Gifted children are often discussed in terms of their intellectual ability and rarely in terms of their behaviors, needs, difficulties and feelings. This often oversimplifies their capabilities; disregards the barriers they face and fails to provide them with the strategies needed to help them reach their full potential. Based on the research of Maureen Neihart & George Betts (2010), the following provides examples of giftedness. Parents can look to these examples to assess for giftedness in their children and individualize their needs.
Research suggests that at least 5-8% of school age children experience school refusal (Kearney & Silverman, 1993; Sewell, 2008). Simply defined as a clear difficulty to remain in or attend school, school refusal can be very challenging for parents to deal with. Especially in small children, as school refusal is often comorbid with behaviors such as tantrums, verbal aggression, non-compliance and even somatic complaints (stomach aches, headaches, fake colds, the gamut). Things can become even more complex in older children whom are often nifty and completely capable of finding new and innovative ways to avoid going to school.
Proactive, self-regulated learners are thought to be the most successful. Research suggests that they make attainable yet challenging goals and are normally learning oriented rather than achievement oriented. Thus, self-regulated learners continue to seek learning opportunities regardless of achievement or failure. For them, the goal of learning is understanding and self-regulated learners have a much more positive relationship with learning than other types of students. Several characteristics have been associated with self-regulated learning, each of which can be developed in students. The following will provide an overview of each characteristic and should be encouraged.
Felder, R. M., & Soloman, B. A. (2000). Learning styles and strategies.
Active learning can be a vital instrument in developing confident, involved, independent learners. Psychologists such as John Dewey, Jean Piaget, Jerome Bruner and Maria Montesorri have long promoted the idea of children being “hands-on” as a key to lasting learning. From their point of view, experience is the most vital facet of the learning process. And while we know the importance of understanding how and when to apply what we learn; most learning theories teach concepts without sufficiently showing learners how to apply their knowledge. However, Constructivist learning is different.
Attachment theory suggests that the early interactions that occur between parents and their children deeply impact the way children think. These interactions can predict things like success in future relationships and even behavioral problems. What is relevant to learning, is that a parent’s level of demandingness vs their responsiveness in relation to how they communicate with their child, can also predict learning behavior.