The gifted child
By E. Paul Torrance, Ph.D.
For many years, the term “gifted child” usually meant a child with a
high intelligence quotient (IQ). But a few leaders in the field of
education for gifted children thought otherwise. They insisted that the
term should apply to any child who performs much better than others in
any field of endeavor highly prized by society.
This definition is now widely accepted by educators, and six types of
giftedness are generally recognized:
General intellectual ability
Specific academic aptitude, as in science, mathematics, or languages
Creative or productive thinking
Leadership ability
Visual and performing arts ability, as in music, drama, painting, or
sculpture
■ Psychomotor ability, such as mechanical or manipulative skills
Educators are finding new ways to identify gifted children in these
areas, and developing specialized programs for them. Many states require
that school systems provide progi’ams for all gifted children. Some
provide only for the academically gifted—children identified on the
basis of intelligence tests and grades. In some states, provisions are
also made for the creatively gifted, using tests of creative thinking
ability, the production of creative products, or solutions to problems
as a guide for identification.
A few school systems have developed excellent programs for gifted
children in the visual and performing arts. Identification for inclusion
is usually through auditions or other performances, portfolios of
products, and the like. Sometimes tests are used that
may identify outstanding talents which might otherwise go unnoticed.
School programs for gifted children vary greatly. In sparsely populated
areas, the program may consist of an itinerant teacher in a bus filled
with resource materials. In large cities, there may be separate schools
for children gifted in different ways. In most special programs,
however, gifted children spend part of their time in regular classes and
the balance in separate classes with specially trained teachers. In some
progi’ams, gifted children remain in the regular classroom and the
teacher adjusts some part of the program for them.
Intelligence tests are often used to identify the academically gifted.
There is, however, no standard score. Some programs require an IQ of
120, while others require 130 or 140. Some academically gifted children
are also creatively gifted—but not all. And not all creatively gifted
children are academically gifted.
Characteristics of gifted children
People once thought of most gifted children as small, sickly, and
wearing eyeglasses. Obviously, this is not true. Just as some
academically gifted children are also highly creative, others are gifted
in social leadership. Some are also outstanding in athletics, dance, or
the like. The following characteristics of the intellectually or
academically gifted child are generally accepted: ■ Early and accurate
use of a larger vocabulary than that of the average child ■ Early use of
sentences
Early interest in calendars and in telling time
Keen observation and unusual retention of facts
Insatiable curiosity
Early attraction to picture books
A long attention span
Early discovery of an interest in cause and effect relationships
Early interest and skill in reading
Creatively gifted children may also have some of these characteristics.
These children are also noted for their high energy level, questioning,
experimenting, manipulating, and insistence on discovering the truth.
While gifted children have a great deal of energy, and may even be
hyperkinetic, they are also able to sit still longer than the average
child. Their absorption in what they are doing may be intense. The
creative child insists upon examining things closely and seems to have
an irresistible tendency to manipulate and explore objects.
Parents’ role
Although gifted children tend to be superior in social development, they
are by no means as advanced socially as they are mentally. There may be
a marked gap between the child’s mental ability and his or her social,
emotional, and physical development. The child may know the meaning of
such words as loyalty and cooperation, but not be loyal or
cooperative. Patient understanding and guidance are needed to help the
child translate language into deeds.
Like all children, the gifted child needs security, affection,
encouragement, recognition, and praise from sympathetic parents.
Parental insight is needed to nourish a child’s gifts and to help the
child develop harmoniously. Some children never fully develop their
gifts because strong emotions or a feeling of insecurity at home block
expression of growth.
Parents of a gifted child should encourage their child’s gifts, not
exploit them. A good way to encourage the child is by reading aloud
before the child learns to read independently. Some gifted children
learn to read before they start school and should be encouraged to read
when ready. Even so, parents should continue to read aloud. As the
child’s interests expand, parents can help the child satisfy these
interests.
If your child shows an interest in the arts, encourage participation.
Only through performance can a child gifted with creativity and
imagination be recognized.
At age 8 or 9, an intellectually gifted child usually reads many books
and makes use of encyclopedias and dictionaries. The child may read
about special subjects or pursue hobbies. Provide related books and
magazines. Encourage the use of school and public libraries. Discuss
favorite books and the discoveries made in them, both about one’s self
and about other people.
The gifted child constantly asks questions. If you do not know the
answer, say so, and help find the answer. Occasionally, instead of
answering a question, encourage the child to find the answer
independently.
Parents need to give special attention to helping the gifted child learn
problemsolving skills. Many gifted children actually lag behind less
gifted classmates in these skills because they remember solutions and
are not challenged to solve problems for which there are no learned
solutions.
Parents can provide opportunities for creative problem solving and
constructive responses to change and stress. They should prepare their
children for and develop creative ways of coping with new experiences.
Above all, the family should offer purpose, commitment, and courage.
Without these, giftedness is likely to wither or turn in wasteful
directions.
Mark S. Puczynski, M.D. Consulting Editor
