The document outlines various aspects of gifted children, including definitions, identification methods, characteristics, and challenges they face. It emphasizes the interplay of genetics and environment in the development of giftedness and suggests strategies for parents and schools to effectively nurture these children. Key issues discussed include underachievement, emotional intensity, and the importance of supportive family and educational settings.

1. GIFTED
CHILDREN
…

2. Presentation Outline
• Definition
• Genetics of giftedness
• Identification of giftedness
• Characteristics of gifted children
• Problems that encountered by gifted children
• Hidden giftedness
• The role of Family and gifted child
• The role of School and gifted child
• References

3. What is Giftedness?
Gifted child, any child who is naturally brilliant with a high degree of
general mental ability or extraordinary ability in a specific sphere of
activity or knowledge.
There is no broadly accepted definition. It is based on the situation.
Schools generally look at ability and intelligence tests, but do not all
use the same standard.
Talented, which includes all areas of a child’s life: academic, artistic,
athletic, and social.
Gifted children often means that they develop asynchronously, which
means that their minds grow ahead of their physical growth, and this
explains why they are in an advanced progress than children of their
own age

4. What causes a child to be gifted? Is it
their environment or is it genetics?
• it is a combination of both, yet to what extent of each and whether
each contributes equally or one is more dominant than the other.
nature-versus-nurture
• Nature (genetics) relates to the genetic heritage of an individual.
Nurture (environment) relates to the environmental influences on
the individual. It has been suggested that the heritability of general
cognitive ability is approximately 62% and the rest is made up of
the environment one grows up in. However, the gene-environment
dynamic is not one in which each has a distinct but separate role to
play, nor that environment determines whether a gene does or
does not exert the influence on ability.
• Rather, the function of the genetic system is itself context
dependent; therefore, generally both are necessary for cognitive
ability to develop

5. Identifying gifted children :
• Test score nominations :
- It is basically based on the students score
- Any student that scores above 85% is a candidate
- Identify a 15% talent pool
• Teacher nominations :
- It is for nominating students with abilities that the tests don’t easily
show. For example : creativity , talents … etc.
• Alternate pathways :
It consists of :
- Parent nomination
- Peer nomination
- Tests of creativity
- Self nomination

6. • Special nomination :
- It allows previous year teachers to nominate students who are
not recommended by their present teacher(based on their
previous experience)
• Notification and orientation of parents :
- Sending a letter that include a notification and a comprehensive
descriptions of the program to the parents of all talent pool
students
- Making orientation sessions with the parents and their students
• Action information nominations :
- it is the dynamic interactions that occur when a student is
extremely interested in a particular topic
- it can be done by spotting unusually favorable (turn-ons) in the
curriculum that is provided to the teachers

7. Characteristics of Gifted Children
• To provide appropriate education for gifted children, it is important
to understand the characteristics of giftedness.
• but individuals vary in the degree to which they are exhibited; no
one child will have all of these characteristics.
• There are many qualities that may characterize gifted learners but
two are key:
 precociousness. Simply put, gifted students learn more
quickly than their peers.
 intensity, which may be seen in both the emotional and
cognitive realms (VanTassel-Baska, 2003).

8. • Earliest signs :
• Attention and recognition memory - these children show signs of
alertness and long attention span in infancy .
• Preference for novelty : infants who get bored by a visual array and
want to see something new are also those who test higher in IQ at age
two .
• Precocious physical development - They walk at an earlier age than the
normal kids .
• Oral language : speak early and they know more vocabulary words .
• Overreactivity - They're sensitive, they have strong reaction towards
noises, pain, and failure .

9. • Learning style
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.
• Learns quickly and with less practice and repetition .
• Curiosity - They ask a lot of deep questions until they reach to the
solution .
• has an interest in cause-effect relations , so asks "what if" questions .
• Energy - Hyperactivity : sleeping for few hours is enough for them.
• Metacognitive awareness : awareness of one’s own knowledge, what one
does and doesn’t know .
Metacognition is the ability to use prior knowledge to plan a strategy
for approaching a learning task, take necessary steps to problem solve,
reflect on and evaluate results, and modify one’s approach as needed
(Meichenbaum, 1985)

10. • They have obsessive interests in some stuff and they become
experts in it. For example (being an expert with computer)
• exhibit extraordinary visual spatial abilities : Visual-spatial ability is
the capacity to put the world together inside one’s head so that
they understand precisely how all things relate to all others .
• understand extremely complex materials but they fail to master the
sequential tasks involved in reading, spelling, writing and simple
calculations. For instance, Einstein had dyslexia and he even talked
at age of 3 .
• Reads Rapidly and Widely
• Because they think faster than they write, they face a challenge
with writing. So they prefer to type on the computer.
• Enjoys solving problems, especially with numbers and puzzles

11. • Social aspect/Language Arts
• 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).
• Organizes ideas and sequences in preparation for speaking and writing.
• Have friends who are older ( because he need someone to match with
and interests with ).
• Solitary play ; Because there are a few people that share their interests
with them .
• Well-Developed Sense of Humor
• is considered, and perhaps resented, by some peers as "crazy"

12. • Artistic Area
Art
• Scribbles earlier than most & Initiates drawing.
• Incorporates large number of elements into artwork.
• Observes details in environment, artistic area.
• Has unique, unusual solutions to artistic problems .
• Uses unusual and interesting visual imagery.
• Has a great feel for color.
• Produces many drawing.
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
Music
• Discriminates fine differences in tone, relative, or absolute pitch.
• Varies loudness and softness .
• Remembers melodies and can produce them accurately.
• Is sensitive to rhythm, changes body movements to tempo .
• Can complete or create a melody.
• Likes listening to music.
• Likes producing music with others.

