This Gifted Child
by P. Susan Jackson
Daimon Institute for the Highly Gifted

The word "gifted" has been used in diverse ways by professionals and by laypersons resulting in a lack of clarity about the term and confusion about the characteristics and needs of this exceptional population. There is general agreement, however, that a gifted child has potential in one or more areas of human capacity placing him or her in the top 2-5% of children of the same age. This is NOT a narrow view of strictly academic intelligence. Gifted children may have exceptional ability in academic areas, in creative pursuits, in leadership, in intrapersonal, or in physical domains. Graced with extraordinary ability and motivated by a deep need to know, gifted children have a capacity for complex experiencing in intellectual, social, emotional and moral realms. They are most often sensitive, intense and deeply curious with a tremendous appetite for knowledge and, in optimal circumstances, a rage to master: new concepts, ideas, skills and multifaceted processes.

This exceptional capacity to learn platforms in diverse ways. Some gifted children have strong linguistic skills, others have uncommon visual-spatial perception and talent, and others excel in the arts, in humanities, in music, in athletics, in technical fields, in philosophy and in the natural sciences, to name a few.

Some gifted children excel across the board and are called omnibus gifted learners.
Many gifted children have exceptional abilities in some areas and accompanying
weaknesses in others. They are called "learning disabled" or "twice exceptional
learners".

Within any of these profiles there exists a range of capability spanning mildly, to
exceptionally or even profoundly gifted levels of capacity. Each of these levels has
distinguishing qualities. The profoundly gifted child, for instance, differs markedly from the mildly gifted child with inborn quantitative and qualitative differences.
There is no prototypical gifted child.

Uncommon but normative needs and behaviors

With their unmitigated passion for learning, complex morality, unfathomable sensitivity and rage to master gifted children present with unique needs. Due to their heightened awareness, and exceptional capacity the gifted child does NOT fit learning systems, parenting strategies and mental health protocols designed for average children. Unique learning styles, complex inner worlds, rapid rates of learning and unusual interests create normal but uncommon needs and behaviors. These exceptional behaviors most often confound the educator, parent, counselor or mental heath worker unfamiliar with the actual phenomenology of giftedness.

It is essential that parents, teachers, counselors and health practitioners familiarize
themselves with the core characteristics and needs of gifted children. Without this
knowledge potential misdiagnosis, misguided educational programs and strained
interactions overall may result. Without this knowledge parents may be overwhelmed
and confused by their child`s needs and behaviors.

Core Characteristics

Gifted children:
- Comprehend complex ideas rapidly and fully
- Learn in greater depth than their age peers
- Exhibit interests that differ from their age peers

They may also exhibit:
- An unusually well-developed sense of justice and fair-play
- Emotional sensitivity and intensity
- Play interests that are more like older children
- A sophisticated sense of humor
- A strong will and sense of purpose
- An unusual capacity for concentration and motivation in areas of interest

Not all gifted children display all of these characteristics. Gifted children exhibit differing rates of physical, cognitive, emotional, moral, social and communicative capacities. This asynchrony - varying rates of growth - requires adaptations in parenting and in teaching for best results. It is essential that gifted children have access to "true peers" - children of similar capabilities and needs - to allow them to develop emotionally and socially. It is essential that gifted children have access to curriculum and programs commensurate with their abilities and interests.

READ MORE

Understanding the Emotional Life of the Gifted Child