What is giftedness?

For over a century, researchers, scientists, and educators have been trying to define the term gifted. Historically, giftedness has been closely linked with the concept of genius. This association began around the turn of the century when psychologists developed tests that were designed to measure intelligence; people who scored low on the tests were considered retarded and those who scored high were geniuses. It is important to note that the original intelligence tests were developed to identify mentally handicapped students, not the gifted.

The use of intelligence tests as the single measure of giftedness has been greatly criticized in recent years primarily because the tests are often biased. Also, many researchers and educators have come to believe that giftedness is more than high intellectual ability; it may also include, among other things, creativity, memory, motivation, physical dexterity, leadership and sensitivity to the arts.

A self-directed learner
Conducts on-going evaluation of own progress and products. Seeks appropriate academic rigor. Allows self and others to be productive. Establishes realistic goals and determines appropriate courses of action. Thinks with foresight.

A contributing, collaborative worker
Monitors own behavior and interpersonal needs and skills. Displays coping skills, interpersonal skills, and communication skills. Exhibits effective leadership. Demonstrates sophistication in attitude, appreciation, and intuition.

A complex thinker
Uses inductive and deductive logical reasoning skills in content areas. Utilizes critical thinking skills for factor analysis in diverse situations. Selects creative or logical reasoning as appropriate for task completion. Incorporated complex thinking skills to develop the understanding that all learning is related.

A problem solver
Problem finder, identifies, and hypothesizes. Selects and applies alternative strategies appropriate to problem solution. Evaluates strategies and solutions with accuracy and thoroughness. Demonstrates ability to transfer knowledge gained to solving relevant problems in simulated and real situations. Develops a tolerance for ambiguity.

A quality producer
Seeks efficient resources and technology appropriate to task. Communicates effectively and efficiently. Develops creative products that meet intended purpose and are appropriate to the audience. Designs and makes products that show effort and creativity.

A community contributor
Demonstrates knowledge and understanding of a variety of cultures within communities. Develops effective leadership and team-building skills to be a productive contributor. Takes action by transferring problem solving processes to address real life community issues.

Early signs of giftedness Include:

• unusual alertness in infancy
• less need for sleep in infancy
• long attention span
• high activity level
• smiling or recognizing caretakers early
• intense reactions to noise, pain, frustration
• advanced progression through the developmental milestones
• extraordinary memory
• enjoyment and speed of learning
• early and extensive language development
• fascination with books
• curiosity
• excellent sense of humor
• abstract reasoning and problem-solving skills
• vivid imagination (e.g., imaginary companions)
• sensitivity and compassion

If a child exhibits a majority of these characteristics, parents may wish to have the child assessed by an experienced examiner to find out if the child is gifted. Firstborn children tend to be recognized more often than their siblings. When one child in the family is gifted, it is quite possible that others may also be gifted. Early identification is recommended (ages 3 through 8) because it permits early intervention, as important for gifted as for any other children with special needs.

What are some characteristics of gifted children?

Although there is no easy formula for identifying a gifted child, certain characteristics appear to differentiate the gifted child from his/her classmates, such as:

• Early ability to read and to understand nuances in the language: A child who is gifted often reads two or more grade levels above current grade placement and reads widely in many areas or intensely in one subject area.
• Early use of advanced vocabulary: The ability to express thoughts readily and clearly is often a characteristic of a gifted child.
• Retention of a variety of information: A gifted child often amazes parents and teachers by learning new information quickly and remembering the details over long periods of time.
• Periods of intense concentration: The child can become totally engrossed in topics of interest, while being oblivious to surrounding events.
• A broad and changing spectrum of interests: The child may be involved in many self-initiated projects at the same time.
• Keen observation and curiosity: An acute awareness of self and the environment is typical of a gifted child. The child may persistently pursue a line of questioning to learn more about topics of interest.
• Complex processing of information: A gifted child is able to perceive relationships, comprehend implications, and process a large amount of information.
• Ability to think abstractly: The child can often move from concrete to symbolic representation very comfortably and at an earlier age than most children.
• Strong critical thinking skills: The child is able to perform evaluations based on established criteria and often notices discrepancies between what people say and what they do.
• Ability to follow directions and assume responsibility: A child who is gifted often shows independence, self-reliance, and responsibility in completing tasks.
• Creativity and inventiveness: The child is able to view situations from varying perspectives, develop and explore alternative approaches, and generate novel products.
  Seemingly limitless energy: Frequently a gifted child is alert and eager, delving into interests beyond the usual limitations of children his/her own age.
• Leadership: The child often assumes leadership roles in a variety of circumstances and settings.

Note: High grades in classes and/or high scores on standardized achievement tests are not necessarily indicators that a student is gifted. Further evaluation is necessary for accurate identification.

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