![]() ![]() ![]() This percentage expands to reach approximately 5% to 8% of the population if, as a lens of observation, one uses explanatory models that do not reduce the concept of giftedness to the IQ value alone, but that define giftedness as an above-average cognitive ability (IQ ≥ of 120) that interacts with other individual and contextual variables. Within the continuum that defines the distribution of intelligence, giftedness is the psychological reality that accounts for 2.14% of the population (IQ ≥ of 130). In the psychological field, gifted children score two standard deviations above average on Intelligence Quotient tests. Characteristics and Profiles of Gifted Children The ultimate goal was to provide valuable suggestions for the development of parenting support interventions.Ģ. Specifically, in relation to the different ages of the children involved in the study, we shed light on their specific characteristics, the educational challenges faced by parents, and their educational strategies. This exploratory study aimed to provide new insights into the experience of parents of gifted children by focusing on parents’ views of their children’s cognitive and social-emotional profiles. Parents play a crucial role in accompanying gifted children in developing the self-regulatory skills necessary to develop their potential and promote their psychosocial well-being. Despite the limitations of research in this area, some studies have emphasized how different outcomes of gifted children depend on the family environment. Thus, there emerges the importance of creating favorable developmental environments that can provide adequate learning opportunities and proper nurturing to foster the development of the so-called life competencies, crucial protective factors to adapt to a changing world. Concerning this perspective that considers the expression and development of potential along the lifespan, the possibility of intervening at an early stage becomes crucial to create the environmental conditions that can best support the gifted child’s harmonious development of cognitive and socio-emotional competencies. This evidence allows us to reinterpret giftedness from a developmental perspective, which considers the complex interdependence of different variables at the individual, familial, educational, and societal levels. While IQ is a crucial predictor of academic performance and success, it alone cannot explain intra-individual variability. Indeed, although genetic influences have been found to play a role in the emergence of giftedness, many other factors relating to psychological and social dimensions appear to be central to the development and expression of individual potential. Recent studies have questioned the traditional conception that considers giftedness as an immutable trait of the person, linked merely to the individual’s cognitive abilities. First of all, the complex interplay between individual and contextual factors that, together, contribute to shaping a person’s developmental trajectory. Trying to provide a framework regarding the profiles of gifted children and the challenges faced by their parents is a complex issue, not only because scholars’ views do not always converge but, mainly, because it requires the analysis of different levels of observation.
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