The significance of self-awareness for personal growth among gifted and talented children
Sebastian Mak
What thoughts arise when the phrase 'giftedness in children' is mentioned? I speculate that the majority of individuals envision an intelligent youngster, leading in their studies, naturally remarkable. However, the concept of giftedness encompasses a broader spectrum – our interactions with and interpretations of the world vary in distinct, qualitative manners. The definition provided by the National Association of Gifted Children (NAGC) characterizes gifted individuals as those who exhibit remarkable levels of aptitude (exceptional capacity for reasoning and learning) or competence (well-documented performance or accomplishment in the top 10% or less) in one or multiple areas. Typically, individuals with an IQ of 130 or above are categorized as gifted. Assessment is generally conducted through accomplishments, skills, or IQ assessments, although a universally endorsed definition of giftedness remains elusive across all fields of expertise. Children displaying giftedness exhibit innate talents surpassing those of their peers in equivalent age, exposure, or surroundings. There is no standardized blueprint for being gifted; an individual might possess creative and intellectual gifts, while another demonstrates extraordinary physical dexterity, excelling in any sport attempted. Predominantly, giftedness is influenced by genetic inclinations and capacities. Nevertheless, external elements hold significance, particularly during early childhood. For instance, a child exposed to numerous enriching encounters and diverse undertakings can also be impacted by environmental factors. Regarding biological distinctions from the typical child, scientific investigations have disclosed that gifted individuals exhibit augmented brain volumes in specific regions, heightened interconnections spanning brain areas, elevated sensory acuteness, and enlarged brain sectors linked to emotional intelligence, displaying heightened responsiveness to challenges. The cerebral cortex in an average brain undergoes swift development during early years, generally attaining maximum size around age 5. Conversely, the cerebral cortex in gifted brains matures at a slower pace, progressing until adolescence. This underscores the adaptable nature of gifted brains, as the cortex remains receptive to environmental stimuli through early teenage years, engendering fresh neural pathways from every attentive experience. Gifted brains also manifest a heightened cellular generation, fostering increased synaptic activity that precipitates more intricate cognitive processes. This phenomenon constitutes the most pronounced indication of gifted brains: neurons are biochemically more abundant. Therefore, these brain patterns help understand complex thoughts and develop new ways of processing information, often beyond the grasp of most people. At times, the gifted individual might encounter feelings of being inundated by copious processed data, notions, hypotheses, and deductions. This can lead to a sort of 'congestion' within their mental processes, potentially resulting in lagging performance in lessons or examinations. A gifted child might also exhibit excessive restlessness or outward signs of inattention, which essentially mirror their heightened neurological activity.
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