Education for
creative children
Presenter's (MACP-A):
1. Kritii Taneja (A1503321035)
2. Muizzah Khan (A1503321043)
3. Srishti Arya (A1503321163)
4. Tanushree Ganguli
5. Shikha Sharma (A1503321055)
GIFTED CHILDREN
“The term gifted means students, children, or
youth who give evidence of high achievement
capability as compared to others of their age-
group in such areas as intellectual, creative,
artistic, or leadership capacity, or in specific
academic fields, and who need services or
activities not ordinarily provided by the school
in order to fully develop those capabilities.”
(National Association for Gifted Children-NAGC)
CREATIVE
CHILDREN
Creativity is the ability to produce or develop original
work, theories, techniques, or thoughts. A creative
individual typically displays originality, imagination,
and expressiveness.
Guilford posited that the ability to envision multiple
solutions to a problem lay at the core of creativity. He
called this process divergent thinking and its opposite
—the tendency to narrow all options to a single
solution—convergent thinking.
1. Openness
2. INVENTIVENESS
CHARACTERSTICS 3. INTUITION
OF CREATIVE 4. INDIVIDUALISM
CHILDREN-
5. DIVERGENT THINKERS
Current scenario in india
According to research, gifted children
cover between 2 and 6% of the statistic population, but this percentage
can rise up to 20% if inborn intelligence, supported by creativity and selfmotivation, is
stimulated in a social and educational environment
appropriate for the development of gifted children.
There are 33 million children in the age group of 6-18, and around 9.9 million, who form the
top 3 percentage, are considered gifted. Of these, 7.2 million are in rural area gifted children
are nominally distributed across population. About 4.2 million gifted children, in rural &
urban areas are girls.
A government-supported initiative, National Institute of AdvANCED STUDIES (NIAS),
being trialled in 2 DISTRICTS OF KARNATAKA is now mENTORING AROUND 100 TALENTED RURAL KIDS,
HELPING THEM MAKE THE MOST OF THEIR POTENTIAL.
Current scenario in india
NIAS, along with the state education department, identified the students,
who are aged between 3 and 18, for the Gifted Education Programme (CEP)
and conducts special workshops for them. The candidates' progress
will be monitored for five ears.
MOST Recently in NOVEMBER 2022- Kalmadi High School, Pune, has
launched a 'Parents Support GROUP' THROUGH IT'S KAVERI GIFTED
EDUCATION & RESEARCH CENTRE FOR THE PARENTS OF SUCH CHILDREN.
What causes a child to be CREATIVELY gifted?
It is a combination of both environment and genetics, yet to
what extent of each and whethere each contributes equally or
one is more dominant than the other.
Nature- vs- Nurture
Nature (genetics) relates to the genetic heritage of an individual.
Nurture (environment) relates to the environmental influences
on the individual. It has been suggested that the heritability of
general cognitive ability is approximately 62% and the rest is
made up of the environment one grows up in. However, the
gene-environment dynamic is not one in which each has a
distinct but separate role to play, nor that environment
determines whether a gene does or does not exert the influence
on ability.
Rather, the function of the genetic system is itself context
dependent; therefore, generally both are necessary for cognitive
ability to develop
A balanced blend of appropriate and beneficial environments as well as genetic
"quality". Furthermore, no child is born gifted but rather with the potential for
giftedness. Everyone has the potential for giftedness but opportunities are at the
heart of the ability to develop intellectual giftedness.
Environmental factors that can affect intellectual giftedness include but are
not limited to:
social structures (gender, religion, etc.)
economic status
cultural differences and attributes
educational systems
Educational systems can help students learn but, at times, can also be a hindrance. Programs
for intellectual giftedness often tend to separate high-performing children into special
classes that give them academic enrichment that is not otherwise available to their peers.
The opposite can be true also in this case. "Remedial" classes for students who may not have
tested as well as other students are generalized and can negatively affect the child's social
and self-acceptance.
"Remedial" classes for students who may not have tested as well as other students
are generalized and can negatively affect the child's social and self-acceptance.
Grouping children can create a self-fulfilling prophecy effect by labeling children,
indirectly, as "ungifted". This, in turn, denies these children who are labeled this way
the enrichment opportunities that could potentially help close the gap between
groups.
Research Evidence
Joan Freeman, Rhoda Myra Garces-Bacsal conducted a study on The Social and Emotional Development of Gifted
Children, 2021.
