational levels, and most of these children come from families of middleeconomic and educational status. The importance of parents is, above all, excellence in their perception of the child, and she runs all the family activities.Parents guide the child in an intense, fast and high-qualityacquisition of skills that will best express the child's abilities.Studies confirm the importance of early socialization, the importance of family and the first teacher in the gradual development of intrinsic motivation, determination to achieve agoal and determination to do the best

you can. For the development of talent is more important is the active involvement of parents in the upbringing of children, but their level of educationor economic status. The authors point out that among the better educated parents may often find an active interest and knowinglyfacilitating the development of children. Also, parents who are themselves gifted will be sensitive to signs of their children'stalents and willing to provide support.

Zajonc (1976.) je istraivao odnos sposobnosti, veliine obitelji i reda raanja, te utvrdio da prvoroena deca imaju bolje rezultate na testovima inteligencije i postignua. On to tumai time, izmeu ostalog, to oni dobijaju vie iskljuive i nepodijeljene roditeljske panje, dobijaju vie nagrada za postignua i skloniji su dominaciji. Cornell i Grossbery (1987.) su uporedili rezultate dobivene na Skali obiteljskog ambijenta koju su ispunjavali roditelji polaznika posebnog programa za nadarene, s procjenama nastavnika i mjerama osobnog prilagoavanja danim uenicima. Pronali su pozitivnu vezu izmeu uzajamno podravajuih i otvorenih obiteljskih odnosa i djetetove samoprocjene na skali samopotovanja i dobre prilagoenosti. Obitelji nadarenih uenika imale su visoke rezultate na unutranjoj povezanosti i otvorenosti, to ukazuje da visoko vrednuju uzajamne, pozitivne odnose, kao i otvoreno iznoenje misli i osjeaja u obitelji, ali ne naglaavaju usmjerenje prema postignuu, kao to bi se oekivalo. Dva su temeljna faktora u odgajanju emocionalno zdravog deteta: dete mora znati da je voljeno i dete mora znati pravila igre. Roditelji trebaju nai vremena za svoje dete, pokazivati mu ljubav na razliite naine, ohrabrivati ga, ali i postaviti pravila, koja e biti jasna, primjenjiva, kojih e se pridravati dosljedno, koja e biti pravedna. dete mora osjetiti ljubav, potovanje i voenje, imati slobodu, ali treba mu i ritam dana, predvidivost, ustaljene navike, spoznaja da je svijet ureeno mjesto u kojem vladaju odreena pravila. Sve to ulijeva sigurnost. Roditelji ne bi trebali zaboraviti da su upravo oni uzor svojoj djeci, da ne izlau dete kao simbol socijalnog statusa, da izbjegavaju pretjeranu isplaniranost u ivotu deteta, da potiu dete da pretpostavi odgovornost za svoje ponaanje, da su iskreni, da postavljaju ogranienja, da naglaavaju pozitivno, da nikad ne prestaju komunicirati. Komunikacija podrazumijeva i razmjenu osjeaja i mogunost izbora, a odbiti treba samo nepoeljno ponaanje, a ne dete. Zajonc (1976.) Examined the relationship skills, family size and birth order, and found that first born children have higher scores on intelligence tests and achievement. He explained this by, among other things, they get more exclusive and undivided parental attention, given several awards for his achievements and are more inclined to domination. Cornell and Grossbery (1987.) Compared the results obtained on a scale of family environment that met the parents of students of special programs for gifted students, with teachers' estimates and measures of personal adjustment given to students. They found a positive relationship between the mutually supportive and open family relations and child's self-assessment on a scale of self-esteem and good adaptability. Families of gifted students had high scores on the inner connectedness and openness, which indicates that high value of mutual, positive relationships, and openly express thoughts and feelings in the family, but not the achievement stress direction, as would be expected. There are two fundamental factors in raising emotionally healthy child: the child must know that he is loved and the child must know the rules of the game. Parents should make time for your child, show him love in different ways, encourage him, and set the

