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I believe that a gifted child is a person who is naturally endowed with high abilities, specifically related to one or more topics.

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In my country, the concept of giftedness is mainly linked to performance and is investigated almost exclusively in children and adults. With my doctoral project, I'm trying to change this perspective.

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The guide for parents and teachers, "Gifted children", published in 2006 by a group of experts from the Faculty of Psychology and Educational Sciences in Bucharest, describes giftedness as a special human manifestation, with multiple facets, having as a common element exceptionality and being achieved through the happy combination of intellectual capacities and special skills with certain personality traits (and under the conditions of a favorable socio-familial-cultural environment).

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Gifted children often stand out for their unusual sense of humor, questioning situations, beeing creative in solving problemms, taking tasks as a challenge not as the burden. “Giftedness is an innate ability to both detect and comprehend the world in complex ways that differ significantly from age-expected norms.” Dr. Jim Delisle

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Giftedness is an asynchronous development in which advanced and high-intensity cognitive abilities combine to create an internal experience and enlightenment that is qualitatively different from the norm.  This asynchrony increases with increasing intellectual capacities.

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Young people identified through scientific methods as having potential achievements and/or skills in any of the following fields, isolated or in combination: general intellectual ability, specific academic skills, productive and creative thinking, leadership ability, talent for the arts, psychomotor skills;

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The documents about gifted students are mostly the same that promote the inclusion of all students, no matter what their capabilities are - they are generalist documents (dec-laws 54 and 55/2018, 6th July).
The dominant perspective is that there are multiple domains of giftedness, even the academic skills are the most considerated.

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Demonstrating certain characteristics of giftedness in early childhood, during the preschool period and at the beginning of school, cannot in any case be taken as a sufficiently reliable predictor that the child will actually be gifted later in life, just as the absence of showing talent at this age cannot be can be taken as a reliable prediction that such a child will not show talent in a certain area later on. For this reason, the term "gifted child" is only used conditionally for this developmental period, and that is why we use it that way, with a reminder that in fact we can (and must!) treat every preschool child as potentially gifted. Namely, whether the child will develop his talent and demonstrate it in some area of ​​his activities, in addition to what he brought with him to the world from birth, also depends to a large extent on the many external influences to which the child will be exposed in life, especially during early childhood. That is why experts who study the phenomena of giftedness emphasize that it is during the preschool period that it is most necessary to support the development of all existing potentials of the child, and among these, in particular, the development of those areas that could develop even more intensively and strongly than others, and later shown as a talent. And educators of preschool children can make an important contribution to this (Lay-Cvetković)

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Gifted characteristics and traits
-Advanced thinking and comprehension above their age peers
-Emotional intensity at a young age
-Heightened sense of self awareness
-Highly developed curiosity
-Excellent memory

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According to Prof. Dr. Ljupcho Kevereski, President of the Macedonian Association for the Gifted and Talented: Gifted children are those children/students who have noticeably faster development, progress much faster in a certain area, unlike their peers. Those children often insist on "playing" their own way, learn in a qualitatively different way, independently find new rules with minimal support from adults. They are distinguished by a thirst for mastering new knowledge, have a strong internal motivation, generate many ideas in combination with new and unusual ways.

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There are many theories of giftedness. Gifted students – those who stand out either for their very high degree of general intellectual development or for the distinct development of only certain abilities that, in relation to other students, make them more advanced. (Grgin 1996). Renzzuli's three-ring theory says that the integration of high ability, motivation, commitment to task and creativity is important. Creativity and ability without motivation cannot lead to productivity or exceptional achievement. For creativity, originality and suitability to the task is important, but also the sociocultural context (Beghetto and Kaufman, 2014). We can nurture creativity, and one way is intrinsic motivation. One who is intrinsically motivated performs a certain activity and enjoys it, and such motivation is associated with creativity.

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"Giftedness is a mental ability that exceeds the average (mental quotient above 140). Giftedness is different from skill in the sense that skills are behaviors that are learned. Giftedness, like talent, is intrinsic, a skill that cannot be mastered through personal effort. Giftedness is usually attributed to individuals with exceptional abilities in many areas and is therefore differentiated from talent focused on one field."
source: https://braining.gr/blog/%CF%87%CE%B1%CF%81%CE%B9%CF%83%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AC-%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CE%AC-%CE%BD%CE%BF%CE%B7%CE%BC%CE%BF%CF%83%CF%8D%CE%BD%CE%B7-%CF%87%CE%B1%CF%81%CE%B1%CE%BA%CF%84%CE%B7%CF%81%CE%B9%CF%83%CF%84%CE%B9%CE%BA%CE%AC-%CE%BA%CE%B1%CE%B9-%CF%83%CF%85%CE%BC%CF%80%CE%B5%CF%81%CE%B9%CF%86%CE%BF%CF%81%CE%AC.html

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Η χαρισματικότητα είναι μια νοητική ικανότητα που υπερβαίνει τον μέσο όρο (νοητικό πηλίκο πάνω από 140). Η χαρισματικότητα είναι διαφορετική από τη δεξιότητα υπό την έννοια ότι οι δεξιότητες είναι συμπεριφορές που μαθαίνονται. Η χαρισματικότητα όπως και το ταλέντο είναι κάτι εγγενές, μια ικανότητα που δεν μπορεί να κατακτηθεί μέσα από προσωπική προσπάθεια. Η χαρισματικότητα συνήθως αποδίδεται σε άτομα με εξαιρετικές ικανότητες σε πολλούς τομείς και γι΄αυτό διαφοροποιείται από το ταλέντο που είναι εστιασμένο σε έναν τομέα.

