Giftedness should extend far beyond a category or a label; it should certainly not be confined to a score or an IQ or achievement test. The test simplifies the recognition of some talents, but the complex potential of a child’s talents, sustained interests, and special aptitudes cannot be represented by performance on a limited number of questions in a fixed period of time. To rely on achievement test scores to determine giftedness is to say, in effect, that people are gifted because they are good at giving the right answers in the areas the examiners decided are important. Reliance on achievement tests makes it easy to standardize the kinds of talents that are valued. Whatever their original intent, the tests seem to say: if we cannot measure it, it doesn’t matter. So, our definition of giftedness is more demanding, but it’s much more accurate: giftedness is the potential for creative accomplishment over a sustained period of time in a number of different possible fields.
There are two distinct extremes when it comes to parenting. First, there are the straight-laced, locked-down, rule-setting, control-freak parents who try to force their kids into a tight little box where they have no opportunities to make any decisions on their own. Some of these kids grow up, run off to
In Teaching Kids to Think, Dr. Darlene Sweetland and Dr. Ron Stolberg offer insight into the social, emotional, and neurological challenges unique to this generation. They identify the five parent traps that cause adults to unknowingly increase their children's need for instant gratification, and offer practical tips and easy-to-implement solutions to
Life today can be complex, distracting, fast moving, 24-7, and stressful. It is also joyful and full of exciting possibilities. We know that if it is this way for us, it is only going to be more so for our children. We all want the best for our children, but how
Children are not that different from adults. They want clear and realistic goals, expectations for their futures, and systems that will allow them to arrive at those goals feeling fulfilled and stronger. They also want a voice in setting those goals and expectations for their futures. When children go to a
Here is the bestselling book that will give you the know-how you need to be effective with your children. Enthusiastically praised by parents and professionals around the world, the down--to--earth, respectful approach of Faber and Mazlish makes relationships with children of all ages less stressful and more rewarding. Recently revised and
Sparks—when illuminated and nurtured—give young people joy, energy, and direction. They have the power to change a young person’s life from one of “surviving” to “thriving.” Grounded in new research with thousands of teenagers and parents, Sparks offers a step-by-step approach to helping teenagers discover their unique gifts, and works for
It seems everyone has a different method for dealing with the madness. Attachment parenting, free-range parenting, mindful parenting—who is to say one is more right or better for one’s child than another? How do you choose? The truth is that whatever drumbeat you march to, all parents would agree that we
How children think is one of the most enduring mysteries—and difficulties—of parenthood. The marketplace is full of gadgets and tools that claim to make your child smarter, happier, or learn languages faster, all built on the premise that manufacturers know something about your child's brain that you don't. These products are
If you are a teacher, have you been teaching long enough to remember when children sat in neat rows and obediently did what they were told? If you are a parent, do you remember when children wouldn't dare talk back to their parents? Maybe you don't, but perhaps your grandparents do.
By many standards, the world is a much better today than it was forty years ago. Still, in the past, we could assume that children growing up, if they survived physically, would be equipped with the capabilities to act in their own behalf and pursue opportunities as adults. Today, when the
Giftedness should extend far beyond a category or a label; it should not certainly be confined to a score or an IQ or achievement test.
When we talk of “gifted” children, we’re not referring to only a tiny group of people at the far end of the normal curve
The potential for creative accomplishment—for behavior we could regard as gifted—resides in all children.
By emphasizing the potential present in all children, our approach includes those at the opposite end of the curve, away from giftedness.
Permit your child to develop his potentials, and allow choices as to how (and how much) those will be nurtured.
Praise and encourage your child for trying to be outstanding in a special area, for succeeding, and for risking failure and sometimes experiencing it.
Don’t expect that giftedness can be developed without problems; it often requires a great deal of parental time, devotion, and effort.