For Homeschool Resources Visit Teach-At-Home
Search for 
Home | Legal | About Us | Link To Us | Bookmark Us | Recommend Us | Suggest a Link | Search | Feedback | Contact
space



Nurturing Social-Emotional Development
of Gifted Children

Site Sponsors Problems from Outside Sources
A system for guiding parents who wish to take a proactive role in the social and emotional growth of their children called Parent Coaching. Early childhood educators - Your best resource for infomation, ideas and inspiration on the topic of early childhood education. Articles, links and resources. The Old Schoolhouse - The Magazine for Homeschooling Families. The Busy Woman Daily Planner - Time Management Strategies and Tools for Busy Women. Problems from Outside Sources
Lack of understanding or support for gifted children, and sometimes actual ambivalence or hostility, creates significant problems (Webb & Kleine, 1993). Some common problem patterns are:
  • School Culture and Norms. Gifted children, by definition, are "unusual" when compared with same-age children--at least in cognitive abilities--and require different educational experiences (Kleine & Webb, 1992). Schools, however, generally group children by age. The child often has a dilemma--conform to the expectations for the average child or be seen as nonconformist.

  • Expectations by Others. Gifted children--particularly the more creative--do not conform. Nonconformists violate or challenge traditions, rituals, roles, or expectations. Such behaviors often prompt discomfort in others. The gifted child, sensitive to others' discomfort, may then try to hide abilities.

  • Peer Relations. Who is a peer for a gifted child? Gifted children need several peer groups because their interests are so varied. Their advanced levels of ability may steer them toward older children. They may choose peers by reading books (Halsted, 1994). Such children are often thought of as "loners." The conflict between fitting in and being an individual may be quite stressful.

  • Depression. Depression is usually being angry at oneself or at a situation over which one has little or no control. In some families, continual evaluation and criticism of performance--one's own and others--is a tradition. Any natural tendency to self-evaluate likely will be inflated. Depression and academic underachievement may be increased.

    Sometimes educational misplacement causes the gifted youngster to feel caught in a slow motion world. Depression may result because the child feels caught in an unchangeable situation.

  • Family Relations. Families particularly influence the development of social and emotional competence. When problems occur, it is not because parents consciously decide to create difficulties for gifted children. It is because parents lack information about gifted children, or lack support for appropriate parenting, or are attempting to cope with their own unresolved problems (which may stem from their experiences with being gifted).
Previous Page previous page home next page Next Page
** Teach-At-Home: Your Homeschool Resource Center **
Please E-Mail your comments or suggestions.
Hi!
 ICRA Teach-At-Home is listed as a family-friendly and child-safe web site by the Internet Content Rating Association Labelled
2000-2008 Teach-At-Home, Inc.
Teach-At-Home Inc. has no liability for any content or goods on the
Teach-At-Home site or the Internet, except as set forth in the Site Terms of Use.
Site Terms of Use |  Advertise |  FAQ |  Privacy