One definition of giftedness is "someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression." (The National Association for Gifted Children - America) It is generally the top 5% of a population that is considered gifted. i.e. those performing around the 95th percentile in various different standardized intelligence and psychological tests. In the United States 5% equates to three million children.

If, as the research suggests, the environment plays a large part in the final outcome of the finished person, then exposing children to a wider range of learning in the early years will more than likely increase their intelligence quotient or I.Q. According to the National Association for Gifted Children (NAGC) "Giftedness arises from an interaction between innate capabilities and an environment that challenges and stimulates to bring forth high levels of ability and talent." They continue "According to research on the nature of intelligence and the brain, we either progress or we regress depending on our participation in stimulation appropriate to our level of development."

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Therefore, by challenging and stimulating our children in the early years when their brains are the most receptive, we will be releasing more of our children's potential, and quite possibly create more gifted children. We will be helping our children to "progress".

What characterizes a gifted child?
A gifted child may excel in one or a number of different areas. As well as exhibiting strong general intellectual ability, a gifted child may also exhibit strong leadership skills or strong creative thinking skills. He or she may also have unusual ability in the visual or performing arts. Have a look at the National Association of Gifted Children (America) for their interpretation of what may characterize a gifted child.

There are different tests available to assess degrees of giftedness. If you suspect your child is gifted it would be beneficial to find out, in order that the necessary support structures be put in place for yourself and your child. To assess intelligence in children aged between 6 and 16 years, school or independent psychologists often use the Wechsler 3 Intelligence Test. This test uses two scales - Verbal and Performance. It is best given in conjunction with other tests and viewed in context with profiles of your child and an in-depth case history.

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The results of such testing can be useful for grading in schools as they provide evidence of a child's ability that may not otherwise be discovered. They also indicate strengths and weaknesses of the child and can therefore assist in the grouping of children of similar skills - considered particularly beneficial for gifted children. On this, Sir Christopher Ball, a prominent U.K. speaker on education, says "It is probably true that able people learn best if they are segregated from less able people….Human groups tend to conform to the perceived norm. Segregated groups do this even more strongly than diverse groups… Peer groups, tending to normalize and encourage conformity, often punish both fast and slow learners. The former are discouraged from exploiting their strengths, the latter are derided for their weakness." (extract of a public lecture given in Auckland, NZ on 2 March 2000. Sir Christopher Ball is Chancellor of Derby University, Patron of the National Campaign for Learning, Founder and Chairman of the Talent Foundation and a former Chairman of the Board of the National Advisory body for Public Sector Higher Education.)
So how should we treat our gifted children? Intelligence Map
Presently, gifted children are not catered for around the world in schools. They are rarely grouped together nor are they given suitable extension programs. Programs adapted to meet the needs of gifted children are called differentiated. There is no "one program fits all" for gifted children but instead a variety of different educational services are required. As well as being grouped together in the classroom, gifted children can be helped with tailor made individual education plans, special classes and mentorships and involvement with extra clubs, groups and competitions. After school, holiday programs and private tuition would be beneficial. If your child has been assessed as gifted then it its wise to ask about a schools gifted education policy before enrolling. If the school has none, then look elsewhere.

Why should we look after our gifted children?
This statement by the National Association for Gifted Children answers this nicely. "Each person has the right to learn and to be provided challenges for learning at the most appropriate level where growth proceeds most effectively.....Providing for our finest minds allows both individual and societal needs to be met." Let's foster our talented youth.

CREATIVE INTELLIGENCE ..................................Back to Intelligence Map

This is that type of intelligence that is predisposed toward having new ideas or new composite ideas usually through a more explosive or spontaneous thought process. IN THE CREATIVELY GIFTED CHILD this facet of intelligence can be seen in the child producing multiple solutions to a given problem, thinking independently of peers, adults and role models and the child's ability to improvise often. It may also be indicated through the classic creative abilities in art or music and a general inventiveness although some creatively gifted children who are unhappy with their own drawing or musical efforts (no matter how competent) may refrain from displaying an artistic, musical or inventiveness that is not up to their high standards. An original sense of humor, independent thinking, multiple solution problem solving and a tendency to improvise are more reliable indicators of 'Talent' in this intelligence area.

INTRA-PERSONAL INTELLIGENCE..................Back to Intelligence Map

This is that type of intelligence most closely associated with self confidence and self esteem. to Quote Buzan and Keene's "Book of Genius", "It is about having a good mental model or map of yourself, and being able to operate with an accelerated learning curve on the basis of that knowledge" IN THE INTRA-PERSONALLY GIFTED CHILD there is an independence and self confidence evident when tackling almost any situation. Additionally these children are comfortable in themselves and therefore observant and interested in the people and things around them. There is an accuracy of self capability reporting - "I can do that" is usually an accurate statement even for previously unseen experiences. Similarly "I can't do that" should be taken seriously and appropriate support provided.