13. • 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.

14. Some of the Problems Faced by
Gifted Child
• Values, Traditions, and Uniqueness …
• Intensity, perfectionism and stress …
• Lack of motivation and Underachievement …

15. Values, Traditions, and
Uniqueness• Gifted children may behave in ways that are inappropriate and rude, such as
questioning about age and weight. This is because they are curious but
simply still haven’t acquired social customs. Gifted children, with their quick
and logic minds, may become in trouble for challenging traditions as an
expression of their rebellious independence. Gifted children, particularly
those who are more creative, often challenge traditions and values.
• Expectations by Others. Gifted children, particularly the more creative, do
not conform. Nonconformists challenge traditions, rituals, roles, or
expectations. Such behaviors often prompt discomfort in others. The gifted
child, sensitive to others' discomfort, may then try to hide abilities. ”(James
T. Webb,
1994, Nurturing Social-Emotional Development of Gifted Children)
• When children choose to break family or societal traditions, parents can help
them understand the cost-benefit ratio of their actions.

16. Intensity, perfectionism and stress
• Intensity:
• Gifted children emotions tend to be intense and complex just
as their thinking .
• Emotional intensity in the gifted is not a matter of feeling
more than other people, but a different way of experiencing
the world.
• Emotional intensity can be expressed in many different ways,
such as emotional ties and attachments to others, empathy
and concern for others, sensitivity in relationships,
attachment to animals, difficulty in adjusting to new
environments, loneliness, conflicts with others over the depth
of relationships it can also be expressed as bodily symptoms
such as tense stomach or sinking heart.

17. • Emotionally intense gifted people often feel abnormal. “There must
be something wrong with me… maybe I’m crazy… nobody else
seems to feel like this.”
• Emotionally intense gifted people often experience intense inner
conflict, self-criticism, anxiety and feelings of inferiority.
• Feeling everything more deeply than others do can both be painful
and frightening.
• It is vitally important that gifted children are taught to see their
heightened sensitivity to things that happen in the world as a
normal response for them. If this is not made clear to them they
may see their own intense experiences as evidence that something
is wrong with them.

18. •PERFECTIONISM
• gifted children are more likely to exhibit perfectionistic tendencies than
other children.(this can be positive or negative)
• Winner (1996) noted that gifted children are well known to be
perfectionists, "But being a perfectionist could well be a good thing if it
means having high standards, for high standards ultimately lead to high
achievement" (Winner, 1996, p. 215).
• neurotic perfectionists are "unable to feel satisfaction because in their
own eyes they never seem to do things good enough to warrant that
feeling.“(Hamachek (1978))
• how to deal with perfectionism?
1-Show children that you value them more for who they are as people
than for what they can do.
2-Help children separate themselves from their products, particularly
their grades.
3-Help them understand that mistakes are a normal part of learning.

19. •STRESS
• Constant striving to live up to self-expectations-or those of others-
to be first, best, or both can be very stressful.
• Stress occurs even when everything is going well. Youngsters get
tired from their constant efforts and may secretly fear that next
time they will not be as successful.
• Vacations may be stressful if students are comfortable only when
achieving and succeeding. Taking time off may make them feel
nervous and lacking control.
• Nature provides healing/respite for those children in unhealthy life
situations
• “The ability to play is critical not only to being happy but also to
sustaining social relationships and being a creative, innovative
person.” Stuart Brown

20. Underachievement
( Lack of Motivation / Disabilities )
• Underachievement: discrepancy between a child's school
performance and some ability index such as an IQ score.
• Some children get really excited before they enter kindergarten but
when they get into school and start to being teenagers they would
stop being as excited ! What’s wrong ?!!!
• Roots of underachievement in middle and high school are sometimes
planted in the elementary grade when a child’s curriculum is not
appropriately challenging !
• We must motivate these children to stay on the same amount of
motivation .

21. Factors that Affect Child’s Level of Motivation
• Health: poor eating habits, lack of sleep, hearing and visual
impairment.
• Family: because gifted children are sensitive, they are heavily
influenced by family problems ; So, life-style , family roles and
Structure can affect the child’s motivation.
• Relationships: Children want to fit in with their peers. they act like
they are not as intelligent as they really are because their friends will
call them a nerds or teacher’s pets. For some students, underachieving
is a way to gain popularity.

