Social Development, Emotional Development, and Global Development

1. Social Development, Emotional Development, and Global Development By: Maria Schoen

2. What is Gifted?¿? • "Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.“ • - US Department of Education, 1993.

3. Activity

4. Social and Emotional Characteristics • Gifted students are often perfectionist and idealistic. • Gifted students may experience heightened sensitivity to their own expectations and those of others. • Gifted students are asynchronous • Some gifted students are "mappers" (sequential learners), while others are "leapers" spatial learners. • Gifted students may be so far ahead of their chronological age that they know half the curriculum before the school year begins! • Gifted children are good problem solvers. • Gifted students often think abstractly and with such complexity that they may need help with concrete study and test-taking skills. • Gifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A".

5. Creative Thinking • General Intellectual Ability • Specific Academic Ability • Leadership • Psychomotor • Visual/performing Arts

6. Types of Problems • Uneven Development- children may see in their "mind's eye" what they want to do, construct, or draw; however, motor skills do not allow them to achieve the goal. Intense frustration and emotional outbursts may occur • Peer Relations- Gifted children try to organize their peers and They invent complex games and try to organize their playmates, often prompting resentment in their peers. • Excessive Self-Criticism: The ability to see possibilities and alternatives may imply that gifted children see idealistic images of what they might be, and simultaneously berate themselves because they see how they are falling short of an ideal

7. Types of Problems • Perfectionism- The ability to see how one might ideally perform, combined with emotional intensity, leads many gifted children to unrealistically high expectations of themselves. • Gifted Children with Disability- Gifted children with disabilities tend to evaluate themselves more on what they are unable to do than on their substantial abilities

8. Preventing Problems • Focus on parents of young children • Educate and Involve Health-Care and Other Professionals • Use Educational Flexibility • Establish Parent Discussion Groups

9. Inventorying Students • Giving students an inventory is a good way to learn how gifted students feel about themselves and others. How they feel about being gifted and being in a gifted class.

13. Many gifted children have said that the people who have the greatest impact on their lives are those who: • Accept their feelings • Love them, not just their gifts and talents • Spend time with them • Support their attempts, as well as their achievement • Believe that learning is important • Help them Believe in themselves • Encourage them to follow their dreams • Give them focused attention

14. Boys Vs. Girls • Parents are more likely to bring their sons in to take an assessment and overlook their daughters • Gifted girls sometimes hide their ability to learn so they can blend in with other children • Girls are often unwilling to guess on assessments which can lower their IQ • Gifted Boys are easier to spot but are sometimes considered “immature” • Girls get higher grades than boys in both Elementary and Secondary schools. • Gifted males from culturally diverse backgrounds may face additional challenges in their social and emotional development.

15. Boys Vs. Girls • Second children are recognized as gifted much less frequently than first-borns or only children.   • Even the first-born identical twin has a greater chance of being accepted in a gifted program than the second-born

16. How can we help? • Being aware of each individual child and their specific needs • Having a program at school for gifted students

17. Activity TimeJust Like the Butterflies I am Special! I am Neat From the Top of my Head, To the Bottom of My feet! I’m not you and You’re not me Were Both like the Butterflies!

18. References • Kingore. B., High Achievers, Gifted Learners, Creative Thinker. Retrieved from: http://www.bertiekingore.com/high-gt- create.htm • Neihart, M., Reis, M. S., Robinson, N.M. (2002) The Social and Emotional Development of Gifted Children: Waco, TX. Profrock Press INC. • Schmitz, C. C., Galbraith, J. (1985). Managing the Social and Emotional Needs of the Gifted: A Teachers Survival Guide. Minneapolis, MN: Free Spirit Publishing. • Whittmer, J., Thompson, D. W., Loesch L. (2000). Classroom Guidance Activities: A Sourcebook for Elementary School Counselors. Minneapolis, MN: Education Media Corporation • National Society for the Gifted and Talented. Retrieved from: http://www.nsgt.org/articles/index.asp

19. References • Nurturing Social- Emotional Development of Gifted Children. Retrievedfrom:http://www.education.com/reference/article/Ref_Nurturing_Social/?page= • What We have Learned about Gifted Children. Retrieved from: http://www.gifteddevelopment.com/What_is_Gifted/learne d.htm