By some strange, unknown, inward urgency he is not really alive unless he is creating.” “The truly creative mind in any field is no more than this:Ī human creature born abnormally, inhumanly sensitive.Īdd to this cruelly delicate organism the overpowering necessity to create, create, create – – – so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. Giftedness can create problems and conflicts being a gifted child can also mean difficulty socializing with age peers, thinking styles that don’t always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents. 'The fact that these childen are clever does not mean that they always perform to maximum capacity.Gifted Child- Can they be hard to teach and parent? Vogelaar's research shows that highly gifted children also need extra learning support. As a result, they sometimes seem to be forgotten. Schools tend to assume that highly gifted children can manage by themselves and that they do not need any extra support. Highly gifted children also need extra support The highly gifted children started at a higher level of reasoning, but made the same amount of progress as their averagely gifted peers.’ These findings suggest that they learn just as much from the training and instruction as averagely gifted children. The test showed that highly gifted children have the same need for instruction as averagely gifted children, and that they exhibited the same degree of progress from the starting to the post-assessment. What really surprised Vogelaar was that the two groups of children were not very different from one another. 'It confirmed that highly gifted children also benefit from explanation and training, and that they don't always show their full potential in tests.’ Vogelaar concludes from this that dynamic testing gives better insight into the reasoning capabilities and learning process of children - whether or not highly gifted - than conventional testing, such as with an IQ test. The test showed that all groups of children made progress, from the starting to the post-measurement, with major individual differences. Vogelaar: ‘This kind of test gives a better insight into how well children learn because we are able to measure not only how much they progress on a new task, but also how much and what kind of help they need to achieve this progress.’ Training helps The test comprised an initial assessment based on a series of tasks, after which the children were given a training session followed by a further set of tasks as a post-assessment. The children had to use analogical reasoning to draw the figure in the last box. The first three boxes were filled with figures that changed from one box to the next according to a particular rule, for example, in size or in position. The children had to solve analogical reasoning tasks, comprising four boxes with different geometric figures. ‘I'm not sure that assumption is correct.' Measuring progressįor his PhD research, 522 children aged between five and ten years - 173 highly gifted and 349 averagely gifted - took part in dynamic testing with a so-called learning potential test. 'The general assumption is that gifted children always work to their full potential in such tests and that they don't need training or explanations,' development psychologist Bart Vogelaar explains. This problem can be countered using dynamic tests, where children receive training during the test and their progress is measured to give a better image of their learning capabilities. Exam stress and/or lower metacognition - knowledge that makes learning easier - can cause a child to underperform. When children have tests at school or when their learning abilities are assessed, they don't always show their full potential.
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