Resources For Parents of Gifted Children - Information For Parents of Gifted Children

Written by Robert Myers, PhD

Nurturing Giftedness in Young Children

by Wendy C. Roedell

Versions of the following conversation can often be heard when young gifted children start school. "Bill doesn't belong in kindergarten!" the parent cries. "Look, he's reading at the fourth grade level and has already learned two-column addition." The teacher or principal, having already decided this is a "pushy parent," replies, "Well, Mrs. Smith, Bill certainly doesn't belong in first grade; he hasn't learned to tie his shoelaces, and he can't hold a pencil properly, and he had a tantrum yesterday in the hall."

The problem in this continuing controversy is that both parties are usually correct. Some gifted children entering kindergarten have acquired academic skills far beyond those of their age mates. Such children master the academic content of kindergarten when they are 3 years old. However, their physical and social development may be similar to that of other 5 year olds, making an accelerated placement a mismatch as well. The usual solution is to place a child like Bill in a program matched to his weaknesses, rather than his strengths. Bill usually ends up in kindergarten, where his advanced intellectual development becomes a frustration to his teacher, an embarrassment to his peers, and a burden to Bill.

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Educators justify this placement by saying, "Bill needs socialization; he's already so far ahead academically, he doesn't need anything in that area." There are two major problems with this rationale. First, educators are essentially telling such students that there is no need for them to learn anything in school. The second problem is revealed by examining the so-called socialization experienced by a brilliant 5-year-old like Bill in a kindergarten class of 25 to 30 students. A major component of early socialization involves a child's feeling that she or he is accepted by others--teachers and children alike. If the teacher does not validate a gifted child's advanced abilities and intellectual interests by making them part of the ongoing curriculum, the child experiences no feelings of acceptance from the teacher. If, as is highly likely, this child makes the additional discovery that she or he is quite different from most classmates and that communication is extremely difficult because of differences in vocabulary and modes of expression, then the child misses peer acceptance as well. In fact, this first school experience, which should furnish the impetus for future enthusiasm about learning, can be a dismal failure for the brilliant child in a lockstep kindergarten program. Often these children learn to hide or deny their abilities so as to fit in better with the other children. Or, they may develop behavioral problems or psychosomatic symptoms such as stomachaches and headaches, using parents to confront the school with justifiable concern.

Understanding Uneven Development

It is important to remember that these children very often do not develop evenly. In fact, young gifted children frequently show peaks of extraordinary performance rather than equally high skill levels in all cognitive areas. The child who learns to read at age 3 or who shows unusually advanced spatial reasoning ability, for example, may not be the child with the highest IQ or the earliest language development. Unique patterns of development can be observed within a group of gifted children, and uneven development is frequently evident in the pattern of a single child. In some cases, it seems as though children's abilities develop in spurts, guided by changes in interest and opportunity. Reading ability, for example, might develop almost overnight. Children who know all their letters and letter sounds by age 2 1/2 may remain at that level for some time, perhaps until age 4 or 5, and then in a matter of months develop fluent reading skills at the third or fourth grade level.

Another area of unevenness in the development of gifted young children is found in the relationship between advanced intellectual development and development of physical and social skills. Evidence seems to indicate that intellectually gifted children's performance in the physical domain may only be advanced to the extent that the physical tasks involve cognitive organization. And, although intellectually advanced children tend to possess some advanced social-cognitive skills, they do not necessarily demonstrate those skills in their social behavior. In other words, they may understand how to solve social conflicts and interact cooperatively but not know how to translate their understanding into concrete behavior.

It is not uncommon to find gifted young children experiencing a vast gap between their advanced intellectual skills and their less advanced physical and emotional competencies. For example, 4- and 5-year-old children may converse intelligently about abstract concepts such as time and death and read fluently at the fourth grade level, yet find it difficult to hold a pencil or share their toys with others.

Often these uneven developmental levels can lead to extreme frustration, as children find that their limited physical skills are not sufficiently developed to carry out the complex projects they imagined. These children may throw tantrums or even give up on projects without trying. Adult guidance in developing coping strategies can help such children set more realistic goals for themselves and learn how to solve problems effectively when their original efforts do not meet their high expectations.

Adults, too, can be misled by children's advanced verbal ability or reasoning skill into expecting equally advanced behavior in all other areas. It is unsettling to hold a high-level conversation with a 5 year old who then turns around and punches a classmate who stole her pencil. Sometimes young children's age-appropriate social behavior is interpreted as willful or lazy by parents and teachers whose expectations are unrealistically high. The only accurate generalization that can be made about the characteristics of intellectually gifted young children is that they demonstrate their unusual intellectual skills in a wide variety of ways and that they form an extremely heterogeneous group with respect to interests, skill levels in particular areas, social development, and physical abilities.

Understanding the unique developmental patterns often present in gifted young children can help both parents and teachers adjust their expectations of academic performance to a more reasonable level.