rules, which will be clear, applicable, to be followed consistently, to be fair. child must feel the love, respect and leadership, have freedom, but he needs a day and rhythm, predictable, steady habits, the realization that the world is governed by a place dominated by certain rules. All this is reassuring. Parents should not forget that they are the role models for their children, not to "expose" the child as a symbol of social status, to avoid excessive isplaniranost in the life of the child, encouraging the child to assume responsibility for their behavior, they are honest, to set constraints, to emphasize the positive, you never cease to communicate. Communication involves the exchange of feelings and choices, and just refuse to undesirable behavior, not the child. Najznaajnije od svega jest osigurati kvalitetne rane emocionalne veze attachment, jer sretne i sigurne bebe su mnogo upornije u pokuajima kad zadatci postaju sve sloeniji. Osim toga, dobra emocionalna veza s nekom bliskom osobom (prije svega s majkom) utjee na cjelokupni razvoj deteta, kako na intelektualni, tako i na socijalni, emocionalni, tjelesni. Neminovno je, dakle, da roditelji imaju znaajnu ulogu u razvoju nadarenog deteta. dete veliki dio vremena provodi u svojoj obitelji i roditelji bi mogli (znatno vie) uiniti za njegov cjelokupni razvoj. Odgovarajue kole (seminari, radionice i sl.) za roditelje bi mogle znaajno pomoi roditeljima u toj ulozi, a posebno u odgoju nadarenog deteta. The most important of all is to provide quality early emotional bond - attachment, happy and safe because babies are muchmore persistent in trying when the tasks become more complex.In addition, a good emotional relationship with a loved one(especially with the mother) affects the overall development of the child, as an intellectual as well as the social, emotional, physical.Inevitably, then, that parents have an important role in the development of a gifted child. child spends a lot of time in your family and parents could (much more) to do for its fulldevelopment. Proper education (seminars, workshops, etc.). For parents could significantly assist parents in that role, especially in the education of gifted children.

4.4. Multipotencijalnost Multipotencijalnost predstavlja posjedovanje podjednako visoko izraenih potencijala za obavljanje vie vrsta zanimanja. Iako se za nadarenu djecu esto kae kako bi mogli sa istim uspjehom obavljati razliite aktivnosti ipak je u istraivanju samo 5% njih pokazalo pravu multipotencijalnost. Prema Bergeru, problem sa kojim se suoavaju nadarena deca nije toliko multipotencijalnost nego nedostatak vjetina donoenja odluka. Zbog toga se preporuuje nastavnicima da ohrabre svoje nadarene uenike da razmiljaju i o drugim, vankolskim aspektima svog ivota kao to su vrijednosti (to oni cijene kao ivotnu vrijednost); ivotni ciljevi (to bi eljeli da postignu u ivotu) i slobodne aktivnosti (ime se vole baviti u slobodno vrijeme, to ih najvie ispunjava). Razmatranje i drugih aspekata njihovog ivota e im pomoi da se usmjere na ono podruje za koje ne samo da imaju intelektualne potencijale nego i interese, a to e utjecati na zadovoljstvo buduim odabirima. 4.4. Multipotencijalnost Multipotencijalnost is highly expressed both having the potentialto perform multiple types

of occupations. Although for gifted children often said that they could perform the same success witha variety of activities in research, however only 5% of themshowed real multipotencijalnost. According to Berger, the problem faced by gifted children is not as multipotencijalnost butlack the skills of decision making. It is therefore recommendedthat teachers encourage their gifted students to think about other,extracurricular aspects of their life such as values (which they valued as a life value) life goals (what they would like to achievein life) and leisure (which is like engage in leisure time, which fillsthem up). Review and other aspects of their lives will help them to focus on what area you not only have the intellectual potential, but also interests, which will be contributing to the satisfaction offuture choices.

