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Journal articles on the topic 'Gifted children'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Murphy, Mary, and Nancy Risser. "Gifted Children." Nurse Practitioner 22, no. 3 (1997): 205. http://dx.doi.org/10.1097/00006205-199703000-00017.

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2

Gallagher, James J. "Gifted Children." Contemporary Psychology: A Journal of Reviews 34, no. 5 (1989): 509–10. http://dx.doi.org/10.1037/028071.

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Leung, Alexander K. C., Wm Lane M. Robson, and Stephen H. N. Lim. "Gifted Children." Journal of the Royal Society of Health 112, no. 3 (1992): 124–26. http://dx.doi.org/10.1177/146642409211200305.

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4

Panov, V. I. "Gifted Children." Russian Education & Society 44, no. 10 (2002): 52–80. http://dx.doi.org/10.2753/res1060-9393441052.

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V. Mrunalini, V. Mrunalini, Dr J. Sujathamalini Dr. J. Sujathamalini, and A. Catherin Jayanthy. "Gifted Children – A Pleasant Challenge." Indian Journal of Applied Research 3, no. 6 (2011): 153–55. http://dx.doi.org/10.15373/2249555x/june2013/52.

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6

Cho, Seokhee, and Doehee Ahn. "Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children." Exceptional Children 69, no. 4 (2003): 497–505. http://dx.doi.org/10.1177/001440290306900407.

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Young childrens strategy acquisition and maintenance were examined by comparing the recall, clustering, and study behaviors of children of different ages and intelligences. Three groups were included in the study: 5-year-old gifted children, 5-year-old nongifted children, and 7-year-old nongifted children. All were observed and measured on 5 consecutive days, with training on strategy use provided on the third day. Several differences among groups were found, generally favoring the gifted children in terms of performance and maintenance of strategies. In addition, the 5-year-old gifted childre

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Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized

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Duan, Xiaoju, Zhou Dan, and Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children." Psychological Reports 112, no. 1 (2013): 20–32. http://dx.doi.org/10.2466/04.10.49.pr0.112.1.20-32.

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In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter rea

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9

Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths a

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10

Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appear

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11

Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did no

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12

Plowman, Paul D. "Preschool Gifted Children." Gifted Child Today Magazine 10, no. 6 (1987): 24–26. http://dx.doi.org/10.1177/107621758701000607.

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13

Hansen, Jan B. "Exceptionally Gifted Children." Gifted International 8, no. 1 (1993): 52. http://dx.doi.org/10.1080/15332276.1993.11672779.

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Little, Catherine A. "Exceptionally Gifted Children." Gifted and Talented International 19, no. 2 (2004): 109–11. http://dx.doi.org/10.1080/15332276.2004.11673045.

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Silverman, Linda K., Donna G. Chitwood, and Jana Leigh Waters. "Young Gifted Children." Topics in Early Childhood Special Education 6, no. 1 (1986): 23–38. http://dx.doi.org/10.1177/027112148600600106.

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Herskovits, Maria. "COUNSELLING GIFTED CHILDREN." European Journal of High Ability 2, no. 2 (1991): 161–65. http://dx.doi.org/10.1080/0937445910020205.

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17

Marjorm, D. T. E. "Teaching Gifted Children." Gifted Education International 8, no. 1 (1992): 56–57. http://dx.doi.org/10.1177/026142949200800113.

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This article discusses the importance of providing an enriched curriculum for all children so that individuals with particular high level abilities can be identified. The author stresses the importance of continuous assessment of children's work. He also highlights the important role of the sensitive teacher who knows her pupils well and discusses the dynamic relationship between acquiring the basic skills of a subject and creative problem-solving. The article concludes with 10 “vital ingredients” for a curriculum which enables pupils to display gifted behaviour.

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Yates, Denise. "Supporting gifted children." Children and Young People Now 2014, no. 25 (2014): 34. http://dx.doi.org/10.12968/cypn.2014.25.34.

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Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general char

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Barrera-Algarín, Evaristo, Rocío Martínez-Fernández, Ana Vallejo-Andrada, and Teresa Fernández-Reyes. "Experimental study on Quality of Life and Overload in families caring for gifted children." Anduli, no. 27 (2025): 1–33. https://doi.org/10.12795/anduli.2025.i27.01.

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The scientific literature and previous research show that families of gifted children tend to compensate for the deficits in meeting the educational needs of the group, making use of a multitude of resources and extracurricular activities. The objective of this study is to quantify and measure the amount of these curricular activities and their impact on the quality of life of families of gifted children compared to families of non-gifted children. The methodology is a survey experiment involving 160 families in Seville: 80 families with gifted children (experimental group) and 80 families wit

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Yeo, Lay See, and Steven I. Pfeiffer. "Counseling gifted children in Singapore." Gifted Education International 34, no. 1 (2016): 64–75. http://dx.doi.org/10.1177/0261429416642284.

