Characteristics of gifted children Behavioral Science Course

1. Diaa Mohammad Srahin

2.  To provide appropriate education for gifted children, it is
important to understand the characteristics of giftedness.
 Decades of research has provided a body of evidence regarding
these characteristics that shows gifted individuals exhibit high
levels of functioning in the cognitive, affective, physical, and
intuitive areas. Intellectual processing integrates all of these .
 but individuals vary in the degree to which they are exhibited; no
one child will have all of these characteristics.

3.  There are many qualities that may characterize gifted learners but two are key.
One is precociousness. Simply put, gifted students learn more quickly than
their peers. The second one is intensity, which may be seen in both the
emotional and cognitive realms (VanTassel-Baska, 2003).
 In recent years, the work of psychologist Kazimierz Dabrouski has been widely
used to help in understanding the intensity dimension of giftedness. Gifted
students are apt to display these intensities in five areas: (Dabrouski, 1989).
1. Psychomotor—energetic, often physically active and may have difficulty unwinding
at bed time.
2. Sensual—great sensitivity to input from all five senses; also encompasses aesthetic
awareness.
3. Imagination—vivid and detailed imagination; often “thinks in pictures;” strong
reaction to dreams.
4. Intellectual—loves academic challenges, learning new things; intensely curious.
5. Emotional—responds to virtually all emotions in an intense manner, which can also
make the student susceptible to depression.

4. Characteristics of Gifted Children
General Intellectual Ability
 Those gifted and talented students with general intellectual
ability tend to perform or show the potential to perform in
several fields of study.
 Has an extensive and detailed memory, particularly in an area of interest.( but
Mom you promised ) .
 Has vocabulary advanced for age-precocious language.
 Has communication skills advanced for age and is able to express ideas and
feelings.
 Asks intelligent questions.
 Learns information quickly.
 Keen and alert observer .
 Understands and uses various symbol systems.
 Really love to learn – which may or may not include loving school .
 Enjoy playing challenging games and making elaborate plans – the more complex
, the better

5.  Have friends who are older ( because he need someone to match with and
interests with ).
 Enjoy books, movies ,games and activities meant for older children or even
adults .

6. Characteristics of Gifted Children
 Specific Academic Field
 In this area, gifted and talented students exhibit potential or demonstrated
accomplishment in one specific field of study , such as language arts, mathematics, social
studies, or science.
 General (demonstrated within field of interest)
 Has an intense, sustained interest.
 Has hobbies/collections related to field.
 Reads widely in an academic field.
 Has an inquisitive nature, asks good questions.
 Analyzes problems and considers alternatives.
 Visualizes images and translates into other forms-written, spoken, symbolic-
music notation, numbers, letters.
 Sees connections and relationships in a field and generalizes to other
situations, applications.

7.  Math/Science
 Is interested in numerical analysis.
 Appreciates parsimony, simplicity, or economy in solutions.
 Reasons effectively and efficiently.
 Solves problems intuitively using insight.
 Can reverse steps in the mental process.
 Organizes data and experiments to discover patterns or relationships.
 Social Studies/Language Arts
 Enjoys language/verbal communication, communication skills.
 Organizes ideas and sequences in preparation for speaking and writing.
 Is sensitive to social, ethical, and moral issues.
 Is interested in theories of causation.
 Likes independent study and research in areas of interest.
 Uses these qualities in writing: paradox. parallel structure, rhythm, visual imagery, melodic
combinations, reverse structure, unusual adjectives/adverbs, sense of humor, philosophical bent
(Piirto, 1999. p. 241).

8.  Creative Area
 The key characteristic that is often associated with creativity is divergent
thinking. As opposed to convergent thinking (arriving at a single conclusion),
divergent thinking requires the gifted and talented student to produce many
ideas or ideas that are different from the norm.
 Has in-depth foundational knowledge.
 Prefers complexity and open-endedness.
 Contributes new concepts, methods, products, or performances.
 Uses unique solutions to problems, improvises.
 Connects disparate ideas.
 Is constantly asking questions.
 Is attracted to the novel, complex, and mysterious.
 able to resist group pressure
 Has a sense of humor.
 Is intellectually playful.
 Is aware of own creativity.
 Is emotionally sensitive; sensitive to beauty.
 Is intuitive.
 Enjoys alone time.

