Term Paper on "Gifted Children"

Term Paper 6 pages (1616 words) Sources: 3 Style: APA

[EXCERPT] . . . .

gifted child. The writer explores characteristics of gifted children, family structure and environment, and the differences between a gifted child and a non-gifted child. There were six sources used to complete this paper.

The Gifted Child Explored

Years ago, if a student showed exceptional ability or completed class work with record speeds, that student was asked to help the teacher grade papers or tutor students that were not as fast.

Recently however the educational system in America began to realize that gifted students deserve more than being used as teacher aides. Programs around the nation are being provided for gifted students, geared to challenge their intellectual ability. Even while these programs are being developed there is much debate about what part the family environment plays in the development and success of a gifted child. In addition debates rage about how to identify a gifted child and what characteristics gifted children often display. As the field of gifted education continues to grow, educators will continue to identify the characteristics that make these children special and provide challenges for them to meet that will help maintain their academic interest while at the same time allowing them to stretch their minds.

The gifted label allows students to take advantage of programs and accommodations designed to meet their specialized intellectual, academic and emotional needs.

The Label

Across the nation gifted programs vary in the criteria they require to enter the program. Some programs require a certain IQ number, others want proof that the child is extraordinarily creative, some may ask to see academic achievement and still others may want all of the above before a child is admitted. For the purpose of this study and for the most part across the nation, a gifted child is a child with a demonstrated and measured IQ of more than 130 points.

There are several intelligent quotient tests that can be used to verify and measure a child's IQ to determine whether or not the child is gifted. Tests are administered by licensed clinicians and scored to determine the child's IQ. While an IQ over 130 is not mandatory to enter all gifted programs, the national organization for the gifted, MENSA requires that number as do many school-based programs designed for gifted students.

The label can be both a positive and a negative element in the life of a gifted child and care should be taken to not place undue pressure on a child to excel simply because he or she has been deemed gifted.

Characteristics of Gifted Children

Research has shown that many factors contribute to the child demonstrating gifted abilities including family environment. Research also indicates that there are characteristics within gifted children that are not demonstrated by non-gifted children (Christian,1999).

A study by Louis and Lewis (1992) addressed the identification of preschool gifted children, and the relationship between parental perceptions of the characteristics of their child and the measured ability of the child. The results of the study showed that 61% of the children screened had IQ scores between 132 and 185. The researchers concluded that the parents were quite accurate in their perceptions and judgments of their children's intellectual ability, and that the parents studied were reliable judges of the gifted potential of their preschool children (Christian,1999)."

Consistently demonstrated characteristics of a gifted child included early verbal skills, curiosity beyond that of his or her peers, early interest in books, whether or not the child began reading early, he or she would insist on being read to often.

Gifted children also demonstrate leadership skills, empathy beyond that of their peers, highly developed sense of humor and the understanding of abstract ideas at an earlier age than expected.

The gifted label can at times place an increased pressure on the child as teachers and parents begin to expect above average performances in many areas of life. It is important to understand that a child can be gifted in one academic area while not in others, or can be gifted in many areas but not be motivated to skip grades or over achieve. Working to understand the child as an individual will allow the child to grow and develop within his or her gifted label without hurting that child's self-esteem.

Many gifted children have early and advanced verbal skills and are willing and eager to express themselves. At times however the gifted child finds that he or she expresses himself on a level that is developmentally advanced as compared to his or her peers, and that age peers may not understand or be able to relate to the expressions of thoughts and ideas the gifted child has.

This can create difficultly with social interaction as the gifted child is found to be "different" than his or her age peers (Christian,1999).

Differences

There are several differences between a gifted child and a non-gifted child and those differences often prompt the teachers, parents or others to have the child tested for gifted abilities.

When compared to their non-gifted peers gifted children often demonstrate a much more advanced sense of humor, early verbal skills, a deeper emotional sensitivity, a more developed sense of curiosity, early interest in books and knowledge, leadership skills, imagination and advanced athletic ability.

Gifted children are often able to determine the answers to math and other problems without knowing how they know the answer, they just do. Gifted children ask more questions than their non-gifted peers ask and are more likely to delve deeply into subjects that interest them (Christian,1999).

Environment recent study examined the gifted child's environment and how that environment impacts the child's self-esteem.

The study used 280 students who had been labeled as gifted and attended specialized classes for gifted students (McSheffrey, 1990).

Each participant's IQ was recorded at being above the 90th national percentile.

The student's environments were examined and it was determined that their self-esteem was impacted by those environments (McSheffrey, 1990). Part of what the environment had to do with self-esteem was the acceptance or non-acceptance of the gifted child characteristics in the participants. Divergent thinking, questioning authority and other typical manifestations of a gifted child were supported and encouraged in the environment of those who had high self-esteem (McSheffrey, 1990).

In addition, gifted children often display different needs for counseling during their educational careers than their non-gifted peers do.

According to a recent unpublished study (Peterson, 2005) of school counseling graduate programs (53% response rate) accredited by the Council for Accreditation of Counseling and Related Educational Programs, preparatory curricula give little or no attention to the unique developmental concerns and counseling issues related to high ability (Peterson, 2006). Only 62% of programs gave any attention at all in their entire preparatory program, and 47% devoted three or fewer contact hours (Peterson, 2006). Such little emphasis on the overlay of characteristics associated with giftedness on social and emotional development, on both assets and burdens of high capability, and on the need for differential counseling responses suggests that school counselors may not understand or respond appropriately to counseling concerns of those students (Peterson, 2006)."

Social Interaction

The gifted child may have difficulty interacting with peers as his or her vocabulary and intellectual level will not be on the same level as peers. The child may become easily frustrated when he or she feels that peers do not understand what he or she is trying to say. In addition the gifted student may have little patience and can drive peers away with the desire to lead or be first in things.

Another issue that many gifted children deal with is the mismatch between their intellectual ability and their emotional age (Bea, 1982). The two often conflict creating stress for the gifted child who in turn may act out with peers or adults.

Education

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