According to standardized tests around the world, the Stanford Binet or Kogan Wallach intelligence measures are the means by which it is possible to distinguish between gifted and normal children. (Dunn, 1963) a child must receive a total of 140 to be recognized as a “gifted child”. A child who gets a 180 is considered exceptionally “gifted”. However, this definition ignores an important characteristic that also identifies a child as gifted regardless of their intelligence test score. A gifted child can also be someone who possesses one or more of the following features: high intellectual intelligence and knowledge; high general intellectual ability and reasoning in a specific academic area, high general creativity in a specific nonacademic area. This definition also includes gifted children who are mentally and physically handicapped.
The definition of one who is gifted also has several other characteristics. First of all, a gifted child is a small child, much like other children, but with special qualities or characteristics that make him or her a special educational problem. (Freehill 7) A note is added: “The child is gifted with the student whose intellectual powers are at such an ideational level of both productive and evaluative thought that it can reasonably be assumed that they will or could be future problem solvers, innovators, and cultural evaluators if given adequate educational experiences.” (Dunn 184).
There are many talented children sitting in the classroom hated and unknown. Not every gifted child can enter gifted programs because of the high costs. in order to address the needs of the gifted within the school within the school, changes in teaching methods must be used from the usual methods. challenge and delivery methods. For example, it is more effective to assign activities in which “content requires understanding beyond experience” (Whitty 263). e-info.vn/tag/get-well-gift”>donor babies too Like children from normal developing
We must ask this when assigning tasks to gifted students: Are the activities designed to develop the potential of the gifted, or are they a waste of time and energy. (Whitty 263) One way of teaching children in school is through special “contracts” where students can fulfill tasks themselves to some times They agree to participate in groups with a certain amount of ‘covered’. In fact, such a system is considered effective for explaining the behavior of a good study. There are various types of contracts, which are mainly contained in arts and subjects, such as Arithmetic, Spelling and Composition, but more often History, Geography and Social Studies< /a> include
Another type of teaching method is through topics that include a wide variety of activities such as trips to different places, research and study in the library, experiments in science, painting and drawing, dancing and singing that revolve around the theme. These topics are not only effective for learning the development of creative children, but for all children to achieve.
New and seasoned teachers in the school must be sensitive to the potential and abilities of the students. It is important that the child’s gift is nurtured at a young age through interesting and creative projects combined with special. learning projects If this is done properly and consistently, the energies of the young will be stimulated both intellectually and creatively in time.
Works Citation
Dunn, L. Exceptional Children in Schools. New York: Holt, Rinehart and Winston, 1963.
Freehill, M. Gifted Children: Their Psychology and Education. New York: Macmillan Company, 1961, p.
Milgram, R. “Consent of Donor Children and Adolescents in Israel”, Psychology and Counseling in Education, 121-133: 1987.
Whitty, P. Given to children. Boston: D.C.
