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Wonder: One of the important characteristics of superior children is curiosity. Sometimes adults may have difficulty answering their children's questions. Instead of being unresponsive to the child, it may be appropriate to look for other solutions. For example, the use of books, encyclopedias, friends and experts. In fact, answering such questions from a very young age will lead to the question of 'why' in children and will provide the basis for efforts to seek better, truthful truths throughout life.
Adult's Sensitivity to Child's Reactions: There are innumerable benefits that an adult is not insensitive to the child's reactions. Already in infancy, verbal reactions of the adult to the voice of the child, later, the child's interest to give relevant information about the issues and give information, to reward the smallest success, explain the reasons for bans to help find alternative ways, both the child's confidence and support will be leaping.
Growth Rate of Development Faces: It is important to bear in mind the fact that not all developmental faces in children develop at the same rate. Often mental development is more advanced than social and emotional development. In such a case, assuming that the social development of the child progresses at the same pace as the mental development, the child may be overcharged with social responsibilities and provides the basis for conflict and unnecessary tensions.
Interests and Capabilities: Another point that cannot be denied in this regard is the fact that such children may not be superior in all areas. The easiest way to determine which children are attempting to make efforts in all areas, and in which areas or areas their abilities are concentrated, is to capture clues by observing their behavior, the type of books the child chooses, the conversations and discussions with him, his wishes and interests. Preparing a study program without taking these interests and abilities into consideration can create anxiety and tension in the child. As a result, negative self-concept of inadequacy becomes inevitable.
Social Interaction: There are great benefits in helping the family with their children in social interaction with their peers. Children with giftedness or talent need to communicate with their peers at the same level mentally and to be in social interaction. If such children cannot meet these requirements in a single group of friends, then they may be considered to have two different groups of friends. One of these groups may consist of children who have something in common on the mental level, encourage each other in this direction and know each other. Thus, the child is bored because of his superior intelligence and wants to exclude himself from the group is purified from the surrounding individuals. On the other hand, the superior child should also participate in age-appropriate group activities. These activities include scouting, camping, sports and dance. Thus, there may be common points between a different group of friends who are below their level of intelligence, and other than mental activities. As a result, the tolerance of such friends may increase, and it may be easier for them to be accepted by them, to lead them when necessary and to enable them to benefit from their thoughts. Here, the family, the child has great tasks in terms of preparing such an environment.
Movement Based Skills: Another problem with occasional gifted children is that their movement-based skills are not at the expected level. This is usually due to the fact that adults simply stick to mental superiority in the child and fail to encourage the development of certain skills. However, if adequate opportunities are not provided for the development of these skills at appropriate times, then it becomes impossible to develop them. As a result, children may be reluctant to try various sports games, fear to fail, and be ashamed of their incompetence. Thus, they can be excluded from activities that can be very useful for their social development.
Expectation of Superiority in All Areas: One mistake adopted by adults in relation to gifted children is that they think they will excel in every field. Most of the time, “Why aren't you getting high marks in social lessons like arithmetic?” Or in Why don't you spend as much time as you spend on chemistry? We hear that questions are directed to children. In fact, the main task of parents should be to train individuals who can act independently. If the objectives are constantly protected from the outside by adults, then children are not given the opportunity to think for their own purposes. If children are given the chance to determine their interests, they may have the opportunity to get to know themselves better, and they can also make decisions. Thus, they can take control of the external environment and develop a sense of responsibility towards themselves and others. If parents constantly set goals for them, tell them what to do, and set standards, they are inevitably enslaved by external control.
Creativity: Such an attitude that prevents independence is the archenemy of creativity. However, creativity is one of the most important features that give the individual superiority. This can only develop in a democratic family attitude that gives him the opportunity to self-confidence, self-management, the habit of making decisions, and expressing his thoughts. It should not be forgotten that every new step taken in civilization is the product of creativity.
Working Habit: In some cases, the failure of gifted children to achieve their potential is due to their inability to work correctly. A child who wastes much of his time and tries to produce something at the last moment cannot naturally have the chance to taste the fruits of his hidden power. This problem is not encountered in families who have provided their children with internal discipline.
Television: It is also advisable for the family to take precautions to prevent the child from passively watching programs that would not benefit him or her. Activities such as playing chess with family members or discussing issues of interest, making trips to museums or factories, helping to recognize professions, watching art events can be considered as alternatives to passive monitoring behavior. Thus, the child both evaluates time and broadens the area of interest. Attracting interest in books is another important solution.
Resting Requirement by Adults: Superior children need more parents than other children who listen to their own thoughts, assessments, conclusions and observations. These children, who constantly work their minds, collect lots of information throughout the day. In order to be able to analyze this information thoroughly, they feel the need to make their analysis and evaluation, and as the children talk about the information they have acquired with adults who can listen and help when necessary, they can make more relationships between thoughts, see gaps and go to conclusions. If parents have difficulty in performing these tasks, it is useful to have their children get in touch with an individual who will assume this role, whether within or outside the family.
Value Judgments to be Adopted and Life Style: Superior children, like normal children, begin various stages of development inexperienced, may feel insecure at times and show adaptation problems. They therefore need adults to guide and reassure them. Parents, to help in this regard, their children to adopt value judgments and the way they want to adopt their own living can show positive results. Identifying with a concrete living model is easier than identifying with abstract concepts formed by words, the principle should be yap Do what I say,, not yap Do what I say ”. (2nd)
As a result, we can say this. It is not only his own latent power, but also a family environment that is sensitive to his needs, as can be seen from the above explanations.
Education as you live, October-November-December 1990, issue 13
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ment and Education. John Wiley and Sons, Chichester, 1985.
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Children. Roeper Reviev. p. 39-42., May, 1983.
Renzulli, J. S., 'The three-ring Conception of Giftedness: a developmental
model for creative productivity! ' Conception of Giftedness. Compiled by R. J.
Sternberg and J. E. Davidson. Cambridge: Press Syndicate of tfye University
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