Chapter

The role of the family in talent development.

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... 236-237), which affect children's beliefs, attitudes, values, and abilities. The family environment can help children find their identity, discover interests and strengths, and manifest their potential (Olszewski-Kubilius, 2018;Peterson, 2021;Reis & Renzulli, 2021). ...
... According to Bloom's (1985) model, one of the first stages of talent development is providing opportunities for the child to engage playfully in activities or areas of interest. Parents can create opportunities to expose their children to various topics and areas of knowledge, such as travel, cultural outings, enrichment programs, etc. Families should be attentive so as to recognize their children's interests and offer ample opportunities for involvement in these areas, contributing to the transformation of potential into skills (Olszewski-Kubilius, 2018). In short, developing talent involves creating opportunities within and beyond school (Subotnik et al., 2019). ...
Article
The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child’s potential, and family–school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family–school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children’s talents but also with promoting their well-being. If schools were opposed to meeting their children’s needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.
... process (Besnoy et al., 2015;Hertzog et al., 2018;Olszewski-Kubilius et al., 2018). With this in consideration, Mun et al. (2021b) conducted a qualitative study examining parent perspectives of CLED and twice exceptionally gifted students. ...
Chapter
This Chapter aims to explore South-Asian international students’ sexual health knowledge, attitudes, and behaviors.
Thesis
Full-text available
The study assessed the quality and effectiveness of Integrated or Regular School, Gifted School, and Dedicated Classroom approaches in Saudi Arabia. By gathering survey data from 300 gifted secondary students in grades 10-12 and their parents, the study assessed and compared the quality and effectiveness of Integrated or Regular School, Gifted School, and Dedicated Classroom approaches in Saudi Arabia. The research questions explored stakeholder views regarding the provision of gifted education and perceptions of gifted teachers across these approaches. The data were analysed using both descriptive and inferential statistics. Additionally, a content analysis was conducted on open-ended responses from the participants to gain deeper insights into their perceptions and suggestions for improvement regarding gifted education in Saudi Arabia. The findings suggest that full-time gifted programs, such as those implemented through gifted schools, may be most effective in meeting the needs of these students. Furthermore, the study identifies the social and emotional needs of gifted students as an area requiring greater attention in gifted education programs across Saudi Arabia. The participants provided improvement suggestions that varied by approach. Students in gifted schools emphasised the need for improved instructional strategies and extracurricular activities, those in dedicated classes called for a better school environment and more academic enrichment opportunities, and students in regular schools believed that teachers needed more training. The study also found that personal characteristics were more highly valued by gifted students across the three approaches, which may relate to the students’ perceived unmet social and emotional needs. The study highlights the importance of tailoring gifted education to the 3 | Page unique needs of students and their families and provides insights into effective approaches to support their academic, social, and emotional growth.
Chapter
Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers.
Article
Cet article porte sur l’accompagnement psychologique, affectif et éducatif des enfants à haut potentiel intellectuel et/ou créatif dans le cadre d’une approche psycho-environnementale où le rôle de l’environnement familial est notamment interrogé. Dans un premier temps, l’évolution des concepts du don au haut potentiel est discutée. Puis, un modèle développemental est proposé sur le rôle des facteurs d’environnement dans l’expression du potentiel intellectuel et créatif de l’enfant. Ce modèle intègre les processus développementaux qui impliquent en particulier certains facteurs d’environnement (notamment l’étayage et stimulation de la motivation, l’enrichissement du milieu, la valorisation de l’effort, et l’apport d’un soutien) au sein de l’environnement familial, mais aussi scolaire et sociétal. Il permet d’ouvrir des perspectives développementales importantes, tant pour l’accompagnement psychologique et affectif que l’accompagnement éducatif des enfants à haut potentiel en particulier, mais aussi de tous les enfants et adolescents quel que soit leur potentiel.
Article
Our aspirations for gifted learners in talent development programs need to go beyond the development of expertise, creative productivity, and eminence. It is argued that wisdom development should be the ultimate goal of educating gifted learners. It is not merely what talents gifted learners develop, but how they use these talents, which will determine how meaningfully they lead their lives, and contribute to the lives of others in society. A theoretically grounded Leading Wisdom Development Framework (LWDF) is presented which articulates developmental levels of wisdom: emerging wisdom, developing wisdom, enhancing wisdom, and advancing wisdom. The framework outlines leadership actions which include deepening teaching quality and collective teacher capacity, strengthening programming, enabling student agency, collaborating with the wider community, and anchoring changes into the school culture. Effective leaders create conditions for integrated wisdom and talent development of gifted learners so that they can use their talents for the greater good of others.
Article
Who are outstandingly creative individuals that come to mind in music, sport, psychology, physics, or architecture? Almost everyone can think of someone whom they would label eminent. Some of these eminent individuals may be from the past, whereas others are still with us. In the extant literature, there are robust strands of research on giftedness and talent, expertise, and eminence. However, researchers in one strand often do not reference those in the other strands. The talent development megamodel (TDMM) was developed from an integration of literature on giftedness, expertise, and eminence, arguing that expertise is a point far beyond novice on the talent development trajectory, and eminence is the label reserved for the top contributors in a domain. In this paper, we review the literature situating eminence as the endpoint of a talent development trajectory, which can begin with gifted identification in schools and we highlight theories of giftedness which support this contention. Finally, we provide examples from several performance and production domains highlighting the TDMM’s proposed trajectory from potential to achievement to expertise, and sometimes, to eminence.
Book
Full-text available
This issue on advanced learning focuses on the educational and developmental needs of advanced learners as they develop towards excellence. We speculated that those needs could be observed in at least three ways. The first is that the advanced learner requires educational interventions that are more closely aligned to the “deliberate practice” approach delineated by Ericsson et al. (1993). Ericsson et al. (1993) identified that the number of hours of deliberate practice differentiated among the performance levels of musicians. Deliberate practice can be described as individualised instruction whereby a teacher or coach identifies the goals and activities that need to be adopted by an individual during practice to improve their performance. A second assumption is that advanced learners do not attain high levels of performance in the absence of environmental factors but the factors that support the talent developmental trajectory of advanced learners will not be the same as those that support them at earlier stages. The expertise reversal effect, for example, suggests that the instructional activities designed for novices may have a detrimental effect on more advanced learners Kalyuga (2007). The third premise is the need for more tailored and well-designed learning resources to support talent development. Such learning resources include highly-specialised learning materials and curricula, expert teachers and coaches, mentors, and so on, which are purposefully designed to meet the individual’s specific needs at a specific point in the talent development process. Again, this echoes the deliberate practice approach described earlier.
Article
Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.
Chapter
This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).
Article
Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.
Article
Full-text available
Outstanding human performance continues to intrigue experts and the public; however, the focus is often on the individual performer or producer with scant attention given to the additive part played by circumstances and contexts. Using general theories of development (e.g., Bronfenbrenner, 1977, 1986, 2005;Sameroff, 2010) and talent development paradigms (e.g., Ziegler, 2005;Dai, 2010;Subotnik et al., 2011), we examined the interaction of environmental and individual factors on trajectories of high performance within and across varied domains. Public and scholarly awareness of the role played by environments places greater responsibility on education and other societal systems to support talents in varied domains, and to promote evidence of talents’ malleability and potential for development.
Article
India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.
ResearchGate has not been able to resolve any references for this publication.