Many things influence whether a gifted child's natural ability becomes a talent. These things include family values, educational opportunities, personality and motivation, health and chance opportunities.
Genetics do play a large part in being gifted, definitely. It has been thought that the brain of a gifted person can actually process information faster. However, one's surroundings are equally important. Nature and nurture are at work as some traits are genetic and others are learned.
THE CAUSES OF GIFTEDNESS
There are two schools of thought: one is genetic and the other is environmental.
The research shows that while children are born with the potential to be gifted, the environment and nurture plays an important role in developing those innate abilities. In fact, researchers estimate conservatively that environmental influences can add 20-40 points on measured intelligence.
Giftedness tends to run in families, so many of the traits that indicate giftedness are common among extended family members. Parents may see a sign of giftedness and consider it perfectly normal, average behavior if several family members have the same trait.
While we like to think everyone is special, some people have extraordinary abilities — intellectual, artistic, social, or athletic. Many experts believe only 3 to 5 percent of the population is gifted, though some estimates reach 20 percent.
Many things influence whether a gifted child's natural ability becomes a talent. These things include family values, educational opportunities, personality and motivation, health and chance opportunities.
Studies since the early 1970s consistently show that such development is the result of an interaction between the child's genetic endowment and a rich and appropriate environment in which the child grows. No child is born gifted—only with the potential for giftedness.
Developed by Joseph Renzulli, the Three Ring Conception of Giftedness is a developmental approach that has revolutionized gifted and talented identification. The Three Rings include: Above Average Ability, Creativity and Task Commitment.
Developed by Joseph Renzulli, the three-ring conception of giftedness has been a popular view of giftedness for over 30 years. The three rings represent three clusters of traits: 1) above average ability, 2) creativity, and 3) task commitment.
Giftedness means that a person, usually a child, has abilities that are significantly developed beyond those of their peers. For example, a gifted four-year-old may be able to read or write. A gifted seven-year-old might be able to compose simple melodies, and a gifted fifteen-year-old might write their first symphony.
On its own, giftedness is not defined as a disability or special need. Some gifted students do have special needs (known as "twice exceptional" or "2e"), but most don't.
The development of high ability is influenced both by characteristics of the child (including genetic predispositions and aptitudes) and by environmental factors. Giftedness is therefore always subject to genetic influences, although these influences are not exclusive.
Perhaps as many as 90% of identified gifted students in school programs are Type I's. Children who demonstrate the behavior, feelings, and needs classified as Type I's have learned the system. They have listened closely to their parents and teachers.
Self-concept is another of the most common challenges of being gifted. Gifted children hit many adolescent milestones earlier than their age-peers but may struggle to develop a healthy self-concept during crucial identity formation periods.
Common Characteristics of Gifted Children:
Ability to comprehend material several grade levels above their age peers. Surprising emotional depth and sensitivity at a young age.
Research shows that the issues presented by asynchronous development tend to increase in scope and magnitude the more intellectually gifted a child is. Without understanding and support, gifted kids face an increased risk of anxiety, depression, and low self-esteem, along with social and academic problems.
Making friends is often fraught for gifted children. They may find it difficult to find friends in a typical school environment or extracurricular activity. The more gifted they are, the more difficult it may be for them to find social connection with other children their age, and understandably so.
Is Giftedness a Disability? Giftedness is not considered a disability, although some gifted students may also have learning disabilities such as dyslexia, ADHD, or autism disorder. These students are known as twice-exceptional students (also known as 2e children or students).
Gifted brains also appear to be both more active and more efficient on a neuronal level. Research has shown gifted children to have increased cell production that in turn increases synaptic activity, adding up to more intense thought processes.
Many gifted children are highly sensitive individuals. 1 They may take things personally and become upset by words and deeds that other children may easily ignore or get over quickly.
On many tests, the older the child is when the test is administered, the less "room" there is on the test itself to demonstrate advanced ability; thus, an older child's score may not reflect the full extent of his giftedness. Giftedness doesn't go away; only the contexts change throughout the lifespan.