Social And Emotional Development Of The Gifted

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

This paper will address the special needs involved with teaching the gifted. First it will identify exactly who is considered gifted and the process of evaluating and creating a plan to meet these children’s educational needs. Then it will address the methods that need to be put in place to teach gifted children in the classroom. Some of these things include dealing with underachieving gifted students and the area of twice exceptional students. It will cover the problem with properly accessing children of all ethnic backgrounds and how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in gifted programs. It will also consider developing stem programs and enlisting corporate support for such programs to support the gifted child.

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

The nature of students is that of an instinctive ability to learn. Students of ages and all grade levels reflect their surroundings and respond according to their interpretation. Naturally it is not only the influence of a classroom that shapes a student but many outside factors that determine students’ goals and abilities; for example, healthy encouragement from parents. Students may find a natural ability to perform in one area of education and with help may fine tune their ability to better their understanding of other areas. Students have a better understanding of education when it is relevant to their needs and everyday life.

It has been seen that gifted children have different coping mechanisms, as they are likely to face different problems than their peers. This usually means them being overlooked by staff as they are not seen to need the same assistance as other students. It is often found that gifted girls may learn to hide their abilities in order to blend in with other children whereas gifted boys are usually considered immature and are unable to socialise with children their own age. These children usually have different learning methods therefore teaching staff may find it hard to work with their needs. This may lead the child to feel bored in class when the work is not differentiated to their

programs, the gifted child learns how to overcome adversity, a life-skill that benefits the gifted

Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K.A. Heller, F.J. Monks, R. J. Sternberg & R.F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., pp. 365–386). Amsterdam: Elsevier.

The “average” child is possibly the most wounded child in our school systems. These students often come away feeling that they are not smart and that their abilities are set in stone. Many experience shame that results in

You might think twice before sending a tennis coach to baseball’s spring training season; although there would be overlap in general kinesthetic and sports psychology knowledge, the nuances of the two sports are very different and require disparate sets of coaching skills. Just as a baseball team needs a coach who understands baseball, gifted students need guidance from well-trained, challenging teachers who understand their educational needs. Teacher training requirements for working with gifted students are determined at the state and local levels. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.

Poor performance in school. Example: Alex, a junior in high school often makes the honor roll and is a straight ‘A’ student. Later in the semester he begins to receive poor grades and fails to complete all his assignments, claiming that the work is too difficult and that he’s a disappointment.

National Association for Gifted Children website mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. They aim to help parents and families, K-12 education professionals including support service personnel, and members of the research and higher education community. We can find the Twice-Exceptional Special Interest Group, this group provides professionals a network where they can meet to discuss research, programs, curriculum and new developments for this special area of gifted education. I couldn’t find specific information for children from 0 to 8-year-old, but they give relevant information for parents who notice something exceptional

Some students confronted by certain obstacles might be motivated to excel, while others might freeze up and

There are some advances being made to identify and support students who have a higher educational, emotional, and social need. This part of the article summary the author gives a list of goals and practices that will better serve gifted learners. These methods or practices will challenge gifted learners and increase their learning abilities.

There is a population of people that are expected to be naturally successful, however they are not. There is an ongoing debate on whether natural talent is more superior than hard work. Some believe that being naturally talented gives one an advantage, others believe that hard work is more important. Although both may be true, natural talent gives people a head start, it does not mean they are going to keep wanting to improve. It is also believed that when gifted people are children they are given an unearned status because they are treated at a higher level than those who are not. (Campbell. 2014. Para. 2) These gifted children can also develop a wrong sense of entitlement because it can put pressure on them or perhaps even make them feel privileged and they use it to their advantage. (Campbell. 2014. Para. 4) Children that are naturally talented are likely to have not been taught the meaning and importance of hard work, so when they come to the point in their lives when everyone else around them is becoming successful the talented individual will not know how to use their talents to excel past the rest. (Campbell. 2014. Para. 5). These talented individuals seem likely to succeed but do not because they simply do not practice, fear failure and do not receive feedback.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the