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Re: 剛做了 IQ TEST
如果iq有150以上，唔單止係gifted，而係highly gifted，而他們所面對的問題(包括情緒和社交問題)比起moderately gifted會更多。
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Parenting Highly Gifted Children
by Kathi Kearney
Andrew, age eight, has just completed his older brother’s algebra text. Lynn, age four, has been reading the Chronicles of Narnia series by C.S. Lewis. Anna, age ten, is a full-time college student.
What would you do if you were the parents of Andrew, Lynn, or Anna? What should you do? How does having such a child impact a parent’s life?
The most extraordinarily gifted children – those with extremely high I.Q.’s (usually in the 150 to 170+ ranges, Stanford-Binet L-M scores); child prodigies in such areas as mathematics, music, and chess; and children with extremely highly developed special talents in unusual areas – have, surprisingly enough, been the least-studied children in the field of gifted education. Nationwide, many school programs exist for moderately gifted children, but very little work has been done to develop appropriate educational programs for the highly gifted, or to adequately research the psychology and needs of this special population.
For families of highly gifted children, the practical consequence of this situation is that the parents and children themselves often must use their own resources to seek out information about extreme giftedness and its impact on schooling and family life. We find that many times parents and children are unnecessarily isolated from other families in the same situation, and unaware of the resources and basic information that would help them. This results in part from the common, but mistaken belief that highly gifted children are so statistically rare as to warrant little attention from educational systems. Upon taking test scores to school officials, it is not uncommon for parents to be told that “Since this school will probably never see another child at this level for the next twenty years, there isn’t much we can do.” However, the actual incidence of highly gifted children in the population is probably much higher than statistics would indicate-perhaps six to ten times higher (Dunlap; Robinson).
Parents, then, can assist themselves and their children as they gain an understanding of the etiology of extreme giftedness, its impact on family systems, and how to help their children with the difficult issues of school placement, discrepancies in development, social adjustment, and advanced ethical development.
What are highly gifted children like? No single set of characteristics identifies the highly gifted, for “Within the top 1% of the I.Q. distribution...there is at least as much spread of talent as there is in the entire range from the 1st to the 99th percentile” (Robinson, p 71). Highly gifted children may indeed be as different from each other as they are from the norm. Furthermore, in addition to high-I.Q. children, the term “highly gifted” also encompasses those children who are considered child prodigies in a specific area. Prodigies face a slightly different set of developmental tasks. (See David Henry Feldman’s book, Nature’ s Gambit, for further information about prodigies.) However, the characteristics most often mentioned by parents and teachers of the highly gifted include the following:
• Extremely advanced development in one or more cognitive areas;
• High energy level;
• High degree of sensitivity;
• Advanced ethical sense;
• Discrepancies between physical, social, and intellectual development.
As might well be imagined, the practical consequence of these characteristics in the home can be wonderfully positive at some moments, and less desirable at others.
The seven-year-old child who is able to read, understand, and discuss Einstein’s theory of relativity is a delight to watch in action (albeit a surprising delight). When that same child gets into an argument over who got the biggest piece of cake, the parent may be tempted to tell him to act his age-which he is doing!
The 3-year-old child who cries bitterly while watching the evening news because she has seen a report about homeless children on the streets of New York is able to comprehend intellectually and ethically what she cannot deal with emotionally. Her reaction is all the more difficult for her parents, who, like the rest of us, have no good answers to a national tragedy.
When parents understand these unique characteristics and discrepancies to be a normal part of the development of exceptionally gifted children, and teach the child ways to cope with these discrepancies, they will go far toward assuring the child of a strong sense of self.
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發表於 06-9-7 11:15