Παρακάτω είναι μερικά από τα χαρακτηριστικά που εκδηλώνουν τα παιδιά με εξαιρετικές ικανότητες από μικρή ηλικία και μπορούν να σας βοηθήσουν στο να αναζητήστε τη γνώμη ενός ειδικού:

Γέννηση έως 4 μηνών:
* Βλεμματική επαφή αμέσως μετά τη γέννηση, ακόμα και την ώρα που θηλάζει/πίνει γάλα από το μπιμπερό
* Δεν θέλει να καθίσει στο βρεφικό κάθισμα
* Θέλει πάντα κάποιον στο δωμάτιο να ασχολείται μαζί του/της
* Όλοι σχολιάζουν πόσο ζωηρό βλέμμα έχει και πώς είναι διαρκώς σε εγρήγορση

4 μηνών με ένα έτος:
* Σπάνια βάζει τα παιχνίδια στο στόμα
* Παίζει με κάποιο σκοπό, όχι απλά πετώντας τα παιχνίδια δεξιά και αριστερά
* Προσέχει τι συμβαίνει όταν παρακολουθεί τηλεόραση
* Παίζει παιχνίδια όπως κουκουτσά ή χαρωπά τα δυο μου χέρια τα χτυπώ
* Γνέφει για, λέει μαμά, μπαμπά, γεια
* Ακολουθεί οδηγίες, δεν του ξεφεύγει τίποτα, ξέρει απέξω όλη τη ρουτίνα των καθημερινών δραστηριοτήτων του

Ενός έτους με 18 μηνών:
* Δείχνει ανταγωνιστικότητα, νευριάζει όταν δεν γίνεται το δικό του
* Μεγάλη διάρκεια προσοχής σε κάτι (όχι στην τηλεόραση)
* Δείχνει ενδιαφέρον στα γράμματα, τους αριθμούς, τις λέξεις
* Πολύ ανεπτυγμένη λεπτή κινητικότητα και οπτικοκινητικός συντονισμός
* Παίζει με παιχνίδια και παζλ που απευθύνονται σε μεγαλύτερα παιδιά
* Δεν τρώει ούτε σκίζει βιβλία
* Προσπαθεί σκληρά αρέσει στους άλλους και πληγώνεται εύκολα

18 μηνών με 2 ετών:
* Μιλά καθαρά και καταλαβαίνει όσα λένε οι άλλοι
* Ξέρει πολλά γράμματα, αριθμούς και χρώματα, χωρίς να επιμένουν να του τα μάθουν οι γονείς του
* Θέλει να τα κάνει όλα με τον δικό του τρόπο και δεν παρατείται από την προσπάθεια
* Δεν αποσπάται εύκολα η προσοχή του, οι προσπάθειες απόσπασης προσοχής όταν θέλουμε να το αποτρέψουμε από μία ανεπιθύμητη συμπεριφορά δεν έχουν αποτέλεσμα
* Μπορεί να τραγουδήσει μαζί σας ένα τραγούδι, ξέρει όλα τα λόγια και τη μελωδία
* Έχει χιούμορ που εντυπωσιάζει
* Παρότι πολύ δραστήριος, οι δραστηριότητες του έχουν σκοπό
* Ενδιαφέρεται για μηχανήματα και συσκευές με πολύπλοκη λειτουργία, όπως το CD player και ο Η/Υ και μπορεί να τα χειριστεί σωστά
* Του αρέσει να ηγείται στην παρέες και γρήγορα χάνει το ενδιαφέρον του για τα παιδιά που δεν μπορούν να τον ακολουθήσουν στο παιχνίδι
* Οι γονείς σας και άλλοι συγγενείς μπορεί να αρχίσουν να παραπονιούνται ότι είναι επίμονος και κακομαθημένος
* Είναι καλός στη ζωγραφική
* Μπορεί να φτιάξει πύργο με περισσότερους από 8 κύβους
* Αναγνωρίζει βασικά σχήματα στο περιβάλλον
* Διακρίνει ομορφιές στη φύση γύρω του
* Δίνει προσοχή στα συναισθήματα των άλλων
* Πρέπει να ξέρει τον λόγο για τον οποίο πρέπει να πειθαρχήσει σε κάτι

2-3 ετών:
* Δείχνει εξαιρετική προσοχή σε προγράμματα τηλεόρασης ή σε DVD
* Δείχνει πολύ μεγάλο ενδιαφέρον για γράμματα και αριθμούς
* Καταλαβαίνει πότε κάνετε λάθος, θυμάται μια υπόσχεση που του δώσατε
* Εύκολα στενοχωριέται και θυμώνει όταν δεν καταφέρνει κάτι, τελειομανής
* Άνθρωποι εκτός της οικογένειας σας αρχίζουν να σχολιάζουν πόσο έξυπνος είναι
* Δεν του αρέσει να παίζει με συνομήλικά του παιδιά, προτιμά ενήλικες ή μεγαλύτερα παιδιά, αλλά είναι ακόμα ανώριμος συναισθηματικά
* Έχει ξεσπάσματα οργής όταν τον/ την εμποδίζουν να φέρει εις πέρας κάτι που προσπαθεί να ολοκληρώσει με τον δικό του/της τρόπο
* Μπορεί να παίξει με παιχνίδια και παζλ που απευθύνονται σε παιδιά με τα διπλά χρόνια ηλικίας
* Σημάδια πρώιμης ικανότητας ανάγνωσης, πχ ξεχωρίζει τα σήματα οδικής κυκλοφορίας, τα λογότυπα πολλών καταστημάτων, διαβάζει ονόματα τυπωμένα
* Εξοργίζεται όταν οι ενήλικες δεν τον καταλαβαίνουν ή δεν ακολουθούν τους δικούς του κανόνες
* Πολύ ανταγωνιστικός