9.  Artistic Area
 In this area, gifted and talented students exhibit potential or
demonstrated accomplishment in one or more artistic fields, such as
art, drama, or music.
Art
 Scribbles earlier than most & Initiates drawing.
 Incorporates large number of elements into artwork.
 Provides balance and order in art work.
 Observes details in environment, artistic area.
 Has unique, unusual solutions to artistic problems.
 Uses unusual and interesting visual imagery.
 Has a highly developed sense of movement and rhythm in drawings .
 Has a great feel for color.
 Uses content that is interesting, tells a story, or expresses feelings.
 Produces many drawings.

10. Drama
 Is innovative and creative in performing.
 Easily tells a story or gives an account of some experience.
 Uses gestures or facial expressions to communicate feelings.
 Is adept at role-playing, improvising, acting out situations.
 Creates original plays or makes up plays from stories.
 Evokes emotional responses from listeners
 Imitates others, uses voice to reflect changes of idea and mood.
Music
 Discriminates fine differences in tone, relative, or absolute pitch.
 Identifies a variety of sounds (background noise, singers, orchestral instruments).
 Varies loudness and softness .
 Remembers melodies and can produce them accurately.
 Is sensitive to rhythm, changes body movements to tempo .
 Dances to tunes with different rhythms,
 Can complete a melody.
 Creates own melodies.
 Likes listening to music.
 Likes producing music with others.

11.  Leadership Area
Leadership is the result of an interaction between a number of variables: the personality,
status, achievement, and intelligence of the leader; the characteristics of the followers;
and the situation (Stogdill, 1974) .
Knowing that the situation will influence leadership, researchers have identified these
general personal characteristics
 Is well-organized.
 Can do backward planning.
 Is visionary, has a holistic view.
 Is a problem finder.
 Is able to see problems from multiple perspectives.
 Is adaptable to new situations.
 Can manipulate systems.
 Is self-confident.
 Is a persuasive communicator.
 Participates in most social activities, enjoys being around other people.
 Influences the behavior of others; recognized as a leader by peers.
 Is aware of verbal and nonverbal cues; sophisticated interpersonal skills .
 Is emotionally stable.
 Is willing to take risks.

12. Affective
 Along with cognitive ,characteristics, gifted students frequently exhibit particular
affective characteristics .
 Some researchers suggest that these emotional aspects of a gifted and talented individual
may be traits or temperaments (i.e., genetic), while others may be developed .
 Is motivated in work that excites.
 Is self-directed, independent.
 Evaluates and judges critically.
 Has high degree of concentration.
 Becomes bored with routine tasks.
 Is interested in "adult" problems.
 Is concerned about right and wrong, ethics.
 Has higher self-concept, particularly in academics.
 Has high expectations of self and others.
 Is highly sensitive.
 Takes other perspectives; is empathic.
 Is a perfectionist.

17. References
 California Association for the Gifted A position paper (Characteristics of Gifted Children )
P.1
http://c.ymcdn.com/sites/www.cagifted.org/resource/resmgr/docs/position13char.pdf
 GIFTED AND TALENTED STUDENTS A Resource Guide for Teachers , Revised 2007 ,P. 11-13
http://www.gnb.ca/0000/publications/ss/gifted%20and%20talented%20students%20a%20resource%20guide%20fo
r%20teachers.pdf
 Definitions, Models, and Characteristics of Gifted Students by Susan K. Johnsen , P. 6- 14
http://people.uncw.edu/caropresoe/giftedfoundations/SummerI-011/Johnson%20S%20K%20%20Chapter%201.pdf
 You know your child is gifted when … , by Judy Galbraith p. 6
http://www.freespirit.com/files/other/YouKnowYourChildIsGiftedWhen.pdf
 Characteristics of the Exceptionally Able “Faster, Earlier, Differently” by Margaret Keane
& Anna Giblin , p. 20-22
http://www.slideshare.net/Giftedkids/characteristics-of-the-exceptionally-able-faster-earlier-differently-3135407
 CHARACTERISTICS OF GIFTEDNESS SCALE 2014 (Gifted Development Center a service of
The Institute for the Study of Advanced Development ) .
http://www.gifteddevelopment.com/sites/default/files/Characteristics%20of%20Giftedness%20Scale%202014.pdf