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Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting scholar and his discussions with personnel at the Singapore Education Ministry’s GE Branch and interactions w

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Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight partic

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Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, et al. "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/540153.

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant

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Olszewski-Kubilius, Paula. "Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?" Journal for the Education of the Gifted 26, no. 4 (2003): 304–13. http://dx.doi.org/10.4219/jeg-2003-308.

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Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)." Innovative Solution in Modern Science 3, no. 39 (2020): 36. http://dx.doi.org/10.26886/2414-634x.3(39)2020.4.

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The article deals with the problem of gifted children. It focuses on the teacher preparation for gifted children. The author analyses the American experience of partnership between universities, schools and public organization in the process of teacher preparation for work with gifted and talented children.It is stated that in the United States, reform of partnerships between different organizations in the preparation of teachers for work with gifted children begins at the level of university training programs for such teachers, extends to schools, where teachers with gifted children work, and

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Gur, Cagla. "Do gifted children have similar characteristics?: Observation of three gifted children." Procedia - Social and Behavioral Sciences 12 (2011): 493–500. http://dx.doi.org/10.1016/j.sbspro.2011.02.061.

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François-Sévigny, Juliette, Mathieu Pilon, and Laurie-Anne Gauthier. "Differences in Parents and Teachers’ Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale." Brain Sciences 12, no. 11 (2022): 1571. http://dx.doi.org/10.3390/brainsci12111571.

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The potential for the misdiagnosis of giftedness as attention deficit/hyperactivity disorder (ADHD) has been well documented, as has the clinical diagnostic profile of individuals with both giftedness and ADHD. This study aimed to examine parents’ and teachers’ responses to the Conners 3 behavioral rating scale of gifted students with ADHD compared to gifted students without ADHD and non-gifted students with ADHD. Ninety-two children aged 6 to 12 years were included in the study. On the basis of clinical assessments utilizing the K-SADS, the WISC-V, and other neurocognitive tests, the students

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Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments." Современная зарубежная психология 7, no. 2 (2018): 60–69. http://dx.doi.org/10.17759/jmfp.2018070206.

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The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous

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Tirri, Kirsi A., Mary K. Tallent-Runnels, Aida M. Adams, Mantak Yuen, and Patrick S. Y. Lau. "Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States." Journal for the Education of the Gifted 26, no. 2 (2002): 112–31. http://dx.doi.org/10.1177/016235320202600203.

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This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes

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Агаханов, Н., and N. Agahanov. "Work with Mathematically Gifted Children in a Multi-Level System of Subject Olympiads and Competitions." Profession-Oriented School 6, no. 5 (2018): 19–26. http://dx.doi.org/10.12737/article_5bbf0645281074.31484397.

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The article presents a multi-level system of subject Olympiads and competitions in mathematics for the identifi cation and development of mathematically gifted schoolchildren that has developed in Russia at present. The activity of each structural component and their purpose are described. The conceptual bases of work with mathematically gifted children in the multi-level system of subject Olympiads and competitions are revealed: the formation of the intellectual elite; increasing the role of mathematics in modern society; identifi cation, selection and self-realization of gifted children; pro

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Syukri Syukri, Badri Badri, Robi Agus Pratama, Yohana Dwi Putri, Rinaldho Rinaldho, and Novrian Ramadhan. "Memahami dan Mengembangkan Potensi Anak Berbakat: Pendekatan Pendidikan dan Pendampingan Sosial-Emosional." Journal Innovation In Education 2, no. 3 (2024): 303–16. http://dx.doi.org/10.59841/inoved.v2i3.1568.

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Every child is born with unique characteristics that are viewed favorably by the Creator. No child is born without a life plan from God. The presence of a child brings happiness to parents who have longed for their arrival. Each child has different abilities and characteristics, even twins. This uniqueness requires parents to provide treatment that is appropriate for the child's condition. Children with above-average abilities are known as gifted children. In the field of education, especially in elementary schools, it is important for teachers to identify gifted children. A teacher's knowledg

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Jacynė, Reda, and Evelina Žukauskaitė. "The Education of Gifted Pre-School Children Using Information Communication Technology: the Opinions of Teachers." Regional Formation and Development Studies 37, no. 2 (2022): 43–53. http://dx.doi.org/10.15181/rfds.v37i2.2420.

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The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pr

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Ulu, Elif, Umut Haydar Coskun, and Burak Karabey. "Understanding gaming behavior: Academic and emotional competence as predictors of gaming disorder in gifted youth." Educational Research & Implementation 2, no. 1 (2025): 01–12. https://doi.org/10.14527/edure.2025.01.

