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Intelligence
Intelligence and the childMythsGeneticsStudy of intelligenceNature of giftednessCreativityFAQIdentificationPsychology testsIQ scoreIdentifying talentscharacteristicsExceptional qualitiesObservationsLists and limitationNurture
Protegy and childhoodSecret of successGenius factoryObjectionsAssembly lineGrowthCultivating talentsProblemsPlay and explorationSelf conceptFamily relationshipKindergartenUnderachieversPre-schoolPrenatal developmentInfanthoodStimulation|
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| Checklists & limitations |
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| A typical checklist for characteristics of a gifted child has been included at the end of this page. Many checklists have been put forward, some fairly short and concise; others of great length and all-embracing detail. Checklists are helpful in alerting parents and teachers to the possibility that they may be misjudging some of their children, and in encouraging them to look for positive signs of talents which they may have so far failed to acknowledge. They are not tests to determine whether or not a particular child is exceptional able. Each child is unique, and any one child may or may not show some, all or none of the characteristics described. Exceptionally able children may not necessarily show their talents in obvious or acceptable ways. None of the following behavior should be taken as proof of higher ability, but they can alert adults to the need to question the reasons for their occurrence. * Restless, inattentive, given to daydreaming. * Reticent, unwilling to reveal their knowledge, affecting ignorance. * Unwilling to follow instructions for tasks, preferring to do things their own way. * Withdrawn; reluctant to take part in group tasks; appearing to prefer their own company. * Unenthusiastic about classwork generally; appearing ungracious, unco-operative or apathetic. * Unusually articulate, but unable to produce good or neatly written work. * Hypercritical, persistently questioning the reasons given. * Quick to note inconsistencies, to point out errors of logic or information. * Uncomfortably forthright in their assessment of situations and in their ability to recognize discrepancies between what people think and what they do.  Common Characteristics of Giftedness The following are a list of commonly observed characteristics of gifted and talented children. The points listed are by no means exhaustive. Gifted children usually possess only some of them. Whereas possession of some of these characteristics are indicative (but not definitively so) of being gifted or talented, the absence of most of them is not necessarily an indication of the child's mediocre potentials or abilities either. Current research findings give us every reason to suppose that the vast majority of ordinary young children, if they are given sufficient support and encouragement, are capable of reaching standards of achievement at ANY valued intellectual ability that is far enough ahead of current average levels of performance to be considered quite exceptional.  SOME INTELLECTUAL CHARACTERISTICS OF A GIFTED CHILD Early understanding of abstract concepts such as time, death, eternity. Early differentiation of colors Early response/reaction to surroundings e.g. smile, baby babble Early maturation of neuro-muscular abilities e.g. crawl, sit, walk. Acquisition of reading skills before school age. Likes to read and has relatively advanced reading skills. Tendency to utilize tools such as books, maps, TV program guides. Being self-motivated to learn, discover and explore. Being independent in both thought and action, well-organized and goal-directed. Having a long attention span and an excellent memory. Having keen powers of observation. Being capable of single-minded determination. Being self-critical with high standards for own performance. Having a wide knowledge base. Having a large vocabulary, fluently used. Can tell a complete story relatively early. Seeking out a challenge and responding to new ideas; correspondingly bored with routine and repetition. Having a wide range of hobbies and interests such as collection of items (stamps), usually at a sustained level of interest sometimes a year or more ahead of children of the same age. Having a preference for more complicated games, or those that provide scope for careful thought or vivid imagination. Inquisitive; likes to question/debate; ask lots of questions Spends more time in thinking and likes to solve problems Likes to investigate relational concepts and principles, e.g. compare properties of similar objects, cause/effect relationships. Tends to learn and work independently Likes to venture. SOME SOCIAL CHARACTERISTICS OF A GIFTED CHILD Being co-operative at home or at school. Being friendly and outgoing, sensitive to other people's feelings and their needs. Having a highly developed sense of humor, often ironic. Likes practical jokes. Choosing older playmates. Conversing easily and well with adults and discussing matters in an 'adult' way. Having a highly developed sense of social and moral responsibility, challenging decisions that may be considered unfair and supporting other people in trouble. Having a tendency to be modest about achievements or to accept them as normal; sometimes seeking to hide ability, especially if peer pressure is applied not to conform to adult rules. Likes to tell others of one's discoveries Likes to argue. Likes making decisions and will stubbornly stick to one's conclusions. Tendency to interrupt others when talking. Tendency to lead/direct/influence one's peers and surroundings. Likes to play leader but is also patient with others (leadership talent) SPECIFIC TALENTS TALENT IN SPORT Enjoying and performing outstandingly in physical activities. Physically coordinated and graceful in movement. Liking many sports and encouraging others to join in. Spending a great deal of time in practice or training. Reading magazines and books on sport or recreational activities. Being highly competitive. Having the ability to 'read' a game, especially in team sports. DRAMATIC TALENT Early ability to role-play or mimic realistically Great satisfaction in dramatic performances- he/she is often the first to volunteer for the class or school play if given the opportunity. Understanding dramatic conflict. Writing original scripts. Keen observation of other people. Interest in the technical aspects of theater or television and in forms of drama not normally encountered by children (e.g. radio drama). ARTISTIC TALENT From an early age, much time spent drawing, painting, using clay or plasticine. Originality in the choice of subject, technique, composition or materials and willingness to experiment. Use of art to express feelings - school books may be lavishly illustrated, even at the expense of written content. Enjoyment of visits to galleries or exhibitions. MECHANICAL TALENT Interest in how mechanical gadgets work. Having a hobby like radios, building kits, etc. Handling tools competently and with good co-ordination. Understanding puzzles and trick questions, drawing mechanical objects or plans, reading books and magazines on mechanical or scientific subjects. Designing and building quite sophisticated, practical objects. Above average mathematical ability, especially for practical mathematics and geometry. MUSICAL TALENT Musical family background. Natural awareness and sensibility to pitch, rhythm and volume; can associate other things with music, e.g. rain on the window. Enthusiasm in wanting to learn musical instrument and an ability to concentrate for long periods. Reading about music and enjoying going to concerts and other musical performances.  Certain traits that creative people seem to have: sensitivity; innovative ability; a good memory; a high degree of observation; a strong aesthetic sense; no concern for meticulousness or for discipline; self-confidence; impulsiveness and cheerfulness; an ability to relax easily; a keen sense of humor that is creative and original. |
| IQ gifted talent | IQ intelligence |
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