This study explores the social and emotional factors that are reported to influence gifted girls’ and boys’ achievement and
success. Earlier research studies seemed to suggest that innate gender differences in aptitudes for the “hard” sciences is
being overturned. Gifted male achievement also needs to be understood from within a cultural context. A more nuanced
understanding of gifted females’ involvement in the sciences indicates that while women earned more doctoral degrees
than men in fields such as biology, gifted women are still underrepresented in fields such as engineering and computer
science.
Jennifer Riedl Cross conducted a study on The social and emotional development of gifted children, 2021. Adults who
better understand the challenges gifted children face can facilitate their efforts to make friends. Humans are biologically
predisposed to interact with cognitively similar others. Age-grading in schools forces most gifted children into social
settings where they have few, or no, intellectual peers. Unless adults intervene to create opportunities for gifted children
to be together, their friendship possibilities will require them to cope with their differences. Self-contained classrooms or
out-of-school enrichment programs allow gifted students to spend time with intellectual peers, maximizing opportunities
for appropriate academic challenge and relationship building. The gifted student with little interest in physical activity
may face particular challenges in developing friendships. Friendships are built upon egalitarian interactions and mutual
liking is based on reciprocity and shared interests. Gifted students are in a unique situation, with the ability to
academically or creatively outperform most of their agemates.
Rapson Gomez, Vasileios Stavropoulos, Alasdair Vance, Mark D Griffiths, International Journal of
Mental Health and Addiction, 2020. The present study focused on inattention and
hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity
disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for
Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a
public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were
allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N =
124). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii)
gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted
children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and
impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on
these symptoms when diagnosing ADHD among children with high intelligence.
CASE STUDY
• Juanita is a ten year old, fourth grade student. When Juanita was six, she moved to the United
States with her family and has excelled in school ever since. She is often described as intense,
inquisitive, energetic, and imaginative. Juanita is an independent learner and likes to find solutions to
problems by herself, sometimes in alternative ways.
• She is sensitive to criticism and often times is extremely self-critical and becomes frustrated when
she makes mistakes.
• Achievement tests show that Juanita is above average in reading and she thoroughly enjoys leisure
reading, especially science and science fiction books. Science is a topic that Juanita shows a great
interest in, she even created two projects for the science fair because she could not decide between
astronomy and plant biology. Juanita, who is currently above grade level on achievement tests ,also
has a good grasp of mathematical concepts. However, she makes careless mistakes when she rushes
through the material so she can move on to something new resulting in performance that is lower
than expected.
• Her parents believe this may be due to a lack of challenging material and this leads to her being
bored. Juanita has a few close friends and is generally accepted by her classmates, however some
do call her names when she is not around. Juanita would benefit from additional instructional
strategies in the classroom.
interventions
1. Compacting the curriculum and providing enrichment activities. Provide environments that
are stimulating, and address the cognitive, physical, emotional, and social needs of gifted
children in the curriculum. Let the students move quickly through the required curriculum
content and onto more advanced material.
2. Implementing a multi-level and multi-dimensional curriculum. Differentiate the curriculum
in order to address differences in the rate, depth, and pace of learning. For example, if students
are learning about the state of Delaware, students of different ability levels can be assigned to
different types of tasks and at the end, they can present what they have learned to the entire
group.
3. Making the curriculum student-centred. Engage gifted students in the curriculum decision-
making process, giving them an opportunity to learn how to take responsibility for their own
learning. Draw the curriculum from the student’s interests and educational needs.
4. Involve students in academic contests. Gifted students tend to be competitive by nature.
Therefore, participating in regional and national competitions such as spelling bees, science
fairs, and essay competitions can boost their growth and creativity.
5. Address the counselling needs of each student to support emotional growth, as needed.
Some gifted students have issues regarding anger, boredom, bullying, delinquency, isolation,
depression, peer relations, perfectionism, dropping out of school, stress, frustration, and
underachievement. About 20-25% of gifted students have emotional difficulties.
6. Do not assign extra work to gifted children who finish assignments early. This is unfair and
frustrating to them. Simply offering more of the same only restricts further learning. Instead,
allow those children to work on independent projects or other unfinished work when they finish
an assignment early.
7. Organize resources in order to free yourself to work with individual children and give the
children greater control of the learning situation. Supplementary books and learning tools,
community resources, and the use of community members with specific skills as mentors can
be helpful.
THANK YOU
