How-to Develop Early Talent or Giftedness?

How-to Develop Early Talent or Giftedness?

Help your child find her own iden­tity, allow expres­sion of ideas and inde­pen­dent thought, pro­vide sup­port, and be com­mit­ted to her development.

Hide not your tal­ents. They for use were made. What’s a sun­dial in the shade?” ~ Ben­jamin Franklin

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Olszeweski-Kubilius et al. rec­om­mend set­ting up an opti­mal fam­ily envi­ron­ment to develop your child’s tal­ents or gift­ed­ness. Remem­ber that the fam­ily is respon­si­ble for the ear­li­est influ­ence and par­ents pro­vide the resources — test­ing, lessons, instru­ments, equip­ment and other oppor­tu­ni­ties — to sup­port the devel­op­ment. Your role is to func­tion as a fil­ter to enhance your child’s expe­ri­ence of the world, help her build rela­tion­ships to sup­port the devel­op­ment of her tal­ent, and teach beliefs and val­ues that sup­port achieve­ment. The social net­work begins with the fam­ily and expands to include coaches, teach­ers, men­tors and peers. It func­tions to sup­port social, emo­tional and tal­ent devel­op­ment. Beliefs and val­ues help her real­ize the impor­tance of dis­cov­er­ing and devel­op­ing her abil­i­ties, per­form­ing at the high­est lev­els, express­ing indi­vid­u­al­ity, and engag­ing in recre­ational, cul­tural and intel­lec­tual activ­i­ties. Demon­strate that suc­cess can be achieved through hard work and sus­tained effort through choices, com­mit­ments and attitudes.

Bates and Mun­day rec­om­mend encour­ag­ing her to develop a unique iden­tity and express indi­vid­ual thoughts. Cre­ate more emo­tional free­dom between you and your child, mon­i­tor her less closely, and prac­tice less con­ven­tional chil­drea­r­ing. Let her spend time alone. Remem­ber that auton­omy and soli­tude allows for the devel­op­ment of cre­ative and inde­pen­dent thinkers, who are more likely to pro­duce new and ground­break­ing work.

Strike a bal­ance between ten­sion and sup­port — emo­tion­ally con­nected and sup­port­ive, but allow­ing indi­vid­ual thought, expres­sion and devel­op­ment of tal­ents. Remem­ber that effec­tively bal­anc­ing these areas will develop your child to be self-motivated and self-directed. Mac­In­tyre rec­om­mends let­ting her expe­ri­ence and cope with chal­lenges and dif­fi­cul­ties in life. Refrain from shield­ing or pro­tect­ing her from hard work or risks. Let her expe­ri­ence the stress from chal­leng­ing ideas and high expec­ta­tions. Show that cop­ing strate­gies include rich inter­nal fan­tasy, decom­press­ing and reju­ve­nat­ing, cre­ative work, and active use of leisure time.

Bates, J. & Mun­day, S. (2005). Able, Gifted and Tal­ented. Lon­don: Con­tin­uum Inter­na­tional Pub­lish­ing.
Mac­In­tyre, C. (2008). Gifted and Tal­ented Chil­dren 4–11. Oxford: Rout­ledge.
Olszeweski-Kubilius, P., Limburg-Weber, L. & Pfeif­fer, S. (2003). Early Gifts: Rec­og­niz­ing and Nur­tur­ing Children’s Tal­ents. Texas: Prufrock Press.