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Parents will say how bright, smart, and gifted their amazing children are...and they may be. A child may be quite impressive in one or more areas. Maybe he or she is gifted and maybe not. Psychologists will call a child gifted when his or her performance at something is superior to how well peers are able to do the same thing.
While a child may be gifted and better than their peers in some subject or activity, researchers say that gifted students tend to be as well adjusted as the rest of their peers who are not gifted. As a group, most gifted students get along well with others and are able to fit in. How have psychologists generally looked at 'giftedness'? What is this thing that we hope will endure and move from childhood abilities to adult productivity.There are different ways of conceptualizing giftedness, and both parents and schools play a part here.
Psychologists tend to use different models to define being gifted. One model uses cognitive ability as the defining characteristic. This model includes a student’s creativity, analytical ability and practical intelligence. Creative intellect involves how well the child deals with new problems that they have not encountered before. Analytic intellect involves how a child obtains, evaluates and judges different ideas. Practical intellect involves dealing with everyday problems in a way that allows the child to accomplish his or her goals.
The talent model takes a slightly different approach. This model looks at a child’s potential, capability, and promise as something that has to be developed. If the child can grow to be a gifted adult the potential needs to be nurtured and cultivated. Schools are very important in this model.
Another model looks at the way a child becomes gifted as a result of how the child interacts with the environment. Is the child motivated to accomplish something and does he or she think they are capable of reaching that goal? Does the child get encouragement, support, training, education, opportunity, and recognition for their work and small success' along the way.
The last model I will mention is deliberate practice. A variable that may distinguish the gifted person from everyone else is that they worked hard, intentionally, purposely, and consciously practiced what ultimately will look like they are gifted. It has been said deliberate practice has the sole purpose of attaining and improving a skill or skills. A sleeper variable here is that consistent, immediate, useful feedback is needed to help a person maintain the motivation. Having someone in your corner urging you on is important. It is not surprising news that practice is important in whatever a person of any age wants to excel in.
There are other models of giftedness, and these models are just a few of them. There are many ways that a child or adult may achieve gifted status. Some people are naturals, some need to be developed, and some get that status because they want it and are willing to do what it takes and work at it. Attaining superior performance at a task and achieving gifted status is rewarding and worth the time and effort to get that status