Characteristics of Gifted Children

Creative Ability

• Flexible thought processes in solving problems ( Clark, 2002).
• Early ability to delay closure ( Clark, 2002).
• Can generate original ideas and solutions; is highly creative; offers unusual, unique, or clever answers; originality in written, oral, or artistic expression; independent thinker (Clark, 2002; Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Lovecky, 1993; Rogers, 1986 ).
• Has a vivid imagination; fantasizes (Silverman 1997-2004; J. Gallagher, 1966; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Piechowski, Silverman, & Falk, 1985; Terman & Oden, 1959; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Has a keen sense of humor; comical (Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1926; Terman, 1925; Kanevsky, Maker, Nielsen, & Rogers, 1994 ).
• Is a risk-taker; adventurous and speculative ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Involvement with the metaneeds of society (beauty, justice, truth); is sensitive to beauty (Clark, 2002; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Nonconforming; individualistic ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002).
• Uses previously learned things in new contexts (Smutney, 1998).

Leadership Abbility

• Have an evaluative approach towards self and others ( Clark, 2002).
• Heightened expectations of self and others; perfectionistic; is self critical (Clark, 2002; Silverman, 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Adderholdt-Elliott, 1987; J. Gallagher, 1990; Kerr, 1991; Robinson & Noble, 1991; Whitmore, 1980 ).
• Advanced cognitive and affective capacity for conceptualizing societal problems ( Clark, 2002).
• Are self-confident with children their own age as well as with adults ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Responsible; can be counted on ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Is cooperative with teacher and classmates ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Tends to dominate others; directs activities ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Often has solutions to social and environmental problems ( Clark, 2002).
• Tends to question authority; is uninhibited in giving opinions (Silverman 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1940; Meckstroth, 1991; Whitmore, 1979).

Affective/Social-Emotional Characteristics

• Large accumulation of emotions that has not be brought to awareness ( Clark, 2002).
• Unusual sensitivity to the feelings and expectations of others; sensitive (Clark, 2002; Silverman, 1997-2004).
• Heightened self-awareness ( Clark, 2002).
• Advanced sense of justice – idealism at an early age; concerned with justice, fairness (Clark, 2002; Roeper, 1988; Rogers, 1986; Silverman & Ellsworth, 1980 ).
• Earlier development of internal locus of control ( Clark, 2002).
• Unusual emotional depth and intensity; shows compassion; sensitivity (Clark, 2002; Silverman, 1997-2004; Piechowski, 1979, 1991; Webb, Meckstroth, & Tolan, 1982; Torrance, 1977; Dabrowski, 1972; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Whitmore, 1980 ).
• Strong need for consistency between values and personal actions ( Clark, 2002).
• Advanced levels of moral judgment; morally sensitive (Clark, 2002; Silverman, 1997-2004; Gross, 1993; Hollingworth, 1942; Passow, 1988; Roeper, 1988; Silverman & Ellsworth, 1980; Terman, 1925 ).
• Strongly motivated by self-actualization needs ( Clark, 2002).

Psychomotor Characteristics

• Unusual quantity of input from environment through a heightened sense of awareness ( Clark, 2002).
• Unusual discrepancy between physical and intellectual development ( Clark, 2002).
• Has a high degree of energy (Clark, 2002; Feldhusen, 1986; Whitmore, 1980).                                                

References

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• Bloom, B. S. (1982). The role of gifts and markers in the development of talent. Exceptional Children, 48, 510-521.
• Clark, B. (2002). Growing up gifted (5th ed.) Columbus, OH: Charles E. Merrill.
• Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf.
• Feldhusen, J. F. (1986). A conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 112-127). Cambridge: Cambridge University Press.
• Gallagher, J. J. (1966). Research summary on gifted child education. Springfield, IL: Office of the Illinois Superintendent of Public Instruction.
• Gallagher, J. J. (1990). Editorial: The public and professional perception of the emotional status of gifted children. Journal for the Education of the Gifted, 13, 202-211.
• Gallagher, S. A. (1985). A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth grade students. Roeper Review, 8, 115-119.
• Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
• Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York: Macmillan.
• Hollingworth, L. S. (1931). The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15(1), 1-16.
• Hollingworth, L. S. (1942). Children above 180 IQ Stanford-Binet: Origin and development. Yonkers-on-Hudson, NY: World Book.
• Kanevsky, L., Maker, C. J., Nielsen, A., & Rogers, K. B. (1994). Brilliant behaviors. In C. J. Maker & A. Nielsen. Principles and curriculum development for the gifted. Austin, TX: Pro-Ed.
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• Piechowski, M. M. (1979). Developmental potential. In N. Colangelo & R. T. Zaffrann (Eds.), New voices in counseling the gifted (pp. 25-57). Dubuque, IA: Kendall/Hunt.
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