1. Early intervention promotes optimal development.
a. Giftedness can be observed in the first three years by rapid progression through the developmental milestones.
b. Early identification of advanced development is essential.
c. The ideal age to begin intervention and enrichment is between 4 and 8.
2. “Beyond Potential” has developed effective strategies for teaching visual-spatial learners.
a. The child who is talented, creative and gifted is very often a visual-spatial learner. He thinks in pictures. Traditional education is better matched for auditory-sequential learners.
b. The gifted child often has hidden learning disabilities, recognised as dual exceptionalities. Giftedness could mask disabilities, but higher abstract reasoning enables some children to compensate for these weaknesses, making them harder to detect.
3. It is essential to create an environment that celebrates children’s differences.
a. Over 60% of gifted children are introverted. Introversion correlates with introspection, reflection, the ability to inhibit aggression, deep sensitivity, moral development, high academic achievement, scholarly contributions, leadership in aesthetic and academic fields in adult life and smoother passage through midlife; however, it is often misunderstood and ’corrected’ by well-meaning adults.
b. The gifted child is asynchronous. His development tends to be uneven, and he often feels out-of-sync with age peers and school expectations. He is emotionally intense and has a greater awareness of the perils of the world. He may not have the emotional resources to match his cognitive awareness.
4. Giftedness can be nurtured in a supportive environment with the Beyond Potential Programme.
a. Social self-concept improves when a child is placed with true peers in special groups.
b. Perfectionism, sensitivity and intensity are three personality traits associated with giftedness. The brighter the child the earlier and more profound is his or her concern with moral issues. This potential does not develop in a vacuum.
c. The gifted child thrives in programmes using differentiated instruction, where groups are multi-age and enrichment activities are varied.
