Gifted children's behavior differs from that of their age-mates in the following ways:
- Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.
- Gifted children often read widely, quickly, and intensely and have large vocabularies.
- Gifted children commonly learn basic skills better, more quickly, and with less practice.
- They are better able to construct and handle abstractions.
- They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
- They take less for granted, seeking the "hows" and "whys."
- They can work independently at an earlier age and can concentrate for longer periods.
- Their interests are both wildly eclectic and intensely focused.
- They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
- They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
- They like to learn new things, are willing to examine the unusual, and are highly inquisitive.
- They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
- They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
There are 3 types of gifted students – The High Achiever, The Gifted Learner or The Creative Thinker…All with a curious brain waiting to be stimulated beyond their potential.
Characteristics of Gifted & Talented Children
When asked this question, most teachers will respond by citing three observations.
- First, gifted youngsters tend to get their work done quickly and may seek further assignments or direction.
- Second, they ask probing questions that tend to differ from their classmates in depth of understanding and frequency.
- Finally, they have interests in areas that are unusual or more like the interests of older students. In fact, these observations define the characteristics that challenge regular classroom teachers the most as they attempt to bring full instructional service to gifted and talented students. These students potentially differ from their classmates on three key dimensions (Maker, 1982):
(1) the pace at which they learn;
(2) the depth of their understanding; and (3) the interests that they hold. In order to develop instructional programs that will meet the needs of gifted students in regular classroom settings, it is necessary to address and accommodate these defining characteristics.
This is where our "Bridging the GAP" Program offers the solution. Many schools for GIFTED children only are either unaffordable, or not easily accessible. Our program offers the quality level of instruction to continue to develop these accelerated minds to think beyond their own capacities.
Call us to schedule a FREE assessment or attend a trial class for GAP - Gifted Accelerated Program.