Help my child is gifted ✅ Characteristics and behavioral recommendations

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Characteristics of giftedness and behavioral recommendations for parents

How do I recognize giftedness in my child?

Already in kindergarten, parents compare their child’s developmental status with other peers in the group. Individual factors often come to the fore, which should confirm that their own child is ahead of other children, and parents seek help with the question of whether their child is gifted. As school age approaches, this parental attention increases significantly. This special interest of parents in the suitability of their child for school is quite natural. Each child is something special and already has its own personality, which develops more and more and at different speeds.

Advantage does not equal talent

The basic question for parents revolves around the right time for their child to start school. Is it suitable for school at age five or six or only suitable for enrollment at age seven? Parents like to draw on particularly strong abilities in isolation and immediately interpret them as highly talented compared to their teammates. If a child can already count and solve simple addition or subtraction problems compared to his peers, or if he can already read and understand short texts, this does not necessarily mean that he is gifted! Only a cumulation of different properties could they indicate that the child is gifted. This Characteristics and signs of giftedness they are NO clear signs of a gifted child. First intelligence test gives assurance of special talent.

Characteristics of giftedness

significant interest in facts
the child quickly adapts to the new environment
quickly draws conclusions and also recognizes complicated connections
assesses the consequences of his actions and the actions of others
asks questions of those around him and patiently accepts the answer
early development of independent problem-solving abilities when assigning a task
Understanding dangerous situations (get help instead of running away)
an early interest in symbols such as car brands, road signs or company logos
increasing interest in letters and numbers and their playful use
he paints and crumbles a lot from his own imagination
Great interest in reading and telling stories
early interest in reading, making up and writing down stories
shows a strong sense of justice and questions the decisions of “authority figures” such as educators or teachers
prefers to be around older children or adults
already has “adult” general knowledge and uses it in solving tasks in the classroom

Help my child is gifted – test giftedness with one Intelligence test for children

Statistically, almost 2 percent of the population in Germany are gifted, which means that their IQ is significantly above average in relation to their age-appropriate comparison group. This IQ is the sum of a whole range of different cognitive abilities and talents. Therefore, giftedness cannot be read only from individual positive developmental factors, but only from those that are specialized for children professional intelligence testing, which is also carried out by the Profiling Institute in Düsseldorf for children from 6 years of age is offered.

How can I support my child’s talent?

Although it may not be immediately gifted, parents can and should have a positive influence on their child’s intelligence from an early age. Genetic factors have only a limited influence on a child’s cognitive development. On the other hand, influences from the child’s personal environment and also social factors have a predominant share. An important task of parents is first and foremost to stimulate the child with active stimuli to constantly think with the aim of supporting mental development and also weakening or compensating any adverse influencing factors. In addition to seeing, experiencing, and experiencing, another essential foundation is extensive communicative interaction between parents and their child, which becomes more concrete and branching out into details with age, but always sees the child as an equal partner in the conversation.

Behavioral recommendations for parents with a gifted child

don’t stifle your child’s curiosity by forcing them to “be a kid” or act in age-appropriate ways
to answer the child’s questions factually correctly, without falling into supposedly childish patterns of explanation
if you don’t know the answer, it’s better to refer someone who can answer it rather than giving the wrong answer out of embarrassment
don’t force the child to learn at a certain pace or to engage in a hobby
draw the child’s attention to other topics and areas of interest
regularly visit animal parks, botanical gardens, museums, exhibitions, theater performances, concerts with the child
Support for children’s activities such as sports, playing music, painting, handicrafts
Include in planning family activities
give the child small daily chores that he should be able to do independently
sensitize the child to problems in kindergarten and school
to tame one’s own ambition to realize oneself in one’s own child

What could the support of a gifted child specifically look like?

For example, in adulthood, when naming an animal, even with young children, one should refrain from silly reproductions of sounds and instead name the animal specifically, and as the child grows, associate the difference in appearance with different names. The animal should be described as a dog instead of “Wauwau” and later the corresponding breed names, such as dachshund, poodle, etc. This methodology can be extended to all other areas of observation in nature and the environment (e.g. trees, flowers, etc.).

What else can parents do?

It also makes sense for parents to stimulate the child’s imagination by reading a bedtime story or involving the child in the story of his own daily routine, which not only trains the child’s memory, but also gives parents the opportunity to find out more about their interests and inner feelings (e.g. joy or fear ).

Help my child be gifted – what problems might arise?

Especially in poor or ill-mannered families, a combination of negative social factors has a negative impact on the child’s mental development. In addition, this important communication interaction between parents and child is not so pronounced for various reasons, which is why gifted children usually have parents with an above-average income. The school should really take this circumstance into account and complement the active impulse. However, large classes and the increasing heterogeneity in the level of development of pupils within the year present the school with a big problem, which it is not always able to adequately solve. Compensatory measures should be considered in time. Many of the above-mentioned offers in cities and towns can be used cheaply or even for free.

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