Source: Davidson Young Scholar Seminar
Dr. Robin Schader of the Neag Center for Gifted Education and Talent Development explains the factors that lead to achievement. A number of interesting ideas are presented on everything from the joy of learning to the value of hard work.
Several years ago, Joseph Renzulli drew the diagram E ? A to illustrate that the combination of Engagement, Enjoyment, and Enthusiasm leads to Achievement. These 3 “E”s are signs of light in the eyes.
Although our fast-paced, achievement-based, and measurable-results-oriented world may discount time taken to explore interests, it is time well spent, and is actually an essential piece of successful talent development. How do we know? One example comes from research at the University of Connecticut that addressed the success attributions of female U.S. Olympians. Findings indicated that exceptional performance occurs when “interests” and “abilities” coincide. It is the intersection of the two that is key. As one Olympian said when asked why she pursued the sport at which she earned her Olympic berth, “I was good at it (her sport) and I liked it. If I didn’t like it, no matter how much natural ability I had, I wouldn’t have been able to put in the work to be at this level.” Other examples come from K. Anders Ericsson’s research on the development of expertise. He points out that people may give up trying in an area (with the excuse that they really aren’t very good at it), when it isn’t necessarily a lack of ability standing between them and success, but a lack of desire to put in hard work and deliberate practice.
Therefore, if we hope our gifted children will actualize their potential, we must not only cultivate in them the qualities of perseverance, practice, and persistence, we must also guard their enjoyment and enthusiasm for learning. Interest areas, far from being ways to while away the hours, are the fertile ground where we, as parents and teachers, can encourage a child’s development.
There are solid reasons why helping a child discover areas of interest is important:
- Interest areas are where one experiences the joy of learning.
- A child can discover the value of hard work when investing in an interest area.
- Increased performance ability (success) comes through practice. Not only will children more willingly spend time tackling something of interest, success builds on success.
- Through the pursuit of interests, a child is able to build options and ideas for the future.
Tips:
- There is no gold standard for discovering interests. While some children appear hard wired for certain topics, others may take a more smorgasbord approach. Not everyone comes with an inner need or a driving passion. It can take time and serial exploration of “curiosity areas.”
- Reach out to other adults who have the light in their eyes. Look for mentors within areas that intrigue your child.
- There are social benefits to pursuing interest areas. Age isn’t much of a concern. Within interest areas, the requirement is willingness to learn, try, explore, and work. Think of cross age chess clubs, philatelic groups, computer animation, graphic design, or train/transportation buffs: Interest peers as opposed to age peers.
- Read biographies and encourage your child to read meaty biographies, as well. Learning about the paths taken by others is a powerful way to re-energize a child who isn’t engaged. You will also find clues to tuck away in your toolbox of ideas for future needs.
Making choices:
- A new passion could be a curiosity, or it could be the doorway to a life-long involvement. Who knows? And does it matter? Practically speaking (from the time, money, energy, management standpoint of a parent), it does matter. One can only spread oneself so thin. Include your child in the process of trying, choosing, pursuing, committing.
- Explain your family’s practical constraints and discuss expectations – not to overwhelm, but to guide and avoid future problems. For example, if your child has expressed an interest in violin (or foreign language or stamp collecting), you can begin in small increments. Provide many opportunities for open conversation and discuss the explorations as an action research project.
What is “supporting” and what is “pushing?
- Guidance isn’t just about giving examples or opportunities. It’s not about offering things TO your child, FOR your child, or AT your child. “Supporting” is most effective when you talk over ideas, successes, challenges WITH your child. It is often said that the most powerful role of a parent is as a role model. This is particularly important when one is trying to re-awaken or refresh the intrinsic motivation for learning that is currently dimmed. “Pushing,” on the other hand, is when the result, award, product, or success becomes a need of the parent.
Resources for further thought:
- Austin, J. H. (2003). Chase, Chance, and Creativity. Cambridge, MA: M.I.T. Press.
- Cskiszentmnihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
- Ericsson, K. A., Charness, N., Hoffman, R. R., Feltovich, P. J. (eds.) (2006). Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press.
- Gagne, F. (2000). Understanding the complex choreography of talent development through DMGT-based analysis. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed). Oxford: Elsevier.
- Simonton, D. K. (1994). Greatness: Who makes history and why. New York: The Guilford Press.
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Reprinted with the permission of the Davidson Institute for Talent Development. © 2008 Davidson Institute for Talent Development
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