4.5. Nadarena enska deca

Iako je sam proces savjetovanja o odabiru i razvoju karijere podjednak za oba spola, treba imati na umu da je odabir i razvoj karijere za ensku djecu vei izazov nego za muku djecu. Nadarene djevojice u prosjeku iskazuju dominantniju orijentaciju prema odreenom zanimanju, manje tradicionalnu spolnu orijentaciju i veu potrebu za akademskim i strunim postignuima nego opa populacija djevojica. Ali, s druge strane kod nadarenih djevojica je izraenija potreba da se uskladi privatni i profesionalni aspekt ivota nego kod nadarenih djeaka. U naem drutvu koje je jo uvijek dominantno tradicionalistiko sa mukarcem kao glavom obitelji i enom koja nosi tri kuta kue usklaivanje posla i porodinih obaveza uglavnom je preputeno eni. Zbog toga u savjetodavnom radu sa nadarenim djevojicama trebaju realno sagledati sve potekoe i prednosti uspjenog kombiniranja karijere i obitelji. Prema nekima, nadarene djevojice jako profitiraju ukoliko kroz srednjokolsko obrazovanje imaju enskog mentora koja je uspjela uskladiti svoj profesionalni i privatni ivot. Nadarene mlade ene trebaju podrku i kroz sveuilino obrazovanje kako bi i dalje uspjeno rjeavale probleme vezane za rasporeivanje svojih potencijala izmeu profesionalnog i privatnog aspekta ivota. 4.5. Gifted girl children Although the process of consultation on the selection and career development for both sexes equally, we should bear in mind that the selection and career development for female children more challenging than for boys. Gifted girls show on average more dominant orientation to a particular profession, the less traditional sexual orientation andgrowing need for academic and professional achievements than the general population of girls. But on the other side of the giftedgirls is a growing need to reconcile private and professionalaspects of life than gifted boys. In our society that is stillpredominantly traditionalist with a man as "head of family" and a woman who "wears three corners of the house" reconciling workand family responsibilities is largely left to the woman. Therefore, the advisory work with talented girls should reallyconsider all the difficulties and advantages of combining a successful career and family. According to

some, very talentedgirls, "profit" if the secondary education have a female mentorwho was able to align their professional and private life. Talented young women need support and education through the universityto continue to successfully address the problems associated withthe deployment of its resources between professional and privateaspects of life.

4.6. Rano intelektualno sazrijevanje i profesionalni identitet Nadareni uenici pokazuju ranije sazrijevanje profesionalnog identiteta. Oni u prosjeku ranije od svojih vranjaka znaju ime se ele baviti u budunosti. Meutim, rano sazrijevanje i formiranje profesionalnog identiteta moe ograniiti ispitivanje alternativnih zanimanja. I nadareni uenici, kao i svi drugi, esto donose odluke o buduem zanimanju bazirane na malom broju injenica i na poznavanju malog broja zanimanja. Stoga ih u savjetovanju treba potaknuti da prikupe vie informacija i upoznaju i druga zanimanja prije donoenja vrste odluke. Sazrijevanje profesionalnog identiteta ne mora biti praeno i emocionalnim sazrijevanjem, tako da nadareni uenici esto biraju zanimanja koja zahtijevaju vremenski dugo kolovanje. Dugorono kolovanje podrazumijeva i dugoronu ekonomsku, pa i emocionalnu zavisnost. U savjetodavnom radu sa nadarenim uenicima potrebno je razgovarati i pripremiti ih na te injenice, s obzirom da oni esto tee veoj nezavisnosti od svojih vrnjaka. 4.6. Early maturation of intellectual and professional identity Gifted students show earlier maturation of professional identity.They on average earlier than peers know what they want to do inthe future. However, early maturation and the formation of professional identity may limit the examination of alternativeoccupations. And talented students, like everyone else, they often make decisions about future occupation based on a small number of facts and the knowledge of the small number ofoccupations. Therefore, in advising them should be encouraged to collect more information and learn about other professionsbefore making firm decisions. Maturation of professional identity need not be accompanied byemotional maturation, so that gifted students often chooseprofessions that require long training time. Longterm educationalso includes long-term economic and even emotional abuse.The advisory work with gifted students need to discuss and prepare them to this fact, since they often tend to more independent than their peers.