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The internet and computers are an important part of the education of gifted children. However, it is emphasized that excessive use for gaming purposes can affect the academic competence of children. This research aimed to identify the impact of online gaming on the development of academic, social, and emotional competences in gifted children. This research consisted of 252 gifted children who studied in special centers for training children with gifted children. The regression analysis was conducted and as a result, it was found that academic competence and emotional competence accounted for 3

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Bozkurt, Abdullah, and Zekai Ayık. "The Relationship between Giftedness and Sex and Children’s Theory of Mind Skills and Social Behavior." Children 11, no. 2 (2024): 253. http://dx.doi.org/10.3390/children11020253.

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Background: Theory of mind (ToM), the ability to recognize the mental states and emotions of others, is central to effective social relationships. Measuring higher-order ToM skills in gifted children may be a useful way to identify the tendency to experience difficulties in social behavior. The aim of this study was to investigate the relationship between intelligence and sex in children using ToM and social behavior measures. Methods: Children aged 10–12 years constituted both the gifted (n = 45) and non-gifted (n = 45) groups. The participants were assessed for prosocial behaviors and peer p

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Assagioli, Roberto. "The Education of Gifted and Highly Gifted Children." Gifted Education International 5, no. 1 (1987): 52–56. http://dx.doi.org/10.1177/026142948700500113.

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This article (from the Psychosynthesis Research Foundation) provides a succinct argument for an education which will promote the harmonious development of all aspects of the human being: physical, emotional, imaginative, mental, intuitive, spiritual. Most important is the development in the understanding of human relations.

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Ring, Brenda, and Michael F. Shaughnessy. "The Gifted Label, Gifted Children and the Aftermath." Gifted Education International 9, no. 1 (1993): 33–35. http://dx.doi.org/10.1177/026142949300900107.

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Gifted children are receiving more and more attention and special educational services in the school system of America today. While there is much on labeling people as “mentally retarded” little has been done on the effects of labeling children as “gifted”. This paper explores the effects of labeling children as gifted. It addresses the effects that the label places on males and females and their self-concept and self-esteem. The family too, is affected in very subtle ways. The literature regarding the labeling process and its effects are discussed. Lately, peer relationships are somewhat affe

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Grakauskaitė-Karkockienė, Daiva, and Viktorija Sičiūnienė. "Education of Gifted Children: Lithuanian Teachers’ Attitudes and Experience." Pedagogika 147, no. 3 (2022): 125–46. http://dx.doi.org/10.15823/p.2022.147.6.

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Gifted children’s education is one of the most relevant pedagogical and psychological problemsin education worldwide. The inclusion of gifted education programs in schools depends on theeducational system and teachers’ education and experiences. This study explores Lithuanianteachers’ view and experiences regarding the education of gifted children. A total of 500 teachers,representing 45 schools in Lithuania, participated in a written survey. Study data were collectedthrough written responses to a survey which included: questions regarding experiences workingwith gifted children (12 questions)

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Sholpankulova, G. K., and D. J. Torgauyt. "DIRECTION OF WORK OF A SOCIAL TEACHER WITH GIFTED CHILDREN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 163–69. http://dx.doi.org/10.51889/2020-4.1728-5496.25.

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The social educator, in his activities, perceives giftedness as an integral quality that presupposes personal development as the fundamental goal of teaching and educating gifted children. The professional and personal readiness of a social teacher to work with gifted children is a structural-level personal education that reflects the integrity of the cognitive, operational, activity, motivational, reflexive components and determines his ability to Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, № 4 (68), 2020 ж. 165 effectively organize social and pedagogical activities with

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Kitano, Margie K. "Gifted and talented Asian children." Rural Special Education Quarterly 8, no. 1 (1987): 9–13. http://dx.doi.org/10.1177/875687058700800102.

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Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.

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Cornell, Dewey G., and Ingrid N. Grossberg. "Parent Use of the Term “Gifted”: Correlates with Family Environment and Child Adjustment." Journal for the Education of the Gifted 12, no. 3 (1989): 218–30. http://dx.doi.org/10.1177/016235328901200305.

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This study examines use of the term “gifted” among parents of children who are enrolled in a program for gifted children. While all of the parents acknowledge thinking of their children as gifted, over one-quarter report not using the term “gifted” in referring to their children. Use of the term is not related to the child's number of years in a gifted program, IQ, or achievement level. Families of parents who use the term are more achievement oriented, but provide less freedom for expression of individual feelings. Children of parents who use the term are less well-adjusted on the Personality

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Nikčević-Milković, Anela, Ana Jerković, and Maja Rukavina. "Stanje, problemi i potrebe rada s darovitim učenicima u osnovnim školama u Republici Hrvatskoj." Magistra Iadertina 11, no. 1 (2017): 9. http://dx.doi.org/10.15291/magistra.1325.

