These are just some of the minor differences between a bright and gifted child. Mind you, you will need to be very careful, while differentiating between two children, because it can make lot of difference to their mental attitude and ability. It is almost difficult to change or modify the behavior of a gifted child.
On the other hand, you can make a bright child much more efficient and brighter by using a number of methods and techniques. You know your child is gifted when…your three-year-old programs your VCR. Or your five-year-old gives you permission to use the dictionary during Scrabble. Or your eight-year-old solves your computer problems.
Parenting a gifted child can be a mixed blessing. It helps to know what to look for, what to expect, and what other parents have experienced. This light-hearted introduction to life with a gifted child is a great place to start. Perfect for parents, it's also recommended for teachers, childcare providers, counselors, and others who work with children. Humorous cartoons and lively illustrations blend with solid information on giftedness - its characteristics, challenges, and joys.
First-person stories from parents who have been there offer reassurance and insights. Checkout these other child development articles. Is your child gifted? Raising children who think for themselves. Raise confident children and avoid overparenting. Give your child the gift of self-esteem. Children educational software. How to prevent harmful effects of computer on your child. Health insurance for children: Is your kid covered?
Make no mistake, though; this child still loves to learn. She just prefers to learn what is interesting to her. She might not turn in her homework and yet spends hours on Youtube trying to figure out how to bake a particular dish, or she might do poorly on tests and yet spends a lot of time refining her poker game.
The effort to learn is still there. Because of this, many times, gifted students determine what is worthy for them to learn. If they deem something not to be worthy, they will not give their best effort and may even do poorly. A final distinction between bright and gifted is that the bright student is compliant while the gifted one is complex.
This becomes a challenge for teachers. Working with students who follow directions and do what is asked of them is very nice and certainly makes the job easier. It does not always lead to great learning, however. Compliant students do not question what is being taught to them and thus only can go as deep into the material as it is presented by the teacher.
A gifted child, on the other hand, will question things. They typically want to engage their minds and so will explore something that causes them to become curious. By doing so, they are allowing the lesson to become much more complex and engages those higher levels of thinking.
Although this is better educationally, it is not necessarily better for discipline and ease of the class. This is certainly more true of the bright children but not the gifted. Someone who teaches gifted is going to have to be on their toes much of the time for students that are challenging them.
You can find out more about Todd at MyEdExpert. Trending News. You must now choose how to proceed between two options:. Option 2: You go home and spend some time trying to decide if one of the students is gifted whereas the other is just bright.
Based on the checklist, the one who is deemed to be gifted then receives several additional rounds of testing to confirm giftedness and, if she is found to be truly gifted, she then receives an appropriately challenging intervention.
Now the million dollar question: What is gained by first diagnosing giftedness as opposed to moving straight from the observation of an unmet need, using multiple objective and subjective measures, to providing more challenging material? On this basis one could make the argument that the use of the form for intervention placement purposes might exacerbate underrepresentation.
A further issue is that identifying some students as bright and some as gifted further reinforces an entity view of ability and further perpetuates a fixed mindset in educators and students. Bright or gifted? If the students have a similar level of identified need, why does it matter? Either way, schools need to make sure both students are being appropriately challenged and this particular distinction does not contribute toward that goal. Perhaps what may be happening is that overloaded gifted education teachers and coordinators are simply trying to limit the size of their identified population as to more effectively reach a smaller but seemingly needier group of students.
While based on good intentions, such practices result in students being excluded from interventions from which we have every indication they would benefit. It has been argued by some in the field that knowing a child is gifted and providing him or her that label assures access to services.
Unfortunately, there is little evidence to support this argument - that the social construct of giftedness has, on any large scale, assured access by gifted or bright students to any level of appropriately-challenging services, at least in any way that resulted in greater academic gains. The fact is that all labels in education come with costs and benefits.
Can the same be said for the label of gifted and the assigning of that label to some advanced learners but not to others? Is the cost of having the label and going through the process of deciding if a child is bright vs. There is no doubt that in some places at some times the answer is absolutely yes. But on the large scale and based on the available empirical research, the answer is no. Let me be abundantly clear about something.
I do believe gifted individuals exist. There are people who experience the world in qualitatively different ways, receiving greater stimulation from a given amount of environmental stimuli than is typical in a given population what McBee et al.
The concern is focusing on this population in the context of K gifted education really misses the boat when it comes to the purposes of such programs and the purposes of public education in general. No matter what theoretical foundation or conceptual framework one uses to define giftedness, the end goal of K gifted education is to provide students in need with some service or intervention that they would not otherwise receive.
But these two groups are not inherently the same. So what would this look like? The main difference would be that data would be used to determine current, local level of challenge instead of determining who is bright vs. The field of gifted education would have as its niche to challenge the most advanced learners who are most ill-matched with grade-level curriculum. We would also appear much more internally consistent and would serve a larger number of equally needy students.
Scott J. Peters, Ph. The views expressed here are not necessarily those of NAGC. Adelson, J. Gifted Child Quarterly , 56 ,
0コメント