3-4 χρόνων:
* Πολύ περίεργος/η
* Πολύ ομιλητικός/η
* Αυξημένο ενδιαφέρον για τα βιβλία ειδικά για όσα του δίνουν απαντήσεις στα ερωτήματα του
* Του αρέσει να υπερασπίζεται τις πράξεις του με επιχειρήματα
* Μπορεί να κάνει πολλά πράγματα στον Η/Υ
* Μπορεί να φοβάται όσα δεν καταλαβαίνει, ανησυχεί για το μέλλον, αγχώνεται
* Δείχνει ενδιαφέρον για τα πώς και τα γιατί και ακούει με περισσότερη προσοχή από ότι οι συνομήλικοί του
* Του αρέσει η στρατηγική και οι κανόνες και δυσανασχετεί με τα άλλα παιδιά που δεν τους καταλαβαίνουν
* Ηγετικός/ή
* Δημιουργικός/ή
* Χειρίζεται έξυπνα ανθρώπους και καταστάσεις
* Τελειομανής, επιμένει στο να βελτιώσει στο μέγιστο τις ικανότητές του

4-5 χρόνων:
* Τα περισσότερα χαρισματικά παιδιά αρχίζουν να διαβάζουν βιβλία πριν γίνουν 5 χρόνων
* Δείχνουν ενδιαφέρον αλλά και άγχος για καταστάσεις που απασχολούν τους ενήλικες, όπως πχ η είδηση μιας φυσικής καταστροφής
* Είναι προικισμένα με εξαιρετικές αριθμητικές ικανότητες και μαθηματικό συλλογισμό
* Μπορεί να αρχίσουν να αναρωτιούνται για το νόημα της ζωής, για την δική τους αξία κτλ
* Εκτεταμένο λεξιλόγιο, απίστευτη μνήμη για γεγονότα και πληροφορίες
* Αυξανόμενη ευκολία στον χειρισμό Η/Υ, ηλεκτρινικών παιχνιδιών κτλ
* Εμφανής αφαιρετική σκέψη, τους αρέσουν οι έννοιες και οι θεωρίες
* Έχουν μεγάλη ανάγκη να συζητούν με τους άλλους ( και με παιδιά, όχι μόνο με ενήλικες) για πράγματα που τους γοητεύουν
[Δρ. Γκόλτσιου, http://www.gkoltsiou.gr]

Γενικά και ειδικά χαρακτηριστικά χαρισματικών και ταλαντούχων μαθητών

Δέκα χαρακτηριστικά και συμπεριφορές που μπορεί να εμποδίσουν τη διάγνωση της χαρισματικότητας ενός παιδιού.

* Βαριούνται πολύ εύκολα τη ρουτίνα της τάξης. Μερικοί μπορεί να το εκφράσουν μεγαλόφωνα. Κάποιοι άλλοι μπορεί να κλειστούν στον εαυτό τους και να μη μιλούν.

* Μπορεί να εργάζονται εντατικά σε ένα μάθημα και να παραμελούν τις εργασίες και τη μελέτη σε κάποια άλλα.

* Μπορεί να χρησιμοποιήσουν το ανεπτυγμένο τους λεξιλόγιο για να "κοροϊδέψουν" αυτούς που δεν έχουν αναπτυχθεί τόσο πολύ λεκτικά.

* Μπορεί να παθιαστούν τόσο πολύ με τη συζήτηση ενός θέματος που τους ενδιαφέρει, ώστε να μονοπωλήσουν τη συζήτηση.

* Μπορεί να ενθουσιαστούν με ένα συγκεκριμένο θέμα, αλλά όταν ικανοποιηθεί το αρχικό τους ενδιαφέρον αρνούνται να κάνουν την επιπλέον δουλειά που σχετίζεται με το θέμα. Η ενασχόλησή τους με τα μαθήματα είναι μικρός.

* Μπορεί να αρνούνται ή να δυσανασχετούν όταν πρέπει να συνεργαστούν με άλλους που δεν έχουν τόσο ανεπτυγμένες ικανότητες και μπορεί να εκφράσουν τη διαφωνία τους με λέξεις ή με ενδείξεις.

* Μπορεί να κατέχουν πολλές γνώσεις γύρω από πολλά θέματα και ενδέχεται να διορ-θώνουν τους ενηλίκους (και τους συνομηλίκους τους) θεωρώντας ότι τους δίνουν λανθασμένες ή ημιτελείς πληροφορίες.

* Μπορεί να χρησιμοποιήσουν την ανεπτυγμένη αίσθηση του χιούμορ και της πονηριάς τους για να εκφοβίσουν, να χρησιμοποιήσουν ή να ντροπιάσουν τους άλλους.

* Μπορεί να είναι σίγουροι και παθιασμένοι με τις απόψεις τους σχετικά με συγκεκριμένα πολιτικά, κοινωνικά ή ηθικά ζητήματα και να εκφράζουν τις απόψεις τους ανοιχτά απο-μακρύνοντας τους εαυτούς τους από τους συμμαθητές τους που δε συμμερίζονται (ή δεν ενδιαφέρονται) για αυτά τα θέματα.

