Gifted child, any child who is naturally endowed with a high degree of general mental ability or extraordinary ability in a specific sphere of activity or knowledge. The designation of giftedness is largely a matter of administrative convenience. In most countries the prevailing definition is an intelligence quotient (IQ) of 130 or above. Increasingly, however, schools use multiple measures of giftedness and assess a wide variety of talents, including verbal, mathematical, spatial-visual, musical, and interpersonal abilities.

1. GIFTED CHILDREN
ANSHITA SINGH
(ASLP)

3.  Gifted child, any child who is naturally endowed with a
high degree of general mental ability or extraordinary
ability in a specific sphere of activity or knowledge.
The designation of giftedness is largely a matter of
administrative convenience. In most countries the
prevailing definition is an intelligence quotient (IQ) of
130 or above. Increasingly, however, schools use
multiple measures of giftedness and assess a wide
variety of talents, including verbal, mathematical,
spatial-visual, musical, and interpersonal abilities.
INTRODUCTION

5.  Gifted children are, by definition, "Children who give
evidence of high performance capability in areas such as
intellectual, creative, artistic, leadership capacity, or
specific academic fields, and who require services or
activities not ordinarily provided by the school in order
to fully develop such capabilities." Dr. Gail Gross
DEFINITION

6.  Gifted children are, by definition, "Children who give
evidence of high performance capability in areas such as
intellectual, creative, artistic, leadership capacity, or
specific academic fields, and who require services or
activities not ordinarily provided by the school in order
to fully develop such capabilities."
CONT….

7.  They are curious and ask a lot of questions.
 They take their own approach to assignments.
 They have a large vocabulary and prefer adult
conversation.
 They have original ideas.
 They are cognitively advanced and able to self-teach
new skills.
 They are sensitive to their environment.
 They have strong feelings.
RECOGNIZING A GIFTED CHILD

9.  The gifted child seems to have an increased cell production
that also increases synaptic activity. This increased thought
process. The neurons in the brain of the gifted child seem to
be bio-chemically more abundant and, as a result, the brain
patterns that develop are able to process more complex
thought. There seems to be more prefrontal cortex activity in
the brain, which leads to insightful and intuitive thinking.
Gifted children have more alpha wave activity in the brain.
not only more alpha wave activity but also faster and longer.
This allows for more relaxed and focused learning with
greater retention and integration. The brain rhythms of the
gifted child occur more often, and this allows for
concentration, attention, investigation, and inquiry.
BIOLOGICAL DIFFERENCES

11.  Unusual alertness, even in infancy
 Rapid learner; puts thoughts together quickly
 Excellent memory
 Unusually large vocabulary and complex sentence structure for age
 Advanced comprehension of word nuances, metaphors and abstract
ideas
 Enjoys solving problems, especially with numbers and puzzles
 Often self-taught reading and writing skills as pre-schooler
 Deep, intense feelings and reactions
 Highly sensitive
 Thinking is abstract, complex, logical, and insightful
 Idealism and sense of justice at early age
CHARACTERSTICS

13.  Concern with social and political issues and injustices
 Longer attention span and intense concentration
 Preoccupied with own thoughts—daydreamer
 Learn basic skills quickly and with little practice
 Asks probing questions
 Wide range of interests (or extreme focus in one area)
 Highly developed curiosity
 Interest in experimenting and doing things differently
 Puts idea or things together that are not typical
 Keen and/or unusual sense of humour
 Desire to organize people/things through games or complex
schemas
 Vivid imaginations (and imaginary playmates when in preschool)
CONT….

15.  There are three ways of educating children who are
intellectually and academically more advanced than their
peers: (1) acceleration, whereby the gifted child is
allowed to learn material at a more rapid pace or is
promoted more rapidly through grades; (2) enrichment,
whereby the gifted child works through the usual grades
at the usual pace but with a curriculum supplemented by
a variety of cultural activities; and (3) differentiation,
whereby gifted children are accelerated or enriched
within the regular classroom.
EDUCTAION

16.  Special schools or classes enable gifted children to progress
at an accelerated pace. The instruction, method, and materials
can be adapted to the needs of each student, and, because the
children work and study with others who are bright, each is
motivated to put forth his best effort. Despite the opposition
many educators have to special provisions for gifted children,
research shows that grouping gifted children together is best
for them, that this does no harm to average children, and that
acceleration in these groups provides greater opportunity for
challenge and intellectual development than does enrichment
alone.
CONT….

17.  https://www.huffpost.com/entry/who-is-the-gifted-child
 https://www.britannica.com/science/gifted-child
 https://www.readandspell.com/signs-of-a-gifted-child
 National association for gifted children
REFRENCES

18.  Learn about speech, hearing & disabilities in a different manner
with Anshita Singh ( ASLP) as Learnwith Anshita. Learnwith
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