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In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with

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Freeman, Joan. "Some Emotional Aspects of Being Gifted." Journal for the Education of the Gifted 17, no. 2 (1994): 180–97. http://dx.doi.org/10.1177/016235329401700207.

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The emotional development of gifted children was investigated in their family and school contexts in the 14-year Gulbenkian study in Britain. A three-way comparison was made of children labelled as gifted, nonlabelled, equally able children, and matched children, but randomly chosen for ability. Results indicated that emotional problems were not due to gifted ability per se, but to other disturbing matters, such as others' expectations or family conflict. Gallagher's (1990) questions about the gifted are considered in the light of the evidence from this work. Academic underachievement was foun

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Grushetskaya, Irina N., Olga S. Shcherbinina, and Aleksandr P. Trubnikov. "Features of Socio-Pedagogical Work with Gifted Children in Organizations of Supplementary Education." ARPHA Proceedings 3 (November 25, 2020): 761–69. https://doi.org/10.3897/ap.2.e0761.

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The work with gifted children, which is not only a state, but also a public responsibility, involves the issues of children's formation and development, and it is associated with the consideration of the most effective practices of social and pedagogical work with this substandard category.In this regard, the aim of the article is to identify the peculiarities of social-pedagogical work with gifted children in organizations of supplementary education. The study represents the results of analyzing the questions of assistance for gifted children, the problem of gifted children's development in t

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Zair-Bek, E. S., and V. V. Ksenofontova. "THEORETICAL FOUNDATIONS OF PEDAGOGICAL SUPPORT FOR SELF-REALIZATION OF GIFTED CHILDREN AT SCHOOL." Vestnik Orenburgskogo gosudarstvennogo universiteta, no. 2 (2024): 6–12. https://doi.org/10.25198/1814-6457-242-6.

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The development priorities of the Russian society are focused on increasing the level of human capital of the country, the main resource of which is gifted children. The prospect of building a system of support for gifted children is based on school education, which is subject to requirements to ensure quality work with talented young people. School as a social institution in the conditions of continuous socio-political and economic transformations implements pedagogical support of self-actualisation of gifted children in accordance with the needs of society in a graduate who has stable develo

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Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.

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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower l

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Porath, Marion. "Narrative Performance in Verbally Gifted Children." Journal for the Education of the Gifted 19, no. 3 (1996): 276–92. http://dx.doi.org/10.1177/016235329601900303.

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Young, verbally gifted children were compared to chronological- and mental-age controls on a number of variables pertaining to narrative ability. Using a structural-developmental analysis, the gifted children were found to organize their story plots in a way typical of children two years older. Elaborations on the basic plot structure were even more advanced, with gifted children telling stories that were more elaborate than those of their chronological- and mental-age peers. Gifted children also showed considerable advancement on a number of language skills. Conceptual understanding of plot s

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Wellisch, Mimi. "A Pilot Study: Teacher Views on the Concept of Giftedness in the Early Childhood Setting." Australasian Journal of Early Childhood 22, no. 2 (1997): 22–28. http://dx.doi.org/10.1177/183693919702200206.

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Much has been written about acceleration (Feldhusen, Hannon & Black, 1995), teaching strategies (Kitano, 1982; 1989), and underachievement (Clark, 1992) of gifted and talented primary and secondary school children. Studies such as those of Gross (1986) indicate that educational programming for the gifted is largely dictated by teacher perception and expectation. Other research shows that the learning needs of young gifted children often remain unmet (Gross, 1995). This study explores early childhood teachers’ perceptions of young gifted and talented children and their programming needs thr

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Otero Rodríguez, Aroa, Miguel Adriano Sánchez-Lastra, José Carlos Diz, and Carlos Ayán. "Do Intellectually Gifted Children Show Similar Physical Habits, Physical Fitness Levels and Self-Perceived Body Image Than Typically Developed Children?" Children 9, no. 5 (2022): 718. http://dx.doi.org/10.3390/children9050718.

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Scientific evidence regarding whether intellectually gifted children show similar physical activity habits and physical fitness levels in comparison to typically developed children, is inconclusive. This is in part due to the scant research that has directly compared both groups of people. In this study, physical activity prevalence, self-perceived and objectively assessed physical fitness levels, and body image were assessed in a sample of 74 intellectually gifted children (mean age 11.6 ± 1.2 years). Seventy-four non-gifted children matched by age and sex were selected as a comparison cohort

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Cross, Jennifer Riedl. "Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education." Gifted Child Today 30, no. 4 (2007): 50–55. http://dx.doi.org/10.4219/gct-2007-485.

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Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.

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Jeon, Kyung-Won. "Bibliotherapy for Gifted Children." Gifted Child Today Magazine 15, no. 6 (1992): 16–19. http://dx.doi.org/10.1177/107621759201500604.

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