* Μπορεί να προτιμούν να δουλεύουν αυτόνομα και να αντιπαθούν κάθε ενήλικο που θέλει να τους "βάλει σε μια σειρά" ακολουθώντας μια διαδικασία με την οποία διαφωνούν.

Ορισμένες από αυτές τις αρνητικές συμπεριφορές μπορεί να οφείλονται στο ότι τα χαρισματικά παιδιά έχουν συναισθηματικές ή πνευματικές ανάγκες που δεν καλύπτονται στο σπίτι ή το σχολείο. Παρότι η αλαζονική συμπεριφορά δεν πρέπει να γίνει ανεκτή και η ακαδημαϊκή αδιαφορία δεν πρέπει να αγνοηθεί, είναι καλό οι εκπαιδευτικοί να γνωρίζουν ότι πηγή αυτών των προβλημάτων μπορεί να είναι η απογοήτευση και όχι κάποια συναισθηματική διαταραχή.

Κατάλογος μαθησιακών και συμπεριφοριστικών χαρακτηριστικών των χαρισματικών παιδιών

Ως προς τη μάθηση:

* μαθαίνει γρήγορα, αντιλαμβάνεται εύκολα προχωρημένα θέματα

* δείχνει διορατικότητα και φαντασία για τις σχέσεις αιτίου-αποτελέσματος

* επιμένει στην ολοκλήρωση καθηκόντων

* αντιλαμβάνεται το πρόβλημα εύκολα και παίρνει πρωτοβουλία

* μαθαίνει τις βασικές δεξιότητες γρήγορα και με λίγη εξάσκηση

* δείχνει απροθυμία να εξασκήσει δεξιότητες που έχει ήδη κατακτήσει θεωρώντας την εξάσκηση μάταιη

* ακολουθεί εύκολα σύνθετες οδηγίες

* δομεί και χειρίζεται υψηλού επιπέδου αφηρημένες έννοιες

* μπορεί να ασχοληθεί με περισσότερες από μία ιδέες τη φορά

* διαθέτει ισχυρές δεξιότητες κριτικής ανάπτυξης και κάνει αυτοκριτική

* έχει εκπληκτική αντίληψη και έντονη διορατικότητα

* είναι παρατηρητής σε εγρήγορση, παρατηρεί τη λεπτομέρεια και αντιλαμβάνεται γρή-γορα τις ομοιότητες και διαφορές

* δείχνει φυσική και πνευματική ανησυχία, είναι σπάνια παθητικός μαθητής, όταν του δοθεί ενθάρρυνση

* έχει αξιοθαύμαστες γενικές (ή ειδικές) γνώσεις σε μία ή περισσότερες περιοχές

* έχει εκτεταμένες γενικές γνώσεις (συχνά ξέρει περισσότερα από το δάσκαλο) και βρί-σκει την τάξη επιφανειακή

* διερευνά ποικίλα και ειδικά ενδιαφέροντα, συχνά σε μεγάλο βάθος

* μαθαίνει και θυμάται πληροφορίες γρήγορα, φαίνεται ότι δε χρειάζεται επανάληψη και δεν αντέχει την επανάληψη

* μαθαίνει να διαβάζει γρήγορα, θυμάται αυτό που διαβάζει με λεπτομέρεια

* έχει προχωρημένη κατανόηση και χρήση της γλώσσας, αλλά μερικές φορές διστάζει όταν η σωστή λέξη χρησιμοποιείται περιστασιακά

* δίνει πολύ μεγάλη σημασία σε μια ιστορία ή ένα έργο και συνεχίζει την ιστορία

* δείχνει πλούσια φαντασία στην καθημερινή γλώσσα και σε καταιγισμό ιδεών

* μπορεί να κάνει ασυνήθιστες (ακόμα και αμήχανες) ερωτήσεις ή να κάνει ασυνήθιστες παρατηρήσεις σε συζητήσεις μέσα στην τάξη

* κάνει προκλητικές, "ψαγμένες" ερωτήσεις που δεν μοιάζουν με τις ερωτήσεις άλλων μαθητών της ίδιας ηλικίας

* έχει ιδιαίτερη περιέργεια και θέλει συνέχεια να ξέρει την αιτία των πραγμάτων

* του αρέσουν τα πνευματικά παιγνίδια, έχει φαντασία, είναι γρήγορος στις συνδέσεις εκ πρώτης όψεως μη ομοειδών πραγμάτων, εννοιών κ.λ.π.

* συχνά έχει ασυνήθιστες, παρά τυπικές σχέσεις

* μπορεί να παράγει πρωτότυπη και με φαντασία εργασία

* θέλει να αναλύει θέματα σε βάθος

* η πνευματική του ταχύτητα είναι μεγαλύτερη από την ικανότητά του στο γράψιμο, για αυτό είναι συχνά απρόθυμος να γράφει σε μάκρος

* προτιμά να μιλάει παρά να γράφει και μιλάει με ταχύτητα και ευφράδεια

Ως προς τη συμπεριφορά:

* θέτει πολύ υψηλούς προσωπικούς στόχους και μπορεί να είναι τελειομανής

* κυνηγά την επιτυχία και διστάζει να επιχειρήσει κάτι στο οποίο μπορεί να αποτύχει

* έχει αίσθηση του χιούμορ και του αρέσουν τα λογοπαίγνια

* μπορεί να υστερεί σε σχέση με τους συνομηλίκους του σε δεξιότητες λεπτής και αδρής κινητικότητας, και ως εκ τούτου να αποθαρρύνεται

