The following article was written by guest contributor Sally Beisser, Ph.D., an expert in giftedness in children. In addition to the article, Dr. Beisser has kindly included two PDFs you’ll want to click and download – the first is an early childhood assessment tool to identify young gifted children, and the second is a great list of 100 books to read before kindergarten. Many of you have expressed interest in tools and resources to help you raise high performance children – we’re honored to bring you Dr. Beisser’s expert insight!
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If you are reading this article, you may be interested in behaviors or characteristics in your child, or other children, causing you to wonder if this child is advanced intellectually or academically. You may have observed traits or attitudes for quite some time.
Are babies and toddlers gifted?
Yes. As a matter of fact, even babies can exhibit advanced development. For example, they may make unusual cooing sounds even as an infant. At birth, one delivery nurse said, “I’ve never heard a baby coo like that.” One mom said, “I was amazed by her extended gaze in my eyes. She was locked on my expression for such a long time.”
Gracie, the 18-month-old toddler (photo above), is “reading” the dictionary from the family bookshelf, after a resounding rejection of the board books placed in front of her. Interestingly, she is starting from the front to the back, with the letters right side up, saying aloud the “A-B-C” letters. Nobody has taught her the letters of the alphabet, nor does she know how to read each word. Yet she realizes letters have sounds and that words are comprised of letters. Then at age 2, Gracie had an extensive command of songs, rhymes, and sings with perfect pitch and rhythm. At age 3 she identified a “pagoda” alongside a museum site, pronouncing it correctly, has keen observational skills of her home and preschool environment, adheres to creative routines at nap time and bedtime, memorizes most stories read aloud to her, and at potty-time, Gracie says, “I need my privacy.” She is a child of determination and opinion.
One mother said, “Jonah loved big words.” Here are examples of his vocabulary:
- 2 years – obviously
- 2 ½ years – melancholy, jubilant
- 3 years – conspiracy, metamorphosis and eccentric
- 4 years- His parents had to quit spelling words to each other.
Before kindergarten “Jonah was very interested in other languages and was constantly asking, How do you say this in Spanish, or in Japanese or in German? We usually had to say we didn’t know,” said mom. He could not wait to start kindergarten, but was disappointed when he got there, he had to “wait” to read.
Giftedness in Children: Am I Just a Proud Parent?
No! It is not bragging to realize that toddlers or preschoolers are operating at different levels. There are over 3.2 million students in gifted programs in public schools according to the most recent US Office of Civil Rights (U.S. Department of Education, 2011-2012). This does not account for students in private schools or programs, nor does it address students whose first language is not English or children in poverty, racial or ethnic groups, or kids with disabilities who may not identified as gifted.
Chances are, parents of these children recognized traits or abilities that they or extended family members noticed, that the school does not. Research suggests that “parents are the first and most accurate identifiers of their child’s giftedness.” Therefore, do not overlook what you see and think you know about your child. In addition, your pediatrician may not notice cognition, vocabulary, or intellectual development during the routine visits in the doctor’s office, as the doctor is screening for physical developmental stages, health related questions or concerns, and recommended vaccinations. Keep your own journal and records of development, including intellectual and academic milestones for your child.
Is Giftedness Familial?
Yes. If a child exhibits gifted behaviors and characteristics, there is a more than likely chance that others in the family, such as siblings, parents, or grandparents are gifted too. However, these traits may manifest themselves in different ways. For example, one child may be high verbal and read early, while a sibling may be more interested in numbers, calculating, or other symbol systems such as music or systematic organization of toys or objects.
What are Gifted Behaviors in Children?
For a full explanation of these characteristics click here –> 2019_NAGC_EarlyChildhoodAsstTool
- Asynchronous development and/or self-critical behaviors: Asynchrony means your child may be operating at three different ages! He may be 5 years old, reading at a third- grade level academically, yet behave like a four-year-old emotionally. She may already be critical about her skills compared to others or react “over” emotionally to issues or behaviors. They are not aware that they are “out of sync” developmentally and may misbehave in frustration.
- Early use of advanced vocabulary, complexity, and humor: Watch for creative use of language through advanced or complex vocabulary such as use of “big words” or phrases. Understands jokes and puns and see humor and uses humor! Surprises adults such as teachers and parents and care takers with use of words.
- Early literacy skills, interest in symbols: Learns to read quickly and likes to speed through the words sometimes skipping words. Interested in symbols such as letters, numbers, math symbols, musical notation, patterns, coins, counting.