4.7. Na kraju ... Iako se ine zrelijim i odlunijim od svojih vranjaka, savjetovanje o odabiru i razvoju karijere neophodan je korak u radu sa nadarenim uenicima kako bi i oni donijeli odluke bazirane na potpunim informacijama i bili spremni donositi samostalne odluke i u buduem razvoju karijere. Posebnu panju treba obratiti na one uenike koji su: - nadareni ali ne postiu uspjehe savjetodavni rad sa njima treba biti usmjeren na otkrivanje

razloga zbog kojih nisu motivirani za postizanje boljih rezultata - emocionalno nadareni - kreativni 4.7. In the end ... Although they seem more mature and more determined thanpeers, advising on selection and career development is a necessary step in working with gifted students so that they canmake decisions based on complete information and were ready to make their own decisions and future career development. Particular attention should be given to those students who are: - Talented but do not achieve success - advisory work with themshould be aimed at discovering the reasons why they are not motivated to achieve better results - Emotionally gifted - creative 5. ZAKLJUAK Nikad nije rano zapoeti razvijati sposobnosti deteta. U tom smislu zakljuujemo da su roditelji posebno bitni u razvoju nadarenog deteta, jer su primarni faktori u ivotu deteta i dete, posebno u djetinjstvu, s njima provodi najvie vremena. Istraivanja su pokazala da roditelji vrlo rano mogu primijetiti da je njihovo dete drugaije u odnosu na prosjenu djecu. Ovu snagu treba iskoristiti i pruiti roditeljima drutvenu podrku organiziranjem pedagoko-andragoke ustanove u kojoj bi mogli potraiti odgovarajui savjet i dobiti potrebnu podrku, pomo, informacije, iskustvo. U sklopu ove ustanove bi se mogla organizirati kola za roditelje unutar koje bi se organizirale i realizirale razliite teme koje su u vezi sa rastom, razvojem, odgojem dece i neka specifina pitanja u vezi sa nadarenom decom. 5th CONCLUSION It is never early to start to develop the capacity of the child.Therefore, we conclude that parents are particularly important in the development of gifted children, because they are the primary factors in the life of the child and the child, especially in childhood,with them, spend the most time. Research shows that parentsmay notice early on that their child is different from the averagechildren. This force should be "used" and provide social supportto parents by organizing the pedagogical and andragogicalinstitution where they can seek appropriate advice and get thenecessary support, assistance, information, experience. As part of these institutions could be organized within the school for parents who would be organized and implemented a variety of topics that are related to growth, development, education of children and specific issues related to gifted children.

Mnogo toga mogu napraviti i sami roditelji. Najznaajnije od svega jest osigurati kvalitetu rane emocionalne veze (attachment), jer sretne i sigurne bebe su mnogo upornije u pokuajima kad zadae postaju sve sloenije. Osim toga, dobra emocionalna veza s nekom bliskom osobom

utjee na cjelokupni razvoj deteta, kako na intelektualno, tako i na socijalno, emocionalno, tjelesno podruje. S obzirom na to da nadarena deca ue bre i lake od prosjenog deteta, potreban im je iri raspon aktivnosti od uobiajenog. Zbog toga je potrebno osigurati prave poticaje, koji e biti raznoliki, ali koji e i ohrabrivati uenje, osigurati adekvatne materijale za igru i uenje, pruiti djetetu mogunost da ui po modelu, te osigurati to vie iskustava, vjebi, jer je kvalitetno rano iskustvo presudno za kasniji razvoj visokih sposobnosti. Svako dete zasluuje posebnu brigu svojih roditelja, ali i drutva, pa tako i nadareno dete, koje je dete s posebnim potrebama zbog svojih iznadprosjenih sposobnosti i specifinih odgojnoobrazovnih (i svih drugih) potreba. Many things can make the parents themselves. The most important of all is to ensure the quality of early emotional attachment (attachment), for a happy and safe babies are muchmore persistent in trying when the tasks become more complex.In addition, a good emotional relationship with a loved one affects the child's overall development, both intellectually and on thesocial, emotional, physical area. Considering the fact that gifted children learn faster and easierthan the average child, they need a wider range of activities than usual. It is therefore necessary to provide the right incentives, which will be different, but that will encourage learning, to ensure adequate materials for play and learning, providing children the opportunity to learn the model, and provide as many experiences, exercises, as well crucial early experience for the laterdevelopment of high ability. Every child deserves special care of their parents and society, including the gifted child, who is a child with special needsbecause of its above-average ability and specific educational(and other) needs.