* μπορεί να έχει μια αρνητική αντίληψη για τον εαυτό του και να υποφέρει από μειωμένη κοινωνική αποδοχή από τους συνομηλίκους του

* αφαιρείται και φαίνεται χαμένος σε άλλον κόσμο

* ακούει ένα μόνο μέρος της εξήγησης και φαίνεται να έχει μερικές φορές έλλειψη συγκέντρωσης, αλλά όταν τον ρωτούν, συνήθως γνωρίζει την απάντηση

* προτιμά συχνά τη συντροφιά των μεγαλύτερων μαθητών και των ενηλίκων

* όταν βρίσκει ενδιαφέρον, απορροφάται για μεγάλες περιόδους

* εμμένει στις δικές του πεποιθήσεις

* δείχνει ευαισθησία και αντιδρά έντονα σε θέματα που του προκαλούν άγχος ή αδικία

* δείχνει ευαισθησία, κατανόηση και συμπάθεια στους άλλους και αναλαμβάνει ηγετικό ρόλο

* δείχνει ασυνήθιστο ενδιαφέρον σε προβλήματα ενηλίκων, όπως σημαντικά σύγχρονα θέματα (εθνική ή παγκόσμια εξέλιξη, δικαιοσύνη, το σύμπαν κ.λ.π.)

Επειδή η τελειοµανία είναι ένα συνηθισµένο χαρακτηριστικό των χαρισµατικών και ταλαντούχων παιδιών, αναφέρουµε ιδιαίτερα µερικές παραµέτρους της συµπεριφοράς τους.

Πώς λειτουργεί ο τελειοµανής:

* κρίνει υπερβολικά αυστηρά τον εαυτό του
* σπάνια αναθέτει δουλειά σε άλλους
* δυσκολεύεται να πάρει αποφάσεις
* θέλει πάντα να έχει τον έλεγχο
* αγωνίζεται σθεναρά
* έρχεται αργοπορηµένος γιατί είχε να κάνει µία ακόµη δουλειά
* κάνει επανάληψη πάντα την τελευταία στιγµή
* παρασύρεται από τις λεπτοµέρειες
* ποτέ δεν είναι ικανοποιηµένος από τη δουλειά του
* κρατά συνεχώς απασχοληµένο τον εαυτό του µε κάτι
* ασκεί συχνά κριτική στους άλλους
* αρνείται να ακούσει κριτική για τον εαυτό του
* δίνει µεγαλύτερη βαρύτητα στα αρνητικά παρά στα θετικά σχόλια
* ελέγχει τη δουλειά των άλλων
* αποκαλεί τον εαυτό του "ηλίθιο" όταν δεν κάνει κάτι άψογα
* χρονοτριβεί

Τι σκέφτεται ο τελειοµανής:

* "Εάν δε µπορώ να το κάνω τέλεια, ποιο το νόηµα; "
* "Πρέπει να είµαι τέλειος σε ό,τι κάνω."
* "Πρέπει να είµαι πάντα µπροστά από τους άλλους."
* "Κάθε λεπτοµέρεια της δουλειάς πρέπει να είναι τέλεια."
* "Τα πράγµατα πρέπει να γίνονται σωστά από την πρώτη φορά."
* "Υπάρχει µόνο ένας σωστός τρόπος για να κάνω τα πράγµατα."
* "Είµαι ένας υπέροχος άνθρωπος όταν πετυχαίνω, είµαι απαίσιος όταν αποτυγχάνω."
* "Ποτέ δεν είµαι αρκετά καλός."
* "Είµαι βλάκας."
* "∆ε µπορώ να κάνω τίποτα σωστά."
* "Είµαι αντιπαθής."
* "∆εν πρέπει να κάνω λάθος εδώ, γιατί οι άνθρωποι θα νοµίσουν ότι δεν είµαι πολύ (έξυπνος, καλός, ικανός). "
* "Όταν κάνω µία γκάφα, κάτι δεν πάει καλά µε εµένα."
* "Οι άνθρωποι δεν πρέπει να µου ασκούν κριτική."
* "Τα πάντα πρέπει να είναι άσπρο ή µαύρο. Το γκρι είναι σηµάδι µπερδεµένης σκέψης."

Πώς νιώθει ο τελειοµανής:

* βαθιά ντροπιασµένος για τα λάθη που κάνει
* αηδιασµένος ή θυµωµένος µε τον εαυτό του όταν του ασκείται κριτική
* ανήσυχος όταν εκφράζει την άποψή του στους άλλους
* ανησυχεί εξαιρετικά για τις λεπτοµέρειες
* θυµωµένος εάν του διαταράξουν τη ρουτίνα
* νευρικός όταν τα πράγµατα τριγύρω του είναι ακατάστατα
* γεµάτος φόβο ή αγχωµένος τον περισσότερο καιρό
* βασανίζεται από εχθρότητα για τον εαυτό του
* φοβισµένος µήπως φανεί χαζός
* φοβισµένος µήπως φανεί ανάξιος
* φοβισµένος µήπως τον απορρίψουν
* ντροπιασµένος όταν νιώθει φόβο
* αποθαρρηµένος
* ένοχος µήπως απογοητεύσει τους άλλους

Πρώιµα χαρακτηριστικά και δεξιότητες χαρισµατικότητας

(τα χαρακτηριστικά αναφέρονται µε βάση την περιγραφή των γονιών για την ανάπτυξη των παιδιών τους τούς πρώτους 36 µήνες)

