Families and Gifted Children (continued)

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Whatever the original “gifts,” without extremely favorable supporting and teaching circumstances over more than a decade they would not have been likely to reach the levels of attainment for which they were selected. . . . The most striking finding in talent development is the very active role of the family, selected teachers, and sometimes the peer group in supporting, encouraging, teaching, and training the individual at each of the major stages in his or her development. (Bloom, 1982, p. 511)

Of major interest in the findings is the power of the family’s belief in the child. The family that believes the child has special ability will hold different expectations of the child, allow more opportunities for the child to develop the ability, and treat the child differently. Even if the child is, in fact, not significantly more able than others in the family, these beliefs and expectations cause the family, teachers, and the child to do things that result in the given ability reaching an outstanding level. Bloom (1982) found that only one child in each family tends to be chosen for exceptional development in a given ability—not necessarily the most able child, but the one with the greatest desire to excel.

It was further discovered that it is “the values and interests of the parents that will determine which traits and qualities will be given great encouragement and further cultivation and which traits and qualities will be ignored” (Bloom, 1982, p. 520). Contrary to previously held belief, Bloom found that the children received opportunities and encouragement first, and only later were they seen to possess special ability. The following factors seem to be most important in identifying and developing special ability:

• Families who greatly value and enjoy music, the arts, sports, and/or intellectual activity and view this as a natural part of life so that the child learns to speak its language;
• Families who believe in the work ethic;
• A first teacher who is warm and loving, makes lessons seem like games, instructs on a one-to-one basis, and includes parental interest;
• A second teacher who emphasizes skills and self-discipline and continues to individualize instruction; and
• Access to a master teacher who opens doors.

From this study, we find more evidence for the importance of making early learning opportunities and encouragement available.

Data continue to show that most human beings are born with enormous potential. However, three characteristics seem to be necessary to achieve at high levels: an unusual willingness to do great amounts of work, a determination to do one’s best at all cost, and the ability to learn rapidly. These traits emerge from early socialization and attitudes in the home, exposure to varied and numerous opportunities and experiences, and the early training provided by teachers at home and at school. The evidence that learning rates can be altered by appropriate educational and environmental conditions suggests that providing very favorable learning conditions in the early years can markedly influence learning rate. The rate of learning is an expression of advanced and accelerated brain development, an indicator of a high level of developing intelligence (Diamond, 1998; Hawkins, 2004; Siegel, 1999).