Common Characteristics of Gifted Children: 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.
Most gifted persons grow up not knowing they are gifted until identified in later years at school or through the person pursuing answers as to why they feel different in their lives or careers.
0.13% of the population is more than three standard deviations below the mean (IQ <55), and 0.13% of the population is more than three standard deviations above the mean (IQ 145-160). Thus, 13 out of 10,000 individuals score above 145 and are considered profoundly gifted.
The vast majority of children are not gifted. Only 2 to 5 percent of kids fit the bill, by various estimates. Of those, only one in 100 is considered highly gifted. Prodigies (those wunderkinds who read at 2 and go to college at 10) are rarer still -- like one to two in a million.
The causes of giftedness in cognitive or physical abilities are complex, involving both genetic and environmental contributions (Sternberg & Davidson, 2005).
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.
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.
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.
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 optimum time to test for giftedness is between the ages of 5 and 8 when test results are necessary to advocate for kids at school. An intelligence quotient (IQ) test measures the person's ability to reason.
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.
Although there are no standard IQ levels of intellectual giftedness, some experts suggest the following IQ ranges: Mildly gifted: 115 to 129. Moderately gifted: 130 to 144. ighly gifted: 145 to 159.
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.
The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs.
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.
Signs of Giftedness in Children Include:
an insatiable curiosity, as demonstrated by endless questions and inquiries. ability to comprehend material several grade levels above their age peers. surprising emotional depth and sensitivity at a young age. enthusiastic about unique interests and topics.
Many gifted children may exceed the academic ability of their peers, but lack other basic skills. For instance, a student may be able to multiply, divide, and tell time early on, but struggle to tie their shoes, ride a bike, or remember to bring their backpack to school.
Some gifted children may be perceived as bossy or domineering, when they are enthusiastic about a new idea or invention. They may be so intensely involved they don't notice the other children's reactions or lack of interest. Gifted children can learn the difference between leadership and bossiness.
Gifted persons are more likely to make sense out of their intellectual experiences than the average person. Another important difference is in the desire to know complex ideas. Average persons have less desire to know ideas for their own sake.
Gifted does not mean smart. Gifted is a brain-based difference that is sometimes a gift and often times comes with a challenge, especially when trying to fit in with the general public.
Just as we have described gifted preschoolers as being inherently gifted long before schools identify them, gifted adults are simply what those children become when they grow up — sensitive, curious, intense, and often wildly insightful and funny in addition to being intellectually voracious deep thinkers.