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Shade, Rick; Shade, Patti Garrett – Parenting for High Potential, 2015
Creativity is best identified in children and adults by looking for behaviors such as flexibility, playfulness, curiosity, originality, intellectual risk-taking, and persistence in thoughts or actions. These creative behaviors occur at certain times and under certain conditions in everyone. But, they can also be either enhanced or severely…
Descriptors: Creativity, Child Rearing, Parenting Styles, Child Development
National Association for Gifted Children, 2018
The National Association for Gifted Children's Whole Gifted Child (WGC) Task Force was the Presidential initiative of Dr. George Betts (NAGC President 2015-2017). The WGC Task Force reflects a collective of expertise related to gifted children, gifted education, counseling the gifted, and talent development. Dr. Betts charged the Task Force…
Descriptors: Academically Gifted, Gifted Education, Talent Identification, Best Practices
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Kiewra, Kenneth A. – Parenting for High Potential, 2014
In his work, psychologist Benjamin Bloom concluded that almost all people can learn anything if provided with the right conditions, and that when a child commits to a talent area, parents must commit as well. Author Ken Kiewra studied real-world prodigies in various domains and shares his perspective on the conditions necessary for success and on…
Descriptors: Parent Role, Parents as Teachers, Talent Development, Child Development
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Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M. – Parenting for High Potential, 2013
What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…
Descriptors: Talent Development, Talent Identification, Mathematical Aptitude, Children
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Boazman, Janette – Parenting for High Potential, 2014
This article focuses on the fact that very often the traditional parent-teacher conference process is missing the most important stake holder, the child. The author asks the reader to clear the traditional image of parent-teacher conferences from their mind and imagine a conference process and setting that has the potential to bring together…
Descriptors: Parent Teacher Conferences, Child Development, Models, Goal Orientation
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Cross, Tracy L.; Coleman, Laurence J. – Journal for the Education of the Gifted, 2014
In this article the author's research reports that giftedness is a combination of advanced development and creativity. It is developmental in nature in that it begins as potential (generally in young people), evolves into achievement within recognizable domains during the school years, and becomes increasingly advanced (compared with peers)…
Descriptors: Academically Gifted, Talent Development, Child Development, Adolescent Development
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Pfeiffer, Steven I. – Journal of Psychoeducational Assessment, 2012
Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development…
Descriptors: Academically Gifted, Identification, Talent Development, Intelligence Quotient
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Wu, Echo H.; Hertberg-Davis, Holly – Gifted and Talented International, 2009
This paper illustrates a case study on two Chinese American families with gifted children, and the major topic focuses on the influence of parenting beliefs and practices on children's talent development. In-depth interviews were employed to collect data from the Chinese parents who lived in America, and research questions include the daily…
Descriptors: Academically Gifted, Parenting Styles, Child Rearing, Chinese Americans
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Morelock, Martha J.; Morrison, Karin – Roeper Review, 1999
Identifies some of the inherent problems involved in, and presents a differentiated definition of, "developmentally appropriate programming and practices" that specifically targets the special needs of young gifted children. A Multidimensional Curriculum Model is introduced which can be used to design developmentally-based curricula appropriate…
Descriptors: Child Development, Curriculum, Curriculum Design, Definitions
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Sankar-DeLeeuw, Naomi – Roeper Review, 2006
Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. This paper reports on investigations into the lives of five gifted…
Descriptors: Investigations, Kindergarten, Special Needs Students, Case Studies
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Sosniak, Lauren A. – Journal of Secondary Gifted Education, 1999
A study examined the educational histories of 120 talented individuals in various fields for recurrent patterns. The study found patterns for childhood, adolescence, and young adulthood phases. The importance of time, task, and communities of practice in everyday life is stressed. The Academic Talent Development Program, a summer program for…
Descriptors: Adolescents, Child Development, Children, Developmental Stages
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Quigley, Richard – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2005
This article features Woodland Hills's Neighborhood Youth Services. The Neighborhood Youth Services (NYS) program is a community-based program created by Woodland Hills, a residential program for troubled adolescents in Duluth, Minnesota. Principles for building respectful adult and peer relationships developed in the treatment environment were…
Descriptors: Intervention, At Risk Persons, Youth Programs, Community Programs
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Rotigel, Jennifer V. – Early Childhood Education Journal, 2003
Describes characteristics of young gifted or talented children that affect the way they learn and develop. Asserts that teachers and parents should consider each child's unique needs as they plan for their education. Discusses concerns such as uneven development, the need for acceleration or enrichment, appropriate socialization and peer…
Descriptors: Acceleration (Education), Child Development, Childhood Needs, Curriculum Enrichment