Χαρακτηριστικά
Χαρισµατικά παιδιά - Μη χαρισµατικά παιδιά
µεγάλη ετοιµότητα 67% -- 42%
έντονη προσοχή 31% -- 3%
εξαιρετική µνήµη 67% -- 27%
ταχεία µάθηση 58% -- 13%
προχωρηµένο λεξιλόγιο 87% -- 34%
µεγάλη παρατηρητικότητα 64% -- 34%
µεγάλη περιέργεια 58% -- 40%
περισσότερους από έναν φανταστικούς συντρόφους στο παιχνίδι 50% -- 9%
ζωηρή φαντασία 46% -- 22%
πολύ µεγάλη δηµιουργικότητα 66% -- 8%

∆εξιότητες
Χαρισµατικά - Μη χαρισµατικά
αναγνωρίζουν γράµµατα στην ηλικία των 2 56% -- 33%
αναγνωρίζουν την πρώτη λέξη στην ηλικία των 2 31% -- 15%
φωτογραφική ανάγνωση βιβλίων απλού επιπέδου στην ηλικία των 4 50% -- 22%
προφέρουν νέες λέξεις στην ηλικία των 4 42% -- 13%
φτιάχνουν ένα παζλ στην ηλικία των 3 81% -- 49%
ενδιαφέρονται για το χρόνο στην ηλικία των 2 24% -- 5%
λένε την ώρα στην ηλικία των 5 61% -- 28%
µετράνε µέχρι το ∆έκα στην ηλικία των 3 52% -- 24%
αντιλαµβάνονται τα Μαθηµατικά σε µεγάλο βαθµό 40% -- 8%

Ενδιαφέροντα
Χαρισµατικά - Μη χαρισµατικά
έντονο ενδιαφέρον για βιβλία 46% -- 10%
ενδιαφέρον για µαθηµατικά παιχνίδια 48% -- 16%
ενδιαφέρον για παζλ 91% -- 64%
ενδιαφέρον για κοµπιουτεράκια 36% -- 13%
ενδιαφέρον για υπολογιστές (και όχι µόνο videogames) 90% -- 47%
πολλά ταλέντα 16% -- 3%
πολλά ενδιαφέροντα 74% -- 50%
διάθεση να αφιερώνουν χρόνο στα ενδιαφέροντά τους 49% -- 19%

Χαρακτηριστικά της προσωπικότητας και της κοινωνικότητας των χαρισµατικών και µη-χαρισµατικών παιδιών
Χαρισµατικά - Μη χαρισµατικά
εκλεπτυσµένο χιούµορ 64% -- 40%
έντονη αντίδραση στη frustration µαταίωση 51% -- 24%
Τελειοµανής 56% -- 21%
επιλέγει µεγαλύτερους για παρέα 31% -- 12%
του αρέσει να παίζει µόνος του 37% -- 10%
τον ενδιαφέρει η ηθική και η δικαιοσύνη 36% -- 8%
είναι ώριµος για την ηλικία του 77% -- 37%
έντονα ανταγωνιστικός 23% -- 13%
µεγάλη ικανότητα για συντονισµό 36% -- 16%

Αν το παιδί εµφανίζει πολλά από αυτά τα χαρακτηριστικά, τις δεξιότητες και τα ενδιαφέροντα που αναφέραµε παραπάνω, πρέπει να γίνει πρώιµη διάγνωση της χαρισµατικότητας. Λόγω της προχωρηµένης πνευµατικής τους ανάπτυξης τα χαρισµατικά παιδιά πρέπει να ασχολούνται από νωρίς µε παιχνίδια και δραστηριότητες που προορίζονται για µεγαλύτερα παιδιά και να δουλεύουν σε περιβάλλοντα που θα αναδείξουν τη µοναδικότητά τους. Αυτά τα παιδιά πρέπει να επικοινωνούν µε συνοµηλίκους που τους µοιάζουν.

Η χαρισµατικότητα δεν πρέπει ούτε να κρύβεται, γιατί αυτό οδηγεί σε ατροφία των ικανοτήτων τους, ούτε να επιδεικνύεται γιατί οδηγεί σε κοινωνικο-συναισθηµατικά προβλήµατα. Η πρώιµη διάγνωση και η καλλιέργεια της χαρισµατικότητας αυξάνει τις πιθανότητες ικανοποίησης και ευτυχίας του παιδιού στη µετέπειτα ζωή του.
Παιδαγωγικό Ινστιτουτο pi-schools.gr/special_education/harismatika

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χαρισματικά παιδιά

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ταλαντούχοι μαθητές

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Χαρισματικά παιδιά: νοημοσύνη χαρακτηριστικά και συμπεριφορές | Blog

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Μερικά από τα χαρακτηριστικά που εκδηλώνουν τα παιδιά με εξαιρετικές ικανότητες από μικρή ηλικία και μπορούν να σας βοηθήσουν στο να αναζητήστε τη γνώμη ενός

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As I am not native to Kosovo, I had to search for the exact legal definition.

Education Order from Kosovo Extraordinary ability: refers to children with ability (intelligence) higher than the norm of their age. Extraordinary ability can appear in more than one area such as: intellectual, creative, artistic, leadership, or in a specific academic field.

For my own country, we use IQ as the main determining factor for giftedness, along with high or advanced academic success, especially in the younger grades.

Personally, I see all children as gifted in one way or another.  However, in terms of teaching a gifted child needs specific challenges to overcome that target their ability (or giftedness)

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Giftedness students are little genius. They have above-average opportunities to achive more. They need new approaches and widh range of educational managment and service.

