Allowing The Gifted To Flower !!

YOUNG ACHIEVER: Tathagat Avtar Tulsi, youngest Ph.D scholar, at Indian Institute of Science, Bangalore.


Sara, who is five years old, listens as her 32-year-old father comments that today was her grandmother's 64th birthday. "Grandma's age is just twice my age," he observes.
Although outwardly Sara does not seem to react to this information, her mind is whirling. A few moments pass and then the young girl excitedly replies, "You know dad, you will only be 54 when your age is twice mine!"
This is an example of the talent a child with the gift of numbers may show.
The gifted may have to save themselves from too much of external pressure seeking help, based on their special talent. How can this be done? There are many strategies. An easy method is not to trumpet your talents. Act as if you do not know as much as you really know. The method of keeping aloof may help in this regard, but may lead to other problems. So better do not attempt that. It is a good idea not to come to the limelight. You may enjoy initial publicity, but may regret it later. Your language and behaviour may be the same as that of the normal person in everyday life, though you may demonstrate your talents on occasions of significance. Otherwise a quiet approach is sufficient. Do help your peers at times of need, but not beyond a point. You may move with adults. Participate in group activities where people of all age-groups merge and mingle together, preferably outside the school environment.
Educational acceleration

If parents or teachers can find time to teach something interesting at a suitable pace, gifted children will enjoy the experience that saves them from the usual boredom they suffer in the classroom atmosphere. They have to be told that the experience of individual pacing is exceptional and that the practice cannot be followed always. They can be given exercises involving creative thinking or creative behaviour. Creative storytelling, evolving new dancing styles, and writing out new numerical problems based on the known types are some examples. In the case of younger children, if a three-year old enjoys toys designed for five-year olds, it should be welcomed. If she asks creative questions, she should be encouraged. If she speaks with advanced language skills, we should also use appropriate phrases in return to please her.
Those who show rare qualities of leadership should be given opportunities. They may motivate others or show exceptional skill in effective communication. They may love challenges, occasions for creative thinking or critical reasoning. They may exhibit rare knack for negotiation, decision-making and versatility in action. Encouraging self-designed projects and their implementation would take them to the pinnacles of satisfaction and peak of self-respect. Constructive debates and discussions form another vital area deserving attention. Educational acceleration planned wisely will not harm the child. There need not be apprehension in offering appropriate opportunities for educational enrichment.
Stubbornness or arrogance should be nipped in the bud. The child should have supreme confidence that parents will be strongly behind him during hours of trial. Patiently listening to him is essential, since that would help to identify the child's problems. Enlighten the child on her strengths and weaknesses. Do not think that the gifted child is the best judge of her attributes. If a person is a born artist, she has come to realise her skill only through others.
Intelligence of a person is never directly visible. It can be known as we know the invisible wind:
"Nobody sees the wind; neither you nor I,
But when the trees bow down their heads, the wind is passing by."
The wise child learns to see the trees bowing down their heads and draw inferences from it.
It is far better to prevent problems than seeking solutions to problems that have been precipitated through thoughtless styles of handling the gifted child.
Schools can think of separate grouping for weekly discussions and even contemplate separate projects and curriculum. There can be special library facilities for gifted children. Special care has to be bestowed on gifted girls. Although they outperform boys at certain academic levels, they are found to lose the momentum later when it comes to career, perhaps for social constraints. Girls need added encouragement to carry their efforts to total fruition.
Bringing up gifted children is indeed a brave challenge for the parents. It may be a matter of ecstasy on occasions, but may pose grave problems of management. Home schooling would be essential in many cases, since regular schools may be reluctant to offer a special tailormade menu for the few gifted children. No parent should attempt training a multitalented child solely by himself. External assistance would be necessary to fulfil the child's aspirations.

source-B. S. WARRIER (internet)