Myths and Characteristics of Gifted Learners
Guest post by Chloe Shaw
For many, hearing the term “gifted” evokes an image of a socially awkward one-in-a-million genius child who began college at age 12. However, this stereotype actually comprises three common myths of gifted children. It suggests that gifted children are an anomaly; when in fact, they are much more prevalent than many imagine. The National Association for Gifted Children (NAGC) estimates that gifted students make up approximately six to ten percent of the total student population in the United States, which accounts for about three to five million students. The second myth that this stereotype perpetuates is that gifted children lack social skills. Although it is true that some gifted children experience difficulty making friends, these interpersonal issues usually result from feeling different from their peers. In fact, gifted children excel socially when they feel accepted by their peers and teachers. Finally, this stereotype propagates the myth that gifted children are academic prodigies. While the notion that gifted children are academically talented is accurate, it limits the multitude of ways gifted children’s intelligence can manifest. Now that we’ve debunked this common stereotype, let’s consider in greater depth the characteristics of gifted children.
The NAGC defines a gifted person as someone who shows an exceptional level of performance in one or more of the following areas: general intellectual ability, specific academic aptitude, creative thinking, leadership ability, and/or visual or performing arts. Critically then, no two gifted children are exactly alike. Gifted children come with their own unique traits. In “A Parent’s Guide to Gifted Children,” the authors offer these rich examples of gifted children:
“Ten-year-old Ethan contentedly solves another of his seemingly endless supply of math puzzles, which he enjoys doing to challenge himself and others. Six-year-old Brandon spends hours constructing his imaginary play world of stuffed animals, complete with political parties and a business. When asked how a train and a plane are alike, six-year-old Rosa says, ‘They’re both vehicles for public transportation.’ Shamika, age nine, is enraptured by music and softly hums a complex melody. Rolando, age four, intensely fingers the materials in his hand as he tries to construct the intricate design he sees in his mind’s eye.” – pg.1, Webb, Gore, Amend, DeVries
Based on these portraits of gifted children, it is obvious that they are thinking and behaving in ways that are advanced compared with children their same age. To further understand what makes them unique, let’s consider the common characteristics the authors of “A Parent’s Guide to Gifted Children” assert many gifted learners share:
Strong verbal abilities. Most gifted children begin speaking earlier than other children and tend to speak in more complex sentences. These advanced verbal abilities usually lead them to be early readers.
Unusually good memory. Gifted children learn quickly and easily. They can master or learn a new skill in one to two repetitions.
Intense curiosity. Gifted children are extraordinarily inquisitive.
Wide range of interests. Gifted children’s interests are often quite advanced and wide-ranging for their age.
Interest in experimenting. Their curiosity often prompt gifted children to take things apart in order to see how they work.
Passionate imagination and creativity. Gifted preschoolers often have one or more imaginary playmates.
Remarkable sense of humor. By age five or six, a gifted child’s strong imagination and creativity are often expressed in an unusually mature sense of humor.
Desire for reasons and understanding. Gifted children often question customs and traditions, wanting reasons for why things are done certain ways and are seldom satisfied with superficial answers.
Longer attention spans. Gifted infants gaze intently with longer attention spans than other infants, and gifted children of nearly any age show longer attention spans.
Complex thinking. Gifted children seek complexity in systems, structures, and games.
Concern with social or political problems or injustices. Because they are able to see the complexities of life, gifted children are concerned with the “rules” of life much earlier than other children.
Sensitivity. Gifted children are often very sensitive to not only their own feelings, but to other’s around them.
Intensity. Underlying all of these characteristics is a prominent intensity. Gifted children simply tend to be more intense in everything they do.
Impatience with others or with themselves. The intensity of gifted children can lead them to become impatient, either with themselves or their peers.
Daydreaming. Their intensity often results in gifted children being lost in their thoughts, often to the point of being unaware of their surroundings.
These characteristics come together in different ways for each child. No child posses all the characteristics and may well exhibit ways of being and thinking not covered in this list. Ultimately, it is important to realize that no two gifted children are alike. There are as many ways to be gifted as there are gifted children.
About the author: Chloe Shaw majored in Psycholinguistics at Quest University in Canada. She intends to pursue a graduate degree in School Counseling in the fall of 2016.