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A Gifted child is any child who is naturally endowed with a high degree of general mental ability or extraordinary ability in a specific sphere of activity or knowledge. In most countries the prevailing definition is an intelligence quotient (IQ) of 130 or above. Increasingly, however, schools use multiple measures of giftedness and assess a wide variety of talents, including verbal, mathematical, spatial-visual, musical, and interpersonal abilities.
But what about Competences? I don't think only knowledge is the answer...
What about experiences and cultural awareness?
And what about Emotions?
There are a lot of aspects to be taken into consideration when we think about the simple word "gifted".

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I believe that the main issue lays in the distinction between gifted and brilliant pupils that is brilliantly proposed by and Mag. Maruška Željeznov Seničar in her presentation. I would say, based on the presentation and other inputs, that a brilliant pupil usually gives the right answer to a question a gifted pupil may question the question. In our system, currently we base the "formal identification" in the reports that are presented by the families. However, we also have pupils that follow different programs based on the outcome of teachers' observations or pupils' and parents' proposals. But identification process is still not very clear and the distinction between the categories mentioned above is still blurred.

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In our system we used the definition that is proposed by the European Economic and Social Committee. A pupil of high ability in some or all areas, who may nevertheless also require special learning conditions to fulfil their educational potential.

Giftedness or high ability is currently defined in terms of the following traits:

•    above-average intellectual ability, in both general and specific skills. Although the traditional yardstick has been the presence of an intelligence quotient of over 130 (100 being the average), in recent years this criterion has been extended and loosened to include the assessment of other equally important indicators:

•    high dedication and commitment to tasks: perseverance, interest, resilience, self-confidence, etc.

•    high levels of creativity, flexibility and originality in asking questions, responding to and solving problems and difficulties that arise(European Economic and Social Committee, 2013).

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According to The Guide for High Capacity students of the Asturian government in Spain:
High Capacity designates the possession and use of outstanding untrained and spontaneously expressed natural abilities, also called aptitudes (or gifts), in at least one capacity, mastery of ability, to a degree that places the individual, at least, among the top 10% of students his age.
In general terms, high capacity implies the existence of skills together
with certain personality characteristics that, with adequate stimulation, can lead the person to enhance and multiply their learning.

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"Giftedness is a set of traits that enable an individual to consistently achieve significantly above average performance in one or more activities he/she engages in." Koren, 1988

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When we talk about giftedness, I  would say that giftedness is about potential and  not often about achievement. I believe that a high percentage of  those children do not achieve high results at school.  I think of them as creative, original  thinkers, risk takers, with a flexibility of thought and critical processing skills that are at a high level and skillfully used. They take elements that one would never think are connected and come up with the answer that way. They are very exciting to work with !

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I read with excitement the comments of all my friends who attended the training. The fact that literature information is similar across Europe shows that the definition of giftedness depends on international criteria. As a Wisc-r intelligence test practitioner, I can say the following about my own experiences as well as literature information. In order to define superior intelligence, it is necessary to first decide what intelligence means. I think intelligence is the first response to a problem. Giftedness is the marked differentiation of the response to the solution of the problem from that of the same peer group. This reaction stands out as a solution-oriented, unlearned, spontaneous strategy. Different dimensions (types) of intelligence are related to the area where the problem occurs.

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Giftedness is a combination of three basic groups of traits: above-average general or specific
ability, motivation and high degree
creativity.

"Giftedness is a set of traits that enable an individual to consistently achieve exceptionally well
above average performance in one or more activities he is engaged in" (Koren, 1988
according to Cvetković Lay, Sekulić Majurec, 2008, 15).

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Halliki Põlda (2018a) brings its own
in the doctoral thesis, which deals with the construction of the phenomenon of talent in public communication,
point out that definitions based on IQ test scores assume that those who are gifted are
who are among the top 1%, but there are also approaches where up to are counted among the talented
top 10%. Some approaches talk about talent starting with a specific IQ test
from the score. A more common view is that relatively higher ability starts at an IQ of 120,
according to different authors, super giftedness fluctuates between 130 and 140 (Unt 2005).
Source: Gifted in Estonian education by Kadi Serbak

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'Giftedness' doesn't have an official definition within the Irish education system and this can lead to gifted students being left behind by a system that doesn't recognise them. To me, it seems that giftedness is exceptional ability in some domain, particularly academic.

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Within the curriculum that the greek Ministry of Education has published "The education of students with special mental abilities and talents" (2004), the definition used is the one of the U.S. department of Education:
"Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:

1. General intellectual ability

2. Specific academic aptitude

3. Creative or productive thinking

4. Leadership ability

5. Visual and performing arts

6. Psychomotor ability (Marland, 1972)"

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ΟΔΗΓΟΣ-ΓΙΑ-ΧΑΡΙΣΜΑΤΙΚΑ-ΠΑΙΔΙΑ

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Although the term "superior ability" is often used in the literature, the more general expression "special talent" was adopted in the context of the same concept in the Specially Talented Individuals Strategy and Implementation Plan published by the Supreme Council of Science and Technology on January 15, 2013.

It is also seen that the expressions gifted/special talent are used in the Family Education Program titled Gifted Children and Their Families, published by the Ministry of Family and Social Policies (Özbay, 2013, p. 7).