22. Factors that Affect Child’s Level of Motivation
• Expectation: Setting extreme
standards (too high or too low)
will turn students off to school.
Researchers have found that
students learn best in what is
labeled their zone of proximal
development (ZPD). In order
learn we must be presented
with tasks that are just of reach
of a presence abilities .
• “ we will talk that in next
semester” “ you will learn that
later” >>> like these sentences
makes the child lose his/her
motivation to learn .
• Message that mistakes and
failures are unacceptable .
Tasks Effect Learn
Occurrences
easy Boredom NO
Complex Confusion,
Frustration
NO
Appropriate interesting YES

23. Hidden Gifted
• The "hidden gifted" (which includes gifted students who have
disabilities or learning difficulties) should be identified and
adequately catered for.
• those whose giftedness and disabilities will probably remain
unnoticed throughout their school life.
• Unless gifted students are supported to develop their potential,
their talents may be buried by the weight of their disability.
• Gifted students with disabilities require:
1. adults who believe in them
2. teachers who have high expectations and show confidence in their
ability to succeed
3. an environment that facilitates achievement

24. Hidden Gifted
 an inability to give a verbal response
 limited mobility
 a lack of fine motor coordination
• They need the special programmes to overcome the obstacles :
• Assistive equipment : such as pencil grips, special scissors,
computers, communication boards, and voice synthesizers .
• full assessment of the learning environment : Environmental
adaptations may be necessary to enable a child to participate. This
may include providing wheel chair access .
• Physical disabilities

25. Hidden Gifted
• Sensory disabilities
• Students who are gifted and have a sensory impairment (with
visual and hearing impairments) will require teachers to adapt
their curriculum and teaching methods.
• suggest programmes need to include:
 critical thinking
 creative thought processes
 social and emotional content
• It is important to focus on the student’s abilities and allow them to
have challenging curricula in addition to receiving help for their
learning disability . For example to deal with gifted child who has
hearing impairment Speak clearly, not loudly. Shouting distorts the
lips and makes lip reading difficult.

26. Families , the essential context
for gifts and talents
• Even if the gifted child has a
special talent and experience, he
needs some help from parents
and schools .
• Where to start talent , and how
does it end !? Family begins
before the start of the talent ,
and it is sponsoring gifted before
the start of his talent , and this is
generally through family provided
cohesion , warmth , acceptance ,
and freedom. So, the family is the
first discoverer of talent .

27. What Must The Family DO ?
• Spend some time alone with your child, if you can. This is often difficult if you have
other children. Listen to their ideas. Try to share their passion.
• respect for their uniqueness, respect for their opinions and ideas, respect for their
dreams.
• support and care and help develop long-term goals and self-esteem.
• provide the curriculum and teaching methods appropriate to facilitate the academic
growth and maintain the motivation to learn.
• Encourage their passions. Help them discover new ideas with trips to the library,
museums; even a walk in the local park can bring forth discussions on nature, the
universe and everything.
• Develop a positive relationship , This the most important factor in motivation .
• Avoid power struggle ; avoid “ yes….. But” , “you did well… but could be better if
you…..”
• Praise the effort, not the ability!. By praising the amount of work the child puts into an
activity it's giving him or her the message that it's okay to make mistakes and that effort
gets results rather than intelligence just on its own.

28. What Must The School DO ?
• People often assume that gifted children will thrive in school. The reality is
that many such children are bored; if the curriculum is too easy, they
sometimes tune out and underachieve. Or they can become depressed.
• To meet the needs of gifted and/or highly intelligent students, schools should
include programs to help them master the important concepts and various
fields; develop skills and strategies that allow them to become more
independent, creative, and self-sufficient learners
• Some may also benefit from being with similarly talented peers so they have
a social group with which they are comfortable.
• these are the very same things that should be provided to all children. What
distinguishes educational programs for gifted children is their accelerated
pace of learning and the increased breadth and depth of topics covered.
(American Academy of Pediatrics)
• Some teachers find the superb critical thinking and analytical skills of many
gifted children to be an annoyance and a challenge they prefer not to
face. (American Academy of Pediatrics)

29. References• A Parent's Guide to Gifted Children - Janet L. Gore, Edward R. Amend
• Gifted Children: Myths and Realities - By Ellen Winne
• http://www.nagc.org/resources-publications/resources/definitions-giftedness
• http://www.gifted.uconn.edu/sem/semart04.html
• 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%20g
uide%20for%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
• Genetics of giftedness
http://www.nsgt.org/
http://brainblogger.com/2011/11/07/is-giftedness-nothing-more-than-good-genes/
http://files.eric.ed.gov/fulltext/EJ746056.pdf

30. • 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
• http://giftedkids.about.com/od/schoolissues/a/underachieving.htm
• (article :Giftedness: Parents And Schools Should Provide For Gifted Children Author(s): John F.
Feldhusen )
• giftedkids.ie
(http://www.giftedkids.ie/index.html
• http://www.carolyncoil.com/ezine24.htm