- Excellent memory, retention from varied sources: Accurate short and long- term memory, remembers stories, poems, songs, conversations, points out connections between ideas and events. Likes problem solving and multi-step activities.
- Keen observation; curiosity and inquisitiveness: Asks lots of questions, has an extreme need to know and explore, loves to collect or organize, wants to know “more” or needs more time on topic than the teacher or parent had in mind!
- Intense interests in specific topics, concentration, perseverance, enjoys tinkering: Spends long periods of time at play (e.g., legos, cars and trucks, dolls, blocks, puzzles, etc.) Likes manipulatives, tinkers with tools or toys with working parts, likes to build or persevere in drawing or art projects. Does NOT like to be interrupted.
- Strong critical thinking skills, organizational skills: Likes to sort or organize by color, shape, pattern, size, or any other way. Likes unspecified answers, multiple steps or perspectives, and independent inquiry. Can be busy a long time!
- Creativity, imaginative capacity: Can make up ingenious things from ordinary items. Carries on conversations with imaginary friends or stuffed animals. Makes up names for everything. Creates with materials of all kinds from crafts to nature. Solves problems for pleasure.
- Ability to understand complex concepts, thinks abstractly: May engage in games meant for older children and may or may not follow the rules. May make up new rules! Can engage in complex, cooperative, sophisticated play activities. Makes connections.
- Early demonstration of talents in music, art, athletics, or the performing arts: Exhibits memory skills and keen awareness and appreciation of music, art, movement, dance, sports, or performing arts. May enjoy performing or developing skills.
What to do when you have a gifted child?
Use your own good judgment! Follow up on what you already know or just figured out by reading this article.
Engage in conversation! Advance vocabulary and interests by asking BIG questions, talking about concepts and ideas, taking time for questions that do not have obvious answers, listen intently. Practice one-on-one time with purposeful conversation and eye contact. Listen then respond. Dr. Jack Wright (NAEYC) says, “asking children open-ended questions starts a conversation—and builds a relationship—and it even helps develop children’s brains. Asking them open-ended questions that help them think about how they want to behave, supports reflection, and increases self-control over time.”
Read, Read, Read! While this is apparent to most parents and caretakers, the first five years are the most important development time in a child’s life with the greatest amount of brain growth. Select books intentionally including classic children’s books, non-fiction books, books specific to the child’s areas of interest, and books chosen by the child. For a list of 100 books to read before Kindergarten click here –> 100 books to read before kindergarten
Keep a journal on your child. Be intentional about your observations, analysis, and questions. Be specific in what you buy for your child, what toys you provide, what activities you sign up for, and the conversations you have regarding choices and habits. Do NOT compare your child with the neighbors, peers in class, or your other children. Ask questions and evaluate decisions on choices such as activities, books, toys, and time expenditure by having conversations. Let your child(ren) contribute to this journal in a meaningful way through quotes, thoughts, or pictures.
Why? Let’s imagine, it is time to talk to the teacher about “lack of challenge” in your child’s early grades. Instead of complaining, or perhaps, making the teacher feel inadequate, try sharing data from your long-term journal to explain your position or prompt an informed discussion.
Limit screen time. Although kids are notably fascinated by smart phones, I pads, anything with cause and effect on a screen, the American Association of Pediatrics says to wait to initiate screen time until age 18 months and choose high quality programming that you watch with your child. The obvious recommendation is to monitor the amount of time, what is being watched, and the response of media on your child’s behavior.
Impart your values. The family values and virtues in your home and heart are not the same as your neighbors or friends. Regard family time as precious. Guard it. Protect it. Childhood is only 20% of a person’s life. Make the best of the time together as a family.
References
Betts & Neihart, 2010, Dabrowski & Piechowski,1977, Gadzikowski, 2013; Kingore, 2001; Lind, Sharon (2007), National Kindergarten Alliance, 2014; Rogers, 2002, Ruf, 2009; Sayler, 1992, Slocumb & Payne, 2000, Teaching Strategies Gold-Assessments, 2014).
American Association of Pediatrics (AAP)
National Association for Gifted Children (NAGC)
National Education of the Young Child (NAEYC)
Photo courtesy of S. Beisser
Sally Beisser, Ph.D., is a Distinguished Professor at Drake University School of Education in teacher education, doctoral qualitative research methods, and service-learning in Belize. Since 2007 she has directed the online Talented and Gifted Endorsement program, serving students from 28 states and 8 countries. She has presented at the Oxford Round Table and studied gifted education in Moscow and St. Petersburg. She has authored 71 articles and presented at 165 state, national, and international conferences.
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