Pushing versus.Nurturing Your Gifted Child’s Desire for Learning

 

What is Resilience? with Dr. Dan Peters

Video taken from the channel: SummitCenterCA


 

Del Siegle — Interview With the National Association for Gifted Children

Video taken from the channel: Neag School


 

Gifted and Talented: How do we support our most advanced learners?

Video taken from the channel: Jeffrey Bradbury


 

How to IDENTIFY and NURTURE Your CHILD’s TALENT!!!

Video taken from the channel: MomagersHOWTO!


 

Raising a Successful Child A talk by Professor Steven Pfeiffer

Video taken from the channel: National Library Board


 

Anxiety and the Twice Exceptional Child

Video taken from the channel: chconlinepaloalto


 

Marie-Lise Schläppy: Are all gifted people also highly sensitive? Part I Seminar.

Video taken from the channel: CLEA-ECCO Interdisciplinary Seminars VUB


Tips for Helping Your Gifted Child Stay Stimulated Many people, teachers among them, may not entirely understand this rage to learn and could tell you to stop pushing your child. As long as your child is the one initiating the desire to learn, there’s no need to pay attention to those critics. Nurturing follows your child’s interest.

Pushing aims at a packaged curriculum. Nurturing instills a love of learning and a quest for more knowledge by using real lessons Too much push can set in motion a feeling of being pressured and a. Parents are repeatedly warned not to push children, so these worries and doubts are not uncommon. However, there are distinct differences between being a pushy parent and being a nurturing parent to a gifted child. It might take some time to find a balance, but doing so will help you and your child thrive.

Gifted students—you may or may not spot them in your classroom. They may be highly visible, like the high achievers or straight-A students.But they may also be among those students who don’t finish their work (it’s never perfect enough), who zone out or act out in class (they’re bored), or who test poorly because they overthink things (“Hmmm, this answer might be true in this cas. Share Your Passion. found that the common denominator among these gifted individuals was their having parents who early on recognized the child’s. There are kids in the world with actual problems.” when it comes to differentiation in a school setting: 58. “Differentiation is elitist.” 59. “We don’t believe in gifted programming.” 60. “All kids even out around 3rd grade.” No, many kids lose their passion for learning by 3rd grade. 61. “Kids need to learn how to be.

learning styles. Gifted students need contact with their intellectual peers to promote social-emotional development. Gifted children have specific social-emotional needs that must be addressed/are essential to full development.

Gifted students need attention to the development of practical and social skills in the same way that all students do. 10. Keep your own passion for learning alive.

Your child will be influenced by your example. 11. Don’t limit your child with labels. They may saddle her with a reputation that doesn’t match her inner gifts.

12. Play games together as a family. 13.

Have a regular family time for reading, listening to music, talking. 14. So, when it comes to discovering if your own kid is gifted, one option is to wait and see whether teachers or others at your child’s school recommend testing for a gifted.

Gifted children often lean heavily toward one area of interest, spending as much time as possible on one subject and ignoring another. While this is a normal part of possessing extraordinary talent, parents should push their whiz kids to consider other interests as well, says Barbara Swicord, the executive director of the National Society for the Talented and Gifted.

List of related literature:

Helping your child reach his or her potential is different from trying to change the person your child is; encouraging intellectual development is different from pushing it; providing stimulating experiences is different from scheduling in the kind of overload that leads to burnout.

“What To Expect The 1st Year [rev Edition]” by Heidi Murkoff, Sharon Mazel
from What To Expect The 1st Year [rev Edition]
by Heidi Murkoff, Sharon Mazel
Simon & Schuster UK, 2010

For an intellectually normal child, it is during this stage that the child’s environmental conditions and opportunities are known to play a crucial role in fostering enthusiasm for learning and in establishing the roots of intellectual sophistication.

“Abnormal Child Psychology, International Edition” by Eric Mash, David Wolfe
from Abnormal Child Psychology, International Edition
by Eric Mash, David Wolfe
Cengage Learning, 2012

The challenge is always to weigh the pros and cons: you don’t want your child to feel like she fails at everything she tries; on the other hand, you don’t want to deny her the opportunities for growth that almost any activity offers a developing child.

