The Expressed Needs of Parents of Gifted Children

1983 ◽  
Vol 1 (2) ◽  
pp. 80-83 ◽  
Author(s):  
E. J. Braggett ◽  
A. Ashman ◽  
J. Noble
Keyword(s):  
School System ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Social Emotional ◽  
Normal Children ◽  
Emotional Factors ◽  
Wide Range ◽  
Children's Development ◽  
Children’S Development

In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.

How Parenting Influences the Lives of Children

2017 ◽  
pp. 5-31
Keyword(s):  
Population Based ◽  
Social Emotional ◽  
Parenting Support ◽  
Parent Outcomes ◽  
Parenting Influences ◽  
Quality Of Parenting ◽  
The Many ◽  
Children's Development ◽  
Children’S Development

Of all the potentially modifiable environmental risk and protective factors that can change the course of children’s development, none is more important than the quality of parenting children receive. To highlight the pervasive influence parents have on their children’s development and life opportunities, this chapter examines the many aspects of child development that are influenced by parents. Parents’ capacity to raise their children well is, in turn, influenced by a range of potentially modifiable social, emotional, relational, and contextual factors. These factors are explored, and the implications of each determinant with respect to the provision of parenting support are noted. Parenting programs provide a common pathway to positively influence diverse child and parent outcomes. It is argued that a comprehensive, need-responsive, and population-based system of parenting support is required to promote nurturing communities that will optimally assist parents in raising their children.

scholarly journals The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science

2019 ◽  
Vol 28 (5) ◽  
pp. 441-449 ◽  
Author(s):  
Frederick J. Morrison ◽  
Matthew H. Kim ◽  
Carol M. Connor ◽  
Jennie K. Grammer
Keyword(s):  
Academic Success ◽  
Formal Schooling ◽  
Life Outcomes ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Developmental Science ◽  
Wide Range ◽  
Causal Impact ◽  
Children's Development ◽  
Children’S Development

Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

2020 ◽  
pp. 6-22
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
Research Literature ◽  
Gifted Children ◽  
Social Emotional ◽  
Academic Underachievement ◽  
Children And Young People ◽  
Emotional Factors ◽  
The Impact ◽  
Considerable Concern

Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study – in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.

scholarly journals Behaviour Disorders of Children with the Feeling of Alienation

2015 ◽  
Vol 5 (2) ◽  
pp. 91-102
Author(s):  
Henryk Cudak
Keyword(s):  
Family Environment ◽  
Social Emotional ◽  
Development Stages ◽  
The Family ◽  
Children's Development ◽  
Children’S Development

Abstract Family constitutes a social, emotional, biological, and axiological environment which is hard to be substituted by other environments. The significance of family in children’s development, especially during the first development stages, is extremely high. The negative phenomenon in the family environment manifesting itself in indifference or even in only partly conscious emotional alienation, evokes the feeling of alienation in a child.

Gifted Children's, Teachers', and Parents' Perceptions of Influential Factors on Gifted Development

1996 ◽  
Vol 11 (2) ◽  
pp. 76-79 ◽  
Author(s):  
Michael F. Shaughnessy ◽  
Jody W. Stockard
Keyword(s):  
Influential Factors ◽  
Cross Cultural ◽  
Gifted Children ◽  
The Past ◽  
Educational Professionals ◽  
Behavioral Concerns ◽  
Teachers And Parents ◽  
Education And Development ◽  
Children's Development ◽  
Children’S Development

Over the past twenty years, much research has been conducted and emphasis placed on gifted children, their education and development. This article examines differing perceptions of influential factors on gifted children's development. In one study, parents, teachers and gifted children were surveyed regarding their perception of the factors that have contributed to “giftedness.” In a second study, attitudes, as well as behavioral concerns, are addressed. A third study surveys a cross-cultural sample of British educational professionals. The results of these studies are explored and implications for instruction and assessment are offered.

Representative and Non-Representative Items for Gifted Students on the Piers-Harris Children's Self-Concept Scale

1982 ◽  
Vol 51 (3) ◽  
pp. 787-790 ◽  
Author(s):  
K. Eliot Brown ◽  
Frances A. Karnes
Keyword(s):  
Gifted Students ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Social Emotional ◽  
Emotional Factors ◽  
External Influences ◽  
Primary Focus

Increased attention has been given to measures of self-concept in recent years. While the primary focus has been on global measures of self-concept, some attention to component social/emotional factors has been explored. In these endeavors there have been few investigations into the self-concepts of gifted children. This study analyzed responses on the Piers-Harris Children's Self-concept Scale which had the highest rate of concurrence on representative and non-representative items for a group of gifted students. These 169 gifted students generated internally and maintained positive self-concepts while being relatively immune to external influences.

Enhancing Young Children's Development through Teacher Consultation and Curriculum: Results from Three Studies

2008 ◽  
Author(s):  
Bridget Hamre ◽  
Stephanie M. Jones ◽  
Donna M. Bryant ◽  
Patricia Wesley ◽  
Andrew J. Mashburn ◽  
...  
Keyword(s):  
Teacher Consultation ◽  
Children's Development ◽  
Children’S Development
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