VERBAL INTELLIGENCE.......................................Back to Intelligence Map

This type of intelligence along with LOGICAL intelligence is one of the two intelligences tested for in traditional IQ testing. Children with this form of intelligence usually do well in traditional school environments. However children in the top 5% of this intelligence type will usually be frustrated in a non-accelerated school environment. VERBAL intelligence is the label but it applies to children who express themselves well in all forms of written and spoken communication. THE VERBALLY GIFTED CHILD has a large vocabulary that he or she uses skillfully and accurately. These children are able to express their ideas originally and compellingly and draw on an extensive library of information gathered from their extensive reading that encompasses material written for an older age group in their interest areas. These children usually read from very early ages.

LOGICAL INTELLIGENCE....................................Back to Intelligence Map

This type of intelligence is the one involved with mathematical and numeric ability. It is the other type of intelligence most tested for in traditional IQ tests along with VERBAL intelligence. Again traditional schools select for this kind of intelligence in their curriculum delivery and again students in the top 5% of this kind of intelligence are bored easily without some sort of extension and acceleration. THE LOGICALLY GIFTED CHILD recognizes patterns in number sequences and puzzles easily. They like structure. They have excellent memories for data are observant and learn rapidly and early. They tend to sort, categorize and count from a very early age. Ability in Chess or Backgammon used to be viewed as indicators of logical intelligence but is now understood to be an indicator of SPATIAL intelligence.

SENSUAL INTELLIGENCE...................................Back to Intelligence Map

This type of intelligence is easily confused with BODY intelligence. Body intelligence is closely associated with a kinesthetic learning style. Sensual intelligence is best described as having a heightened ability to process information received through the 5 senses. THE SENSUALLY GIFTED CHILD often has one or more of the following abilities: near photographic recall of images, print and visually presented information and /or ability with color, exceptional acting ability or ability to express him or herself through dance or movement, exceptional attention to audio detail (hearing irritating high frequencies or rattles and clinks that elude our attention), amazing sense of smell (picking up odors long before the rest of us and actively bringing food, flowers, perfume anything that potentially has a scent to the nostrils), a love of food and talent for combining flavors that we may not ordinarily have considered.

SPIRITUAL INTELLIGENCE.................................Back to Intelligence Map

In Maslow's hierarchy of human needs spiritual intelligence corresponds to the comprehensive intelligence that is the ultimate human goal. It is only usually apparent when all of the other intelligences are operating at a similarly high level. It is not the Genius Quotient which is an x-factor all its own but it is an integrating and unifying intelligence. IN THE SPIRITUALLY GIFTED CHILD the ability to forsee consequences and implications continually present. These children seem almost irrepressibly happy and radiate a kind of capability which is obvious but untrumpeted and free of arrogance. They tend to do what they say they will do and feel at one with everyone and everything. They are especially curious about nature and the natural world.

SPATIAL INTELLIGENCE......................................Back to Intelligence Map

This intelligence is primarily an intrinsic ability to comprehend things in three dimensional space. It is the same sort of intelligence whether manifesting in an astronomer, graphic artist, sculptor, mechanic or surgeon. IN THE SPATIALLY GIFTED CHILD the relationship of objects to the child and to each other is comprehended holistically. Seldom lost in a shopping mall or when Dad takes all the backroads to a familiar destination, these children are often good at chess and enjoy conceptually challenging puzzles.

BODY INTELLIGENCE.............................................Back to Intelligence Map

This intelligence, as the label suggests, is closely associated with the body and being in tune with it and its needs. THE BODY INTELLIGENT GIFTED CHILD has wonderful motor skills, coordination and balance. She or he likes exercise, movement, sport, dance, drama and to play musical instruments. These children also display a keen interest in how their body works and the value of different foods to making it perform better. Health and fitness are keen interest areas.

INTER-PERSONAL INTELLIGENCE...................Back to Intelligence Map

This intelligence is a most endearing intelligence. THE INTERPERSONALLY INTELLIGENT GIFTED CHILD understands and empathizes with people in a way that leads you to believe that there is a much older person inside that little frame. These children show great awareness of the feelings of others. They have an uncanny ability to mimic and roll play behaviors that show insight into the feelings of others. This is a special and delightful intelligence appreciated as much in the gifted child as the resulting adult.

GENIUS QUOTIENT ............................................Back to Intelligence Map

This is a list of qualities that typify and differentiate Genius from the multitalented or sublimely singularly talented GIFTED human being. The list is taken verbatim from Page 13 of "Buzan's Book of Genius" Published by Stanley Paul and Company Limited an imprint of Random House, 20 Vauxhall Bridge Road, London SW1V 2SA. (ISBN 0 09 178551 0). They comprise the distillation of Buzan and Keene's observations about the common elements displayed by the greatest genius of recorded history.

(1) Vision (2) Desire (3) Faith (4) Commitment (5) Planning (6) Persistence (7) Learning from Mistakes (8) Subject Knowledge (9) Mental Literacy (10) Imagination (11) Positive Attitude (12) Autosuggestion (13) Intuition (14) Mastermind group (real) (15) Mastermind group (internal) (16) Truth/honesty (17) Facing fears/courage (18) Creativity/ flexibility (19) Love of the task (20) Energy (physical/sensual/sexual)