“Smart but Scattered: The Revolutionary
from Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential
by Peg Dawson, Richard Guare
Guilford Publications, 2011

A specialized curriculum for the gifted should activate and motivate the commitment and the development of the competencies and affective behaviors needed for nurturing one’s special talent potential.

“International Handbook of Giftedness and Talent” by K. A. Heller, F. J. Mönks, R. Subotnik, Robert J. Sternberg
from International Handbook of Giftedness and Talent
by K. A. Heller, F. J. Mönks, et. al.
Elsevier Science, 2000

Families focus in two ways on the gifted child’s development: either one or both parents spend a great deal of time stimulating and teaching the child themselves, or parents make sacrifices so that the child gets high-level training from the best available teachers.

“Bioethics: An Anthology” by Helga Kuhse, Udo Sch¿klenk, Peter Singer
from Bioethics: An Anthology
by Helga Kuhse, Udo Sch¿klenk, Peter Singer
Wiley, 2015

Once those abilities develop, the child can learn to balance without the training wheels.

“The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them” by Daniel L. Schwartz, Jessica M. Tsang, Kristen P. Blair
from The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them
by Daniel L. Schwartz, Jessica M. Tsang, Kristen P. Blair
W. W. Norton, 2016

As children move up the developmental ladder, mastering each of the basic emotional milestones, they learn to work with their unique biologies, rather than being ruled by them.

“Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think” by Stanley I. Greenspan, Serena Wieder
from Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think
by Stanley I. Greenspan, Serena Wieder
Hachette Books, 2007

Infants’ intense motivation to explore and master their environment, which we have emphasized in our active child theme, shows up in instrumental learning situations: infants work hard at learning to predict and control their experience, and they dislike losing control once it has been established.

“How Children Develop” by Robert S. Siegler, Judy S. DeLoache, Nancy Eisenberg
from How Children Develop
by Robert S. Siegler, Judy S. DeLoache, Nancy Eisenberg
Worth Publishers, 2006

The approach is often successful in increasing the skill level of the child, but does not address the area of giftedness and, if not creatively done, may “turn off” the gifted learner.

“Inclusive Early Childhood Education: Development, Resources, and Practice” by Penny Deiner
from Inclusive Early Childhood Education: Development, Resources, and Practice
by Penny Deiner
Cengage Learning, 2012

His idea of developmental readiness is more flexible than Piaget’s because it encompasses the skills or ideas that children have not yet come to on their own but which they can acquire from the example of peers or adults.

“Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky” by Carol Garhart Mooney
from Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky
by Carol Garhart Mooney
Redleaf Press, 2013

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

Mail: [email protected]
Telephone: +1 (877) 492-3666

Biography: https://medicine.yale.edu/profile/kutluk_oktay/
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4 comments

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  • regarding positive disintegration in the sample she tested, she concluded “being gifted doesn’t seem to be linked with positive disintegration” but you have to remember: members of Mensa are people who sought the Mensa. Most of them end up in the Mensa because they went through positive disintegration already and came out of it through finding out they were gifted, accepting it, and seeking their peers at the Mensa.
    Only people who KNOW they are gifted get to the Mensa, as you have to go through the IQ test to be a member. If you know you’re gifted, you’ve already gone through the shock of finding it out and are either still coming to terms with it or have adjusted to it already (not true for everyone, but still..).

  • a very interesting topic being after 8-9 min smeared by a hypothetical distribution of 80-20 which is the Pareto distribution.
    it is not applied correctly here. so is now all top 20 gifted? How do you fit that with e.g. correlation money earned per year IQ’s?
    if you don’t understand statistics, do not use them.
    If you can follow the blog updates and sc. files of Nicolas Nissam Taleb, which he shares freely on his twitter account, than maybe you are up to par.
    if u don’t really understand exact sciences: don’t walk in it’s areas as it needs talent and endurance

  • What was the name of that book again he referenced…. A sense of hope or optimism or the power of something to help a pessimistic child?

  • Thank you. Most non-HSPs will be resistant to this information; Preferring judgement & rejecting of HSPs…especially learning-challenged family members.
    Assigned myself the label: ET call home.