Scientifically Gifted and Creative Learners

8/11/2019 Scientifically Gifted and Creative Learners

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ASSIGNMENT


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SCIENTIFICALLY GIFTED

AND

CREATIVE LEARNERS

SUBMITTED TO: LINIMOL K. S.

SUBMITTED BY: NICEE ANTONY

PHYSICAL SCIENCE

REGNO.: 13383014

SUBMITTED ON: 18-09-2014


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INDEX

SL NO CONTENT PAGE NO

1 Gifted Children 1-3

2Creative Learners And Educational Implications

Of Creative Thinking3-4

3 Characteristics Of Creative Children 4-5

4 Conclusion 5

5 Reference 5


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INTRODUCTION

GIFTED CHILDREN

Having Hurst: The talented or gifted child is one who shows consistently

remarkable performance in any worthwhile line of endeavour

Giftedness refers to cognitive (intellectual) superiority (not necessarily of genius

calibre), creativity and motivation in combination and of sufficient magnitudes to set

the child apart from the vast majority of age mates. These qualities make it possible for

gifted children to contribute something of particular value to society.

The traditional definition of giftedness is based on general intelligence test, usually the

Stanford Binet, or the Wechsler intelligence scale for children revised. That is, children

had traditionally been considered gifted if they scored above a particular level on the

Binet or the WISC-R. According to traditional definition, the gifted children are those

children whose potential intellectual powers are at a high educational level in both

producing and evaluative thinking. More recently giftedness is conceptualised in terms

of developmental model. Giftedness may be thought of as a superior to extraordinary

developmental outcome resulting from the joint function of a relatively unimpaired

and invulnerable organism and a facilitative environment. That is, children can attain a

gifted level of performance only when they are (i) relatively free of biological

impairments (ii) mostly invulnerable to environmental stresses that tend to limitperformance, and (iii) reared in an environment that supports performance.

It is a collective effort of parents, teachers, psychologists and social workers to help

in the early identification of gifted children at the very early stage. There are several

methods for identifying gifted children. Group tests of intelligence are very useful as

preliminary screening device. But group tests may not identify children with reading

difficulties. Individual tests of intelligence may be administered after screening gifted

children on basis of group test of intelligence. A standardized achievement test may be

used to identify gifted children. School marks and cumulative records of pupil sachievement may give some indication of giftedness

The teachers, on the basis of his observation in the classroom and outside the

classroom, may from some opinion of the childs ability but some educators doubt as

regards the teachers competency to pick up gifted children. There are different

opinions. Term a believes that teachers were able to pick up only 1/3 gifted child in his

studies. The first step in their education is to find out which child is gifted. This

selection can be made with the help of marks obtained at previous examinations, the

advice of the class teachers, the results of psychological tests and the reports given byparents.


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Some psychologists have suggested that gifted children should be taught in separate

classes set apart for them. But this is not a very psychological suggestion for this may

engender a feeling of vanity and superiority in them. Many psychologists have

suggested that the gifted child should be made to study some subject in addition to the

normal syllabi intended for the average class. This is a more practical suggestion

because the gifted childs abilities can be better developed by the more comprehensive

syllabus. It will also help to remove inactivity, social difficulties, and also create a

better atmosphere in the class. But in must be remembered that the syllabus should

never be as extensive as to become a burden on the child. It has been also been

suggested by some psychologists that the gifted child should be promoted to higher

classes more rapidly than the other children. This will give them a chance to develop

their minds and also save time. But from the standpoint of the childs social

development, this may not prove very beneficial. He will tend to be handicapped by the

fact that all the other children in his class will be older than him. It is therefore better if

in the gifted child is given some additional work, but without promoting him to the

higher class.

Nowadays psychologists are of the opinion that the gifted child should be educated

individually with the teacher generally acting as a guide without undue interference.

The child is given a particular task to perform within a fixed period. The teacher keeps

an eye on his development and provides him with fresh programmes as he goes along.

This method of education has proved the most useful in the case of gifted children.

Another way of developing the qualities of the gifted child is to engage him in extra-curricular activities such as games, music, dancing, other arts, practice for debates and

sports competitions.

Gifted children can also be given certain kinds of special facilities such as fee

concession, opportunity to do work of exceptional responsibility or importance, etc.

The school should also provide many kinds of means for learning the arts, game and

other activities. Very often the gifted child finds a good library as a very good aid.

Term an and his associates made an intensive longitudinal study of 1528 gifted

children. They studied physical, mental, social and emotional characteristics of a groupof gifted children. The results of their study are:

Physical: The average member of his group of gifted children was slightly better in

physical characteristics than the children of average intelligence.

Mental: The gifted children showed superiority in reading, language, arithmetical

reasoning, science, literature and art. They were better in reasoning ability,

generalisation and comprehension

Interests: The interests of gifted children were many sided; they were interested in

abstract subjects


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CHARACTERISTICS OF CREATIVE CHILDREN

Torrance conducted a survey on the characteristics of creative children with the help

of a set of two items; he found that expert s selected the following characteristics of

creative child:

I. Courageous in convictions: The creative child shows strong conviction in his

beliefs and values. He can go beyond socially conformist behaviour.

II. Curious: The creative child is curious to know more and more about his

environment.

III.

Independent in judgement: The creative child can take independent judgement

in crucial matters.

IV. Independent in thinking: He is independent in thing about the problems of

various types.

V. Becomes pre-occupied with tasks: When he starts a task, he completely absorbs

himself in that task. He concentrates all his mental energies on the task in hand.

VI. Intuitive:He develops intuition in his problems

VII. Unwilling to accept say so: He does not easily accept the routine solutions of

problem. He is not a conformist.

VIII. Willing to take risk:He has risk taking capacity.

IX. Visionary: The creative child has vision of future problem. He can anticipate the

problems, which may emerge in future.


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CONCLUSION

Gifted children are always creative. Creativity refers to the ability to express

novel and useful ideas, to sense and elucidate novel and important relationships, and

to ask previously unthought-of of, but crucial questions.

Giftedness refers to cognitive, superiority, creativity and motivation in combination

and of sufficient magnitude to set the child apart from the vast majority of age mates.

These qualities make it possible for gifted children to contribute something of

particular value to society.

Gifted children can be defined for purposes of education as those children who

demonstrate or manifest potential for high ability including high intelligence, high

creativity and high task commitment. The reason for using the multiple-criterion

definition is that all these three characteristics-high ability, high creativity and high

task commitment-seem to be very necessary for truly gifted performance in any field

REFERENCE

1. http://en.wikipedia.org/wiki/Gifted_education\

2.

WWW.Weizmann.ac.il/../freeman.pdf
http://en.wikipedia.org/wiki/Gifted_education/http://en.wikipedia.org/wiki/Gifted_education/

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Scientifically Gifted and Creative Learners