The potential for giftedness or a high level of intellectual development begins very early in a child's life. 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.
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.
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.
Common Characteristics of Gifted Children:
Surprising emotional depth and sensitivity at a young age. Strong sense of curiosity. Enthusiastic about unique interests and topics. Quirky or mature sense of humor. Creative problem solving and imaginative expression.
In general, gifted children and adults tend to: Stand-out intellectually, with sophisticated thinking styles that integrate generalizations and complexity. Learn quickly and deeply (and do not need as much practice) Be independent thinkers, who do not automatically accept decisions.
The potential for giftedness or a high level of intellectual development begins very early in a child's life. 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.
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.
Mildly gifted: 115 to 130. Moderately gifted: 130 to 145. Highly gifted: 145 to 160. Profoundly gifted: 160 or higher.
Gifted adults retain childlike emotions. Throughout their lives, the gifted are often so successful in the pursuit of their goals that they may have managed to skip some of the earlier developmental phases in which young children are confronted with the limitations reality places on them.
Gifted children often struggle socially and emotionally. Social interactions are difficult and they don't always know how to behave or read cues from others.
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.
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.
They are extremely curious about objects, ideas, situations, or events. They often display intellectual playfulness and like to fantasize and imagine. They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others' statements.
Are smart people more likely to have smart kids? Yes. IQ is mostly genetic/hereditary, and the environmental factors early on that can decrease IQ are generally not an issue for smart couples, as they know (and can likely afford) good nutrition and safe housing practices.
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.
The Gifted Child's Struggle
Giftedness can create problems and conflicts; being a gifted child can also mean difficulty socializing with age peers, thinking styles that don't always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents.
With these unique characteristics, gifted children may have adverse reactions to intense stimuli, which can look like problematic behavior on the surface. For example, a child might withdraw from socializing at lunch if the smell of the cafeteria overwhelms them, which may lead some to think they are unsociable.
When the conditions listed above do not exist, gifted adults will also suffer greatly. They will most likely experience high levels of stress, anxiety, agitation, depression and depletion. Major bouts of depression and suicidal thoughts and feelings are also not uncommon.
ADHD AND GIFTEDNESS are sometimes described as having the same or similar characteristics. However, one diagnosis is considered a disability and one, a gift. Neither assumption is ideal in supporting the child identified with either ADHD, giftedness, or both, often referred to as twice exceptional or 2e.
Gifted people are usually also highly sensitive and intense. They are more aware of subtleties; their brain processes information and reflects on it more deeply. At their best, they can be exceptionally perceptive, intuitive, and keenly observant of the subtleties of the environment.
Early and rapid learning - One of the most common characteristics of gifted students is their ability to learn things early and rapidly.
Gifted children seem to have a higher volume of grey matter in some regions of the brain that helps them compute information better than their peers. Grey matter comprises the frontal cortex as well as certain structures that affect thinking: Frontal lobes handle complex analysis and decision-making.