Problems of being gifted book12/10/2023 Before Gifted Women: What Happened to Gifted Girls?.For example, The Best of Friends program has been carefully designed to meet the social and emotional needs of gifted students.Some of the issues described throughout this article may be addressed by providing appropriate educational and counselling interventions.A 6-year-old with the maths skills of a 10-year-old will still likely require the emotional support appropriate for a 6-year-old. Recognise your child’s chronological age and comfort them according to their needs. Remember your child’s emotional needs may be at a different age-level to their intellectual ability.This is likely to result in improved chances of being understood, with better prospects of forming stable and supportive friendships, and the comfort of feeling accepted. They can share their values and interests, and challenge one another. Spending time with like-minded peers can provide your child with opportunities for engaging with those who think and learn in similar ways.Enroll in a Comprehensive Social and Emotional Learning Program.Accept those who think and act differently from you.Participate in a variety of group activities, to create different friendship opportunities.Avoid bragging, while still being sincere about their own abilities.Be a good listener, use eye contact to show interest and caring for others.Practise friendship skills by role-playing situations.What can you do to support your gifted child emotionally ? Situations like this can create frustration and distress. Death, the future, or world hunger may become overwhelming concerns. The higher the intellect, the more out-of-sync with emotional and physical development they may be.Ī gifted child understands concepts that he is not able to deal with emotionally. An intellectually gifted 5-year-old may have the intellect similar to that of an 8-year-old, emotional development similar to a 3-year-old, and physical development on par with a 6-year-old. Gifted children have emotional, physical, and intellectual development that are not equal not in 'sync' according to Miraca Gross, director of GERRIC (Gross, 2001).Īcademically gifted children have an intellect above their emotional and physical age level. These difficulties have their roots in asynchronous development. Emotional and social difficulties vary, also, from one gifted child to another. It is clear that there is no single manner in which a child can be gifted. a critical and self-critical nature, often resulting in perfectionism or low self-worth.conflicts or anxieties associated with their inner experiences of giftedness.tendencies toward introversion and perceived issues with social acceptance.differences in their abilities compared to same-age peers.Common social and emotional experiences for gifted children can reflect: On the other hand, some evidence reveals that many gifted students express that they do not “fit the mould” and “feel different”, and this sense of difference may, in turn, lead to general feelings of unease or lack of competence in social situations and difficulties creating and maintaining relationships with other people, including peers of the same age (Gross, 2015). On one hand, the literature suggests that in most situations, being intellectually gifted is generally an asset socially and emotionally (Robinson, 2008) and gifted students tend to be well-received by peers (Neihart, 2007). ![]() Understanding the peer relationships of academically gifted students continues to be a concern of both researchers and practitioners in the field of gifted education.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |