Understanding and Nurturing Gifted Children

Gifted children, often misunderstood, require unique nurturing to reach their potential.

### Understanding and Nurturing Gifted Children
* 🎁 "Once every hundred years, there might be **one person out of a few million people who actually becomes one**."
* 🧠 Gifted children are typically considered the **top 2% to 3% of children** and have unique characteristics that go **beyond being smart**.
* 📚 The term "gifted" has some conceptual confusion across different countries, with **varying translations and historical origins**.
* 🦄 Gifted children often exhibit behaviors that are challenging and unique to each child, such as **extremes in sensitivity** and **task immersion**.
* 🔍 The "Three-Ring Model" of giftedness, proposed by Dr. Joseph Renzulli, includes **high IQ, creativity, and task commitment** as key elements.
* 🧒 Gifted children with high IQs often show early signs of development, such as **advanced language skills** and **early reading abilities**.
* 🧠 While IQ tests are commonly used to identify gifted children, assessing creativity and task commitment can be more **subjective and challenging**.
* 🛠 It is important for parents to prioritize **protecting and nurturing the unique characteristics of gifted children** while also providing a foundation for **emotional stability**.

Once every hundred years, there might be one person out of a few million people who actually becomes one. Academically, there is a slight difference among scholars, but it is most commonly seen as the top 2% to 3% of children. Gifted children are different from typical children. They are quite different in many ways. Instead of simply saying they are smart, they have different characteristics. Hello, my name is Hyungbeom Lee. I graduated from Seoul National University with a degree in Mathematics, worked in IT, and now work as an education consultant. By chance, while working at Mensa Korea, I became interested in highly intelligent children. Then, by another coincidence, I started focusing on advising parents of gifted children who face challenges in raising them as a major part of my work. In 1996, when Mensa landed in Korea, I had the opportunity to organize the national organization by chance.

I got involved a bit, then served as the head of the secretariat, and was re-elected as the chairman, serving for about four years. During that time, I became interested in gifted individuals, and by chance, I started reading related books. The book was titled Education White Paper, published in the United States in 1996 and displayed in bookstores. I translated that book, and while introducing the translated contents online, I started to feel that some people were afraid. They began consulting with me online for the first time, and my voluntary online counseling gradually accumulated. Eventually, my career changed. The term gifted seems to have some conceptual confusion. In Korea, we say 영재 (gifted), but in China, Hong Kong, Taiwan, they don't call it 영재 (gifted), they call it 자우라 (talented).

Children use the term gifted child in English, which means that it is like a gift because it is said to be receiving a good head like a gift. So, it could be translated literally as a child with a good head. The word 영재(Prodigy) actually originates from the book of Mencius, Mencius: Jin Xin Pian. In that book, it mentions three joys in the life of a Confucian scholar, and one of them is obtaining a prodigy under heaven. It is a great joy to take a clever prodigy under heaven as a disciple and teach that child. This is a shortened expression for the three joys of life in Confucian scholars' lives. Therefore, the word 영재(Prodigy) is derived from there. That's why the word 천하(under heaven) is attached to 영재(Prodigy) - whether one will appear once in a hundred years.

There is a feeling of being one in a few million people, so the word gifted is a bit awkward in terms of economics. However, academically, although there are slight differences among scholars, it is most commonly seen as the top 2% to 3% of children. Therefore, the difference between gifted children and typical children is actually quite ambiguous depending on how terminologies are defined. In the case of Mensa, for example, it is now based on the top 2%, which is the most commonly used academic criterion. So, if we look at it that way, we can say a few words. Gifted children are indeed different from typical children. They are quite different, and these differences are not simply about being smart. They are a bit more challenging to handle, have strong personalities, are quite sensitive, and have delicate sensibilities. Therefore, they are children who are difficult to raise.

And the behaviors exhibited by these children are very unique to each child. Some children talk too much, while others try not to talk much, some are perfectionists to an extreme extent. Usually, when I talk about two characteristics that are the strongest, I talk about excess and deficiency. Excess means going a bit too far in anything. So, when I counsel with parents, some mothers are too controlling, too stubborn, too picky about things like food preferences, too sensitive to smells, or have very intense reactions. Easily, they are sensitive in touch, hearing, etc., so while others are okay, this child is very easily stimulated, gets startled, cries, or holds their ears in pain, or makes a distressed expression.

Now, because many of these incidents are occurring frequently, it's a bit difficult. Next is the immersion characteristic. When something they like appears, they can't control their minds and get deeply into it, sometimes for a long time. It can go on for hours, two hours, three hours. Young children can't do that. Usually, no matter how good something is, after 10 or 15 minutes, they start to get bored. They might want adults to do something fun for them. These kids, on the other hand, can immerse themselves for hours. For example, they might chase after ants they saw on the street for a long time. It's difficult to predict their immersion characteristics, which can suddenly appear unpredictably, making it challenging to nurture them. Dr. Renzulli from the University of Connecticut in the United States is now probably the most famous and influential scholar in the field of gifted education. Of course, Dr. Renzulli is talking about this.

Besides Park Se, there are now quite a few famous people entering this field, but Dr. Joo's Cow Three-Half Circle Model is the most famous. So, just because someone has a high IQ, how can you call them a prodigy? Therefore, two more things are being presented. One is creativity, and the next is task commitment. When you commit to something, you try your best to solve it no matter what, putting effort into it, not giving up or being wishy-washy. Some element like that is needed. Later on, if this person really shows extraordinary abilities as a prodigy and can achieve results, wouldn't that be possible? So, when these three elements overlap, let's see it as a prodigy. This model was presented by Lens Lee Park, and now, if you look at the actual documents related to prodigy education in various countries, it's not just regulations or laws.

Nowadays, the expression of looking at three elements is often seen everywhere. In fact, in academic books and papers, there are many discussions based on the three-ring model as a basic concept. When I meet many children in the field, the evaluation of creativity is not yet firmly established. Creativity is discussed in various ways. For example, there are elements where even without being asked, they can elaborate on details in a very articulate manner, and then there are elements where when presented with a single topic, they can come up with various associations from different perspectives. There is a tendency to measure these two elements, but from one perspective, there is a tendency to completely break the existing framework and come up with completely new ideas, turning things upside down, or looking at things backwards, or even thinking of other things that others have not considered.

Throwing objects or breaking frames can be seen as a characteristic of challenging authority. Then, the obsession with tasks also has quite a subjective element. In other words, they delve deeply into what they like, but when it comes to what they dislike, they either show no interest, ignore it completely, or even act strangely. So, the focus on tasks is still influenced by how a person evaluates it, and different indicators come out depending on that. Therefore, although there is some persuasiveness, when we actually look at it, besides IQ, it is somewhat difficult to evaluate more objectively and fairly. Personally, I would like to see these children from the perspective of having a very high intellectual potential. In reality, even IQ tests evaluate the amount of knowledge or the level of development of a child.

Rather than evaluating what we see, it is more about evaluating potential, which is why at present, it can be considered realistic to talk about giftedness with an emphasis on IQ. In reality, even now, in many places, eligibility is granted based on a simple IQ test. Children with high IQs actually have strong gazes and their language skills are quite high. They can use sophisticated vocabulary that might seem beyond what a three, four, or five-year-old can say. They may come across as bold or even overly so, using advanced vocabulary that adults use, but they do so with a logical structure, expressing their thoughts clearly. When parents observe them, most of the characteristics of their development will show up quickly. Simply put, usually around the age of one or two.

You can think of it as children starting to speak, even at a much younger age, there are children who can speak. Generally, there are quite a few starting from about 3 years old. They have learned to read letters here and there. There are quite a few children who have started reading Hangul. It's quite fast for around 3 years old. But there are even faster children. There are children who can read even before they turn 2, and there are even faster ones. Children who read before the age of 3 and started speaking something about 6 months before that, if you consider that very fast, it's the easiest to see, Oh, this one is a bit different. It may be necessary to objectively evaluate giftedness once, and it's hard to say when it will be evaluated uniformly. From a practical perspective, as intelligence tests and technologies have their own history for about 140 years, we can evaluate even at a young age. We use the most widely used Weschler.

In the case of check-ups, they can be conducted from 2 years and 6 months, which is 30 months old. Even younger children now have Bailey or developmental tests. These tests can objectively evaluate the responses of children by showing them various items, even for infants around 15 days old. However, there is no urgent need to evaluate them so early. In our Bailey Infant Developmental Cognitive Development Test, there are tools that can identify children with significantly delayed development or developmental disabilities in advance. It is generally known as a necessary test in cases where early intervention is needed. What I recommend is to consider getting a test done once before the age of 5. Because early admission works much better for such children.

In order to examine the need for early admission, it is recommended to assess children around the age of 4 to 5, before the age of 5 and a half. I suggest conducting evaluations such as the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) every month, approximately 60 cases, and around 700 cases in a year. Cumulatively, it would be around 8,000 cases. What I emphasize here is that excessive behaviors, being too extreme, whether it's crying too loudly, being too long, being too sensitive, or being too fast. Focusing excessively on one thing, delving into it to the point where it may be considered overly obsessed, can be seen as one of the most intense characteristics. However, this could be related to letters, numbers, obsession with toys, specific images, and therefore, it cannot be generalized.

There are none, but now, naturally, if adults around children see a child a bit differently, they might hear some stories like that. In that case, it is necessary to check once. Dr. Sally Anck provides about 30 self-diagnostic criteria in the form of a checklist. So, if it seems like there is a sense of humor, or if language development is very rapid, or if the child dreams very vividly and talks about it, she presents about 30 such criteria. Parents should check and give scores, and if the total score is above a certain level, there is a need for an objective evaluation. There is data on such things. So, you can search for that data on the internet and I recommend evaluating it with reference to that. The lives of young children are very diverse. What is our community's motto?

Did you catch it? How to raise a bird flying in the sky from a nest on the ground. That's the title. It's really about developing one's potential well, becoming an excellent talent, experiencing various experiences in life that others have not experienced, tasting the world of high achievements, and making accomplishments. It could lead to a very unhappy life if one fails to develop their abilities properly, feeling quite lonely, or leading a miserable life. However, the amplitude of this can be significant. So, why do some people with high intelligence and potential lead happy or successful lives while others do not? I believe that it is actually the parents who hold the key. Parents can either nurture their children's potential well or not maximize it.

When you look at it, what should parents prioritize? First of all, as I always say, it is not acceptable to exclude a child's happy childhood just because the child is highly intelligent. No one has the right to do that, not even parents. Therefore, it seems wrong for professionals to easily say, I will develop the child to enter a good school because they are highly intelligent. Instead, they should be aware that a child with high potential also has very difficult characteristics to handle. They should make a decision to actively protect, guard, and nurture the child's unique characteristics, so that the child's childhood is not ruined. If you focus on this and make efforts, you will create a foundation for emotional stability.

When those things are provided, a child can grow in many ways. If you force them to speak early, they can develop giftedness quickly. I absolutely oppose this. The more a child has strong characteristics and intellectual elements, the more actively they can study even if they start later. It is more important to actively make efforts for the emotional stability of the child or the formation of good relationships. When such a foundation is established, the child can excel in academic competition or achieve high academic achievements. With a solid foundation, they can excel to a very high level. It would be great if you have this perception.

'진짜' 똑똑한 아이들은 이것을 잘합니다, IQ가 높은 아이들이 보통아이들과 다른점 (지형범 전 멘사회장)

데일리어썸 DAILY AWESOME

Gifted children, often in the top 2% to 3% academically, are different from typical children in various ways, beyond just being smart.

Hyungbeom Lee, a Seoul National University graduate, transitioned to advising parents of gifted children after working with Mensa Korea.

The term "gifted" has different connotations across cultures, adding to the ambiguity of defining these exceptional children.

Unique Behaviors and Characteristics of Gifted Children

Gifted children exhibit unique behaviors, including excess and deficiency, intense immersion in activities, and strong task commitment.

These behaviors can be challenging to nurture and require a different approach to parenting and education.

The evaluation of gifted children is based on the three-ring model, which includes creativity, task commitment, and the overlap of these elements to identify prodigious abilities.

Characteristics and Evaluation of Gifted Children

Throwing objects or breaking frames can be a sign of challenging authority in gifted children.

Their strong focus on tasks is subjective, influenced by their likes and dislikes, making evaluation challenging.

Giftedness in children is currently often associated with high IQ, which is used as a basis for eligibility in many places.

These children often demonstrate advanced language skills and early development, such as speaking and reading at a very young age, making it important to objectively evaluate giftedness, although it remains challenging to do so uniformly.

The Importance of Early Developmental Testing in Young Children

Early developmental tests can be conducted as young as 15 days old to identify potential developmental delays or disabilities.

It is recommended to consider testing children before the age of 5, as early intervention is more effective.

Sally Anck provides a checklist of 30 self-diagnostic criteria for parents to assess their child's development and determine if further evaluation is necessary.

Nurturing Children's Potential: The Key Role of Parents

Developing a child's potential can lead to a successful and happy life, but it requires prioritizing their emotional stability and unique characteristics.

Pushing for early academic development in highly intelligent children is less important than nurturing their emotional well-being.

Parents play a crucial role in creating a foundation for their child's success by actively protecting their individuality and prioritizing emotional stability.