Characteristics of Gifted Children

Top of the class?

• Reasons well and learn rapidly
• Has extensive vocabulary and talked early
• Early or avid reader
• Asks lots of questions and learns more quickly than others
• Has a very retentive memory
• Is extremely curious and can concentrate for long periods on subjects of interest
• Perseverant in their interests
• Has a wide general knowledge and interest in the world
• Enjoys problem-solving, often missing out the intermediate stages in an argument and making original connections
• Has an unusual and vivid imagination
• Is intense and shows strong feelings and opinions
• Concerned with justice and fairness
• Has an odd sense of humour
• Sets high standards and is a perfectionist
• Loses interest when asked to do more of the same
• Is sensitive (feelings hurt easily)
• Shows compassion and is morally sensitive
• Has a high degree of energy
• Prefers older companions or adults
• Judgement mature for age at times
• Is a keen observer
• Is highly creative
• Tends to question authority
• Has facility with numbers
• Extremely good at jigsaw puzzles

No one will show all these characteristics, but very bright children will fit a significant number of them.

Some parents find it difficult to understand the difference between a bright child, and a gifted child.

The following table hopefully will show how to differentiate between the two:

What can parents and teachers do for the gifted child?

Gifted children often need more support than others, but this does not necessarily mean that they need more structured activities. Sometimes it means they need more freedom and a little more guidance instead.

More able children can be better supported by giving them:

• Space to make their own contributions in situations that are open ended
• The opportunity to take risks with the possibility of failure in non-threatening and well-organised situations
• Contact with other people like them
• A share of the teacher’s time that is fair, focused and appropriate to their needs
• Activities that require them to spend a balance of time both working with urgency and reflecting quietly on their work
• Questioning structured to employ their higher-order thinking skills with similar answers to their questions
• Minimal instruction when possible, allowing them to use initiative and problem solving skills
• Opportunities to develop their work in directions they have chosen themselves
• Encouragement to use a range of alternative methods and approaches and organisational and presentation techniques
• Work set in ways that involve challenging creativity and imagination
• Schemes of work that incorporate starting points for work sometimes with clear steps and sometimes open-ended
• An appreciation that social and emotional maturity does not always equate with intellectual ability – asynchronous development
• A range of teaching and learning styles – multiple intelligences
• Time created to extend, enrich and expand – not to repeat
• A range of differentiation and enrichment activities and strategies
• The opportunity and time to research for themselves