Gifted individuals have unique social and emotional needs that often manifest as challenging interpersonal behavior. Chief among these needs are the fact that gifted students tend to be quite emotionally intense and that they tend to be quite cognitively rigid. Emotional intensity is defined as having stronger, more frequent, more complex, and…

Children, particularly young children, demonstrate characteristics of giftedness in many different ways. These characteristics manifest themselves based on gender, experiences, cultural identity, personal passions and interests, and family or community. Gifted children develop asynchronously. Morelock (2000) stated that "asynchrony in the gifted…

In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic…

Seven profiles of extremely gifted children under the age of four are presented. Examination of the cognitive, social, and emotional profiles of these children suggests that no singular pattern characterizes their functioning. (DB)

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

A model for viewing adolescent psychosocial development is outlined and used as a framework for reviewing literature. The model assumes that basic changes in adolescents' biological, cognitive, and social capacities reciprocally interact with the social settings of the family, peer group, and school/work to influence transformations in six areas…

There are a number of characteristics of gifted children reported by teachers and researchers. Such characteristics may include curiosity, advanced mathematical skills, large vocabulary, acute sense of humour. This paper examines the demands that humour, as a creative activity, makes on cognitive and social development. It is derived from research…

A study of 700 children (ages 5-12) investigated whether children's conceptions of and expectations of friendship are determined by chronological age or by mental age. Results found children of differing intellectual abilities pass through the five conception stages of friendship at different ages and at different rates. (Contains 4 references.)…

The goals and activities of the Orff-Schulwerk Approach and the Kodaly Method of music therapy are described; and the usefulness of each approach to develop creativity, social development, and cognitive ability in normal, gifted, and handicapped elementary level students is discussed. (SBH)

Following up on data compiled in a report issued two years previously, this article discusses the outcomes of a gifted program for children ages 13-14 in Torokszentmiklos, Hungary. It begins by describing the aim of the program and its main content elements. The program was designed to make learning methods and strategies of pupils effective, and…

A study of the effect of early admission on children in the first, third, fifth, and seventh grades in terms of academic and nonacademic achievement social and emotional development. Results showed no significant differences between early-admit children and their non-early-admit peers. (Author)

An instrument to measure teachers' instructional practices, the Instructional Practice Questionnaire, was developed and validated in three phases. The questionnaires focused on three domains of instructional practices: cognitive, interpersonal, and interpersonal. First, an initial questionnaire was developed for a pilot study, and data were…

An existential-phenomenological approach was applied to a case study of a gifted adolescent girl's perceptions of the school experience. Results of interviews and observations were interpreted in terms of awareness of self and social cognition, involvement in the school experience, and communication patterns and strategies. (DB)

In Australian workshops 20 parents of gifted children, under age 12, sought information in three areas: understanding of their children's development (e.g., intellectual ability, social-emotional factors, and motivation); school and related needs (e.g., children to proceed at own pace, for parents to understand school system); and sources of…