At a basic level, children are classified as gifted if they demonstrate a high degree of intellectual ability(ies). Typically, identification can be done through a combination of gifted tests and assessments.
There is a difference between a child who is smart or bright and one that is gifted. All gifted children can and are considered to be bright, but not all bright children can be considered gifted.
Gifted does not mean smart. Gifted is a brain-based difference that is sometimes a gift and often times comes with a challenge, especially when trying to fit in with the general public.
Although there are no standard IQ levels of intellectual giftedness, some experts suggest the following IQ ranges: Mildly gifted: 115 to 129. Moderately gifted: 130 to 144. ighly gifted: 145 to 159.
Signs of Giftedness in Children Include:
an insatiable curiosity, as demonstrated by endless questions and inquiries. ability to comprehend material several grade levels above their age peers. surprising emotional depth and sensitivity at a young age. enthusiastic about unique interests and topics.
The potential for giftedness or a high level of intellectual development begins very early in a child's life. Studies since the early 1970s consistently show that such development is the result of an interaction between the child's genetic endowment and a rich and appropriate environment in which the child grows.
Giftedness tends to run in families, so many of the traits that indicate giftedness are common among extended family members. Parents may see a sign of giftedness and consider it perfectly normal, average behavior if several family members have the same trait.
Early and rapid learning - One of the most common characteristics of gifted students is their ability to learn things early and rapidly.
The vast majority of children are not gifted. Only 2 to 5 percent of kids fit the bill, by various estimates. Of those, only one in 100 is considered highly gifted. Prodigies (those wunderkinds who read at 2 and go to college at 10) are rarer still -- like one to two in a million.
As much as half the gifted and talented population has learned to read before entering school. Gifted children often read widely, quickly, and intensely and have large vocabularies. Gifted children commonly learn basic skills better, more quickly, and with less practice.
0.13% of the population is more than three standard deviations below the mean (IQ <55), and 0.13% of the population is more than three standard deviations above the mean (IQ 145-160). Thus, 13 out of 10,000 individuals score above 145 and are considered profoundly gifted.
At its core, giftedness is a brain-based difference that contributes to our vibrant and neurodiverse world. This neurological difference means that profoundly gifted students experience a different intellectual, academic, and social-emotional development trajectory than neurotypical individuals.
Giftedness can create problems and conflicts; being a gifted child can also mean difficulty socializing with age peers, thinking styles that don't always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents.
Gifted and talented children might behave in challenging ways because they question rules, feel frustrated or lack learning opportunities. You can tailor strategies to support children's behaviour, social and emotional needs.
While we like to think everyone is special, some people have extraordinary abilities — intellectual, artistic, social, or athletic. Many experts believe only 3 to 5 percent of the population is gifted, though some estimates reach 20 percent.
IQ and other tests for giftedness are optimal around age 5.
The research shows that while children are born with the potential to be gifted, the environment and nurture plays an important role in developing those innate abilities. In fact, researchers estimate conservatively that environmental influences can add 20-40 points on measured intelligence.
Many gifted children are highly sensitive individuals. 1 They may take things personally and become upset by words and deeds that other children may easily ignore or get over quickly.
Research shows that many gifted students actually do better with older peers. A meta-analysis on grade-skipping by Karen Rogers, a professor of gifted education, reported grade-skipping had positive effects on social skills and maturity.
Gifted children may be under-stimulated or bored in typical social or education settings, [which] may result in behavior challenges like school refusal, tantrums, distractibility, or general acting out.
High energy
With so much going on in their brains, gifted kids can sometimes be described as “intense,” Louis says. Their energy levels tend to be high, and they might get more excited than their peers about new or favorite topics or activities — and that can give the impression that they're dialed up to 11.