According to the Ministry of National Education Special Education Services Regulation published in 2018, a Specially Talented Individual: "Learns faster than his/her peers, is ahead in terms of leadership, art and creativity, enjoys acting autonomously in areas of interest, has special academic talent, understands abstract ideas and has a high degree of ability." (Milli eğitim bakanlığı özel eğitim hizmetleri yönetmeliği, 2018).

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According to Macedonian law: Gifted students are students who have developed one or more abilities at a level that exceeds the abilities of their peers. This is from:

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For the National Association for Study and Intervention
in Giftedness (ANEIS) high abilities can be presented in the following domains:
· Intellectual – includes abilities of perception and memory, organization and relationship of information, analysis, synthesis, reasoning and problem solving;
· Academic – related to an in-depth level of knowledge, ease or accelerated pace of appropriation of school subjects in one or more curricular domains;
· Artistic – superior skills in one or more areas of expression, such as painting, music, theater, literature or sculpture;
· Social – communication and interpersonal relationship skills, understanding the feelings of others or organization and leadership in group situations;
· Motor – excellence in terms of expression and motor coordination, particularly in terms of physical activities and sports in general;
· Mechanics – ability to understand and solve of technical-practical problems, with handling of schemes and mechanical, electronic or computational equipment.
(https://www.dge.mec.pt/sites/default/files/EEspecial/guia_sobredotados.pdf)

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Gifted children are those who show abilities to learn and connect information or have abilities in one or more specific areas (mathematics, music, sports, drawing, dance). The first signs can already be seen in the first months of life, these children progress faster than their peers in motor skills, start speaking earlier, compose longer words and sentences, connect what they see and learn with earlier experiences, understand numbers and relationships (larger-smaller).

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Gifted children are those who show abilities to learn and connect information or have abilities in one or more specific areas (mathematics, music, sports, drawing, dance). The first signs can already be seen in the first months of life, these children progress faster than their peers in motor skills, start speaking earlier, compose longer words and sentences, connect what they see and learn with earlier experiences, understand numbers and relationships (larger-smaller).

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A gifted students shows all features of the the "3 rings" of Renzulli's model of giftedness: Above average abilities, task commitment and creativity. This is rounded up by the so-called operation houndstooth.
Giftedness is thus not only high intelligence, but also the approach to tasks and the way of learning and the concept of life.

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Gifted children is a term that may apply to exceptional students, small genius.

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"Giftedness is the interplay of three main groups of human characteristics : general skills above average, high levels of dedication to work and high levels of creativity. Gifted children are those who have or are able to develop this complex set of characteristics and apply them to any potentially valuable area of human performance. These children need a wide range of educational opportunities and services. In particular, schools are threatening to halt the emergence of the potential of gifted students because of the pressure for outstanding academic success.
(Rizos S., The case of gifted children - views of primary school teachers in the recognition and management of diverstiy of these children, National and Kapodistrian University of Athens)

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"Giftedness is the interplay of three main groups of human characteristics : general skills above average, high levels of dedication to work and high levels of creativity. Gifted children are those who have or are able to develop this complex set of characteristics and apply them to any potentially valuable area of human performance."
based on Renzulli definition. (Rizos S., 2011, The case of gifted children - views of primary school teachers in the recognition and management of diverstiy of these children, PhD thesis, National and Kapodistrian University of Athens)

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Basque Country is among the autonomous communities in Spain with the lowest percentages of detection of students with high intellectual abilities (HIA). The 937 students with HIA identified barely represent 0.25% of the entire Basque school, when the degree of identification should be at least 10%, according to the scientific and educational community. Next school year, the Department of Education has said that is going to take an important step in correcting the underrepresentation of this group and responde to their needs.

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A student is considered intellectually gifted when he or she has a high level of intellectual abilities such as logical reasoning, perceptual management, memory management, mathematical reasoning and spatial aptitude, and is around 12-13 years old or superior.

Thia information is published in the official website of the Regional Government of the Canary Islands, in the Education section

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"Gifted are children with high learning abilities, who have developed cognitive and creative abilities, predispositions, motivations and interests and learn at a faster rate than what is expected for their age group" (Matsangouras H., 2008).

In Greece I think those students don't have the opportunity even to get diagnosed some times and just considered to have problematic behavior. I have heard stories about families moving to another country in order to give their child the opportunity to take advantage of its talent and giftedness.

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As many of my Greek colleagues have already mentioned the first law addressing giftedness as part of special Education was introduced in 2003. However, it is noted (Liosi, 2020) that 3 years prior to that and

with par.3 of article 1 of law 2817/2000 "Education of persons with special educational needs and other provisions" the legislator makes a first indirect reference to gifted students, defining that people with special educational needs include those who do not have significant learning difficulties and mental, emotional, social, psychological peculiarities, but need a special educational approach and care during their school life".

Other than that, researchers (Riga & Riga, 2019; Oikonomopoulou, 2023] point out that there are no special structures to take care of the gifted learners' educational needs as part of the formal state educational system.  There are three private institutions in Greece related primarily to non-formal education [ Center of Talented Youth (CTY) Greece at Anatolia College (Johns Hopkins CTY, Greek Mensa & Charismatheia)
Sources: http://dx.doi.org/10.26263/amitos-801
https://doi.org/10.12681/edusc.3164
https://doi.org/10.12681/edusc.2709

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Author
Οικονομοπούλου, Βασιλική

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Χαρισματικότητα και εκπαίδευση. Aντιλήψεις και πρακτικές.

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This thesis focuses on the perceptions of gifted-specialized Secondary Education teachers for children with high learning skills of the Center for Talented Youth (CTY) Greece, