| One of the challenges for parents with a gifted child | | | | when they start school as they focus their time and |
| is to encourage them to develop a range of interest | | | | energy on making friends. In terms of fitting in to |
| outside the academic sphere that not only rounds | | | | social settings this is essential however parents who |
| them out but stops them from being isolated from | | | | are proud of their child's achievements can become |
| their peers | | | | quite anxious at this apparent shift in interest away |
| Gifted children are a diverse group of kids who are | | | | from learning. It is time like this that parents need to |
| talented in specific areas such as mathematics, | | | | step back and follow their child's lead and recognise |
| language, sport or music. Some gifted kids are | | | | that different stages of development require children |
| mutli-talented excelling in a variety of areas. | | | | quite naturally to focus on different interests and |
| Gifted children tend to be passionate and | | | | events. |
| single-minded about their interests focusing their | | | | Making friends |
| energy on the topics that absorb them, often to the | | | | One of the most difficult tasks for a parent is to |
| exclusion of other activities. | | | | engineer circumstances so that children can make |
| Just as all children need to have a balanced diet to | | | | friends. Some children make friends naturally while |
| remain in good health they need a balance between | | | | others can be slow to warm up around their peers. |
| work and play to make sure they develop good | | | | Some gifted kids can have difficulty making friends |
| social networks and maintain emotional health. That | | | | among their own age group as their language or level |
| means that parents need to guide these children | | | | of interests don't match. In short, the world they |
| towards leisure-time options that they wouldn't | | | | inhabit, their interests and the language they use can |
| normally consider. | | | | be so foreign to their peers that they have little in |
| Work from strengths | | | | common. |
| One way to encourage a gifted child to be more | | | | Peers have a strong influence on gifted children, |
| well-rounded is to get them to lead with their | | | | encouraging them to try new activities and move |
| strengths. In other words, it maybe that a computer | | | | away from their passions for a while. Parents need |
| whiz meets up with other like-minded souls but | | | | to take an active role in encouraging peer group |
| extend the meetings to activities away from the | | | | interactions - organising joint play sessions with young |
| computer. Or an artistic child can be encouraged to | | | | children and providing extra-currucilar activities for |
| develop her literacy skills by adding simple stories to | | | | school-aged children. Often children become less |
| their illustrations. | | | | involved in solitary activities when they begin to |
| Balance for gifted children doesn't necessarily mean | | | | interact with their peers who exert a strong influence |
| that they spend an equal amount of time in every | | | | on their activity preferences. |
| area but making sure that they don't become | | | | Being part of the family |
| isolated as a result of their gift. Parents may need to | | | | Family life can be a great leveller for gifted children. A |
| be part social director gently insisting that children set | | | | sibling can bring a talented child back to earth, letting |
| aside time for play and other social activities. | | | | them know that they may be a star at school or in |
| The courage to be imperfect | | | | sport but their talent pulls no rank at home. Jobs |
| Gifted children are often low risk-takers in areas or | | | | need to be done, games can played and big heads |
| endeavours that are not their passions or strengths. | | | | can be easily deflated. Sometimes in families talented |
| Used to automatically excelling they fear doing things | | | | children can be given special privileges or |
| poorly so exceptionally capable children can be | | | | compensation from doing chores. This is unhelpful as |
| reluctant to attempt unknown or different tasks. | | | | the normal processes of family-life helps gifted |
| Often exceptional kids give up when they are not | | | | children stay firmly grounded and not get carried |
| automatically good at something. It takes some | | | | away with their own passions. |
| personal courage to step into the unknown and | | | | A well-rounded young person |
| actually attempt tasks where they don't automatically | | | | Talented kids can become self-absorbed in their |
| excel or feel that they can control. | | | | interests and passions to the detriment of developing |
| It helps to be direct with these children about their | | | | broader interests and in some cases social |
| perfectionism. Discuss with them that it is normal to | | | | interactions. With a little coaching and prompting |
| be strong in some areas but not as capable in others. | | | | parents can help children achieve balance in their lives |
| Also these children need to understand that learning | | | | so that they don't become isolated and rely on a |
| in areas they feel uncomfortable can take much | | | | narrow set of interests for their identity and self |
| longer and require more effort than they are used to. | | | | esteem. The prime aim of parents, regardless of their |
| It can be quite a shock for talented kids to find that | | | | children's talent is to help them become confident, |
| something doesn't come easily to them! | | | | well-rounded members of whatever groups they |
| Parents can push too hard | | | | belong to. |
| Some gifted young children slow down their learning | | | | |