
Special AnnouncementGifted-Children.com content is both timeless and dated. We seek a knowledgeable individual, one dedicated to the cause of gifted and talented children, who would be interested in becoming involved with us in updating and adding to the valuable material presented. Please send a brief description to us at arthur@gifted-children.com. How Motivation Affects Learning What motivates your child to achieve may dictate whether he or she accepts challenges and persists in the face of difficulty, or avoids them and crumbles at the first sign of trouble. Learn how to recognize adaptive and maladaptive motivational patterns and how to cultivate learning goals in your child. Jump to Full NewsWeb Story
Music Enrichment Produces Giftedness
Coping with Creative Kids
Causes of Stress, Burnout Discovered
Lifestyle Key to High Achievement
Discipline is Not a Dirty Word....
This Could Be the Start of Something Big
If You're a Gifted Adult, Read This!
Try These 13 Teaching Tips
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During the period when many of the Library articles appearing in Gifted-Children.Com were first published, Gifted Children Monthly was advised by respected members of the community who generously gave of their time, knowledge, experience, and insights. While they are alumni advisors of Gifted-Children.Com, we are proud to acknowledge their commitment and contribution to the development and encouragement of gifted and talented children.
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Guide Your Child's Moral DevelopmentMother, I'm ready to be nursed now!" Sound ridiculous? Of course. It is not something an infant child can say or conceive.In just such a fashion, however, we often expect our children, especially our intellectually gifted ones, to make moral decisions as an adult. Because they are often sensitive to values and moral issues, they may appear to be more mature than they actually are. But just as an infant is unable to communicate in an adult fashion, our children however bright, are essentially unable to make moral decisions on an adult level. Higher moral reasoning requires an ability to reason abstractly. As Jean Piaget, the classic child development expert, has so clearly demonstrated, even most of our very bright children do not have this capacity until late childhood. With this understanding, you can help your son or daughter develop and refine moral reasoning skills as their capacity increases and avoid unrealistic expectations. By understanding a theory of moral development, you can improve communication in your home and enhance family relationships. Kohlberg for KidsAs parents, we may find ourselves in discussions with our children, reasoning with them as adults. At this point we become frustrated with them for reasoning as a child. It is often the case that children's intellectual development far exceeds their moral development. Moral development can only be achieved through time, experience and guidance. Kohlberg's theory proposes that there are three levels of moral development and six stages within them. Each stage
Editorial Staff
"I often doodle during breaks at school. I have drawn pictures ever since I can remember. I like the imagination I can put into my drawings because there is no limit to the possibilities." -- Eighth Grade Student Indiana University Summer Arts Institute How can you determine whether your child's love for doodling truly represents artistic talent and, if so, what measures you should take to support his or her interest in the arts? Over the years we have sought answers to these questions by working closely with students, their parents and teachers, administrators, and others who are interested in developing special abilities in the visual arts. As a result we have formulated some ideas about identification, teacher characteristics, curriculum content, educational settings, administrative arrangements, and educational resources that best serve the needs of children gifted in the visual arts. How Do You Identify Them?Although there are many programs and schools throughout the country for artistically talented students, there is little or no consensus about how to identify such students. Academically or intellectually gifted students are identified by test scores or by their levels of classroom performance; however, there are no standardized criteria, tests, or guidelines for identifying artistically talented students. This raises questions that have yet to be resolved and has resulted in the creation of diverse identification procedures.Most programs for artistically talented students use a combination of three or more selection procedures that include: self-nomination; nomination by art teachers, classroom teachers, parents or peers; portfolio re- view; interviews; creativity tests; and locally designed art tests. We feel that one of the most important components of identification is evidence of a child's persistent interest in the
arts and a burning desire to make art Editorial Staff
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