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## Gifted Children – Your Child Could Be the Next Einstein

Have you ever wondered if your child is gifted? Many parents do this, looking for the traditional signs – the expression of a gift in verbal, numerical or spatial reasoning. However, the truth is that not all gifted children display their talents in this way.

These three areas are highly regarded for good reason. Used together to measure an individual’s overall IQ, or intelligence quotient, these three indicators are quantified and averaged into an overall score or IQ. The average IQ is 100; a score that would indicate that a child can solve problems and analyze situations on par with the average intelligence of those in the same age group.

**Traditional measures of gifted children**

When a child has an IQ that is significantly above average, they are considered gifted. However, there is more than one level of giftedness when talking about an extraordinary child. The first milestone is around the 130 mark, reaching 150. This range is where children will often perform up to a level or two above their peers. They can grasp more complex concepts and ideas than they are taught and seek greater challenges.

The next level is gifted children – those children with an IQ of 180 or greater. It is difficult to numerically quantify the intelligence level of children at this level of display. This manifests not only in the knowledge they retain, but also in their ability to solve complex problems, understand complex rules of geometry and algebra, or instantly memorize musical compositions from the age of four. year. Children who are this gifted will show their gift in a number of wonderful situations, from an early age and are almost always looking for an intellectual challenge.

**A comparison of gifted and non-gifted children**

As reported in Gifted Child Quarterly in July 2000, Thomas Oakland, a professor of educational psychology at the University of Florida, tested a sample of 1,554 gifted and non-gifted students ages 8 to 17. He used the Student Styles Questionnaire, an advanced measure of extraversion, creativity, decision-making style and a general preference for order.

The results show many general correlations among gifted students across the group. Some of his discoveries include:

o Gifted students are 29% more likely to have active imaginations than non-gifted students.

o Gifted girls are 55% more likely to have active imaginations than non-gifted girls.

o Girls in both groups prefer to make decisions based on values rather than logic.

o Gifted boys are 28% more likely to prefer making decisions based on values (rather than logic), compared to non-gifted boys.

o Although more girls than boys prefer organized styles to a more flexible style, gifted students in general do not show a preference for organization over flexibility.

o Gifted and non-gifted students show no difference on measures of extraversion.

Although these results show that there is a general difference between gifted and non-gifted students, there is a greater correlation between a child’s performance and the ability of parents and teachers to understand the child and how he interacts with the world. In all areas, regardless of intellect, children do better in school when their parents and teachers understand the child’s personality trait profile. When their unique temperament and approach to life are actively engaged and nurtured at home and at school, the child will almost always perform better, in some cases even bringing out the traits of a gifted child who does not may not have been exposed before.

**Recognize if your child is gifted**

The key to recognizing that your child is gifted isn’t just researching their ability to compose music by age four or solve a 2,000-year-old math problem by age 10. There are a number of signs you can look for, many of them much more subtle than the broad spectrum of the IQ test. The following signs are all good indicators that your child may have above average intelligence. Look for them early and follow up:

o A long attention span.

o A preference for novelty.

o During activity to physical sensations.

o A good memento for recognition of past experience.

o Early onset of language.

o Intense curiosity, dynamism and perseverance.

o Obsessive interests.

o Metacognitive ability (ie gifted people reflect on their way of thinking and can talk about their learning and problem-solving strategies).

o Typically, the ability to read one or two years before starting kindergarten.

o The ability to excel in abstract logical thinking.

o A fascination with numbers and numerical patterns.

o Typically a more solitary or introverted nature.

o A preference for older children.

o Difficulty finding compatible peers of any age.

o Twice as many social or emotional problems as the average child.

o A fiercely independent and nonconformist nature.

o The ability to derive pleasure from work.

o A positive self-esteem regarding their intellectual capacity.

One thing you should always remember is that not all children are the same. The biggest problem with measures like the IQ test is that they generalize a lot of traits. Your child’s emotional development, family life, social experiences, and general outlook on life can all affect the timing and depth with which their gift is expressed. In some cases, a child may not show their gift until they are near adulthood, well beyond young adulthood. In other cases, it may appear shortly after birth.

The best thing you can do as a parent is to nurture your child’s development, no matter what they display, by helping them do their best while respecting and supporting their unique personality type. It is only through this level of understanding that you can provide an environment in which a child feels comfortable exploring all the possibilities available to them and very often they will surprise you with what he is able.

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