Symptoms in a broad sense
Giftedness, diagnosis of giftedness, Talent, high talent, special talent, genius, special talent, high intelligence, highly intelligent, highly talented, high performance, high talent and partial performance disorder, high talent and dyscalculia, high talent and dyslexia.
engl .: highly gifted, highly talented, endowment, giftedness.
Promotion of giftedness
To an existing one giftedness are to be funded concentration Games especially advisable.
For this purpose, we have developed a game in combination with a game manufacturer, which can promote a gifted talent.
Through the combination of concentration and games, different goals can be achieved very well.
We particularly value the high quality and workmanship of this game.
Advice on funding
Children should be encouraged – regardless of their intellect – in early childhood: age-appropriate and in a meaningful framework. This happens because the child is repeatedly offered sensory stimuli, which it explores, internalizes and thus literally understands.
In the case of a diagnosed talent, special attention must be paid to the characteristics of the funding, with whom a child shows its skills to the outside world. Since there are also highly gifted children who, for various reasons, cannot (do not directly show their abilities to the outside), special attention must be paid to the individual circumstances as part of the support.
The Promotion of giftedness can be designed in many layers and in addition to funding at school, is promotion at home of very special importance. This is where it begins, and usually (indirectly) in early childhood. In addition, you can different contact points, such as child and adolescent psychologist or self-help groups help to make the support more oriented towards the child and his or her individual characteristics.
Especially when children cannot show their skills at the performance level and / or problems can arise different forms of therapy of a child and adolescent psychologist can be very helpful.
When defining what giftedness is, it is very common to limit yourself to measuring intelligence. However, giftedness is more than an intelligence test that promises to determine intelligence using an intelligence quotient, but an essential criterion of giftedness is that there is an intelligence quotient (IQ) of at least 130.
However, neither talent nor high talent is to be equated with performance or high performance. This is due to the fact that performance is based on different components and is influenced by many aspects or side effects.
In other words: Even after a diagnosis, a child / adolescent does not necessarily have high or high performance.
A Promotion of giftedness can start at different starting positions:
- When gifted children don’t really show their skills,
- When highly gifted children show their skills and want to receive further support.
Fundamentals of support in the domestic area
The family is the starting point for personal development, as well as for all educational processes. It also forms the essential basis for school learning and lifelong educational processes. Children must be able to feel emotionally secure in the family and know that they are accepted, loved and taken seriously with all their strengths and weaknesses.
Regardless of the (intellectual) skills and thus also the individual basics, there are essential basic requirements that are of particular importance for school learning. This includes in a special way:
- That children learn to deal with successes and failures. To this end, children usually have to be instructed to recognize positives in both successes and failures and to be able to derive consequences from them. Everything, of course, at an age-appropriate level.
- That children learn endurance, for example by learning from an early age to end games that have started.
- That the original childish curiosity is also used by not learning pre-prepared knowledge, but the natural one Urge to try and discover trains and derives its own, self-discovered knowledge.
- That children are given time and space for their own discovery and thus have the opportunity to do something actively and the To use sensory experiences. Avoid flooding with stimuli and above all leisure stress by rushing from one leisure appointment to another. Less is often more!
Promotion in the home
you as parents can through the education and through that role model have a decisive influence on what your child deals with. Children like to argue in the context of leisure time activities according to the interests, but also the fun factor and are immensely influenced by the opinion of their peers in the choice of leisure time.
Ask yourself about the meaningfulness of games. Try them out yourself. Games can Be “educationally valuable” and definitely (or maybe because of that?) Fun.
is of particular importance not only in the area of the highly gifted.
Depending on the direction of the game, to varying degrees:
- logical thinking
- the ability to concentrate
- the ability to combine
- the ability to speak
- the imagination
- the ability to work in a team
- motor skills
- the memory
- the creativity
be trained without really noticing it ("learning along the way"). You will find some suggestions for educational educational games on our subpage "Educational games", the you from now on can also order through our website.
We want here absolutely no way call for leisure activities to be based solely on the wishes of adults.
In our opinion, it is sensible and important pay Attention to, with what things her child is busy in her free time.
A constructive leisure activities can take place in numerous variants and also have a positive impact on family life. In particular, take advantage of the opportunities that the surrounding area offers:
- animal parks
- Botanical gardens
- special exhibitions
- Theater (age-appropriate performances)
The selection of good children’s literature in the children’s room is also of particular importance for the education of a child. Reading books creates images in your head that are influenced by your own creativity and imagination. You may have been disappointed yourself once or twice when you read a book and later watched the film. It didn’t match her imagination. At this point we do not want to give the impression that (age-appropriate) television cannot make a significant contribution to (child) education. Rather, we are concerned with highlighting the advantages of books and the positive qualities of reading.
So-called are also often used "hands-days" offered where children are in your interests Gather experience and knowledge "be"-to grab can.
Depending on the age, the Children’s University can also offer seminars that suit your child’s interests. These are scientific projects that are processed in a child-friendly manner and take place at a specific date in a week at a university.
In addition, funding can also take place in the area of special talents, for example in the musical – aesthetic area (learning to play certain musical instruments, etc.).
Please always pay attention to this, that you
- no constraint exercise on your child (neither directly nor indirectly, for example by hints like: "But I would be happy if. ).
- you Let the child have a say, what it wants or what it is interested in.
- Though active with your child Design leisure time, but don’t turn it into a course. Answer your child’s (curious) questions, however "to bore" Don’t do it with facts, facts, facts.
- Your (highly gifted) child also has the right to be a child!
Funding in the field of school
As part of the Promotion of talent in school a distinction is made between two areas:
- 1. the acceleration (= Acceleration)
- 2. the enrichment (= Enrichment
Under one acceleration one understands the acceleration of going through the school career. Classic aspects of acceleration are therefore:
- the prematureschool enrollment
- the Skip of grade levels
- It is also conceivable to attend classes in a higher class only in relation to one subject, but for organizational reasons it is very difficult to implement them in the individual schools (different timetables and nonetheless: compulsory participation in all subjects)
- the premature transition to secondary schools or institutions.
The Enrichment however, refers to the differentiation of teaching and aims to enrich teaching for the gifted child in such a way that it is promoted accordingly. There are theoretically many possibilities in this regard:
- Different levels of requirements for the task (e.g. workshop lessons, individual daily and weekly plans,.)
- group projects (to promote self-employment, possibly at different levels)
- Communities of interest
- working groups
- Extra electives
- "Knobel courses"
As can be seen from the description, the measures of enrichment depend in a special way on the commitment of the teacher, their way of working but also on the possibilities of the school and learning requirements of the children. For example, a more open-minded lesson can better address a child’s individual abilities and a less rigid form of school organization can offer more funding opportunities.
Open forms of teaching require a higher level of commitment on the part of the teacher, but also a variety of teaching and learning materials and the opportunity to open up the classroom to the outside world.
On Enrichment in the sense described above Binnendifferenzierung offers not only the opportunity to support gifted children, but rather attempts are made through this form of individualization of teaching to do justice to all children. Picking up the children where they can be located according to their performance implies a motivational suggestion and individual care. The changed teaching can be a special way to increase and improve the social skills of a child (s) among themselves.
Of course you can both forms also linked become. For example, if an enrichment takes place despite acceleration, or if the acceleration consists in attending a higher class only in individual subjects.
Further pages on the subject of giftedness
Here you will find further information on the subject area of giftedness:
More information about Learning problems can be found at:
A list of all the topics we have under our "Learning Problems" – See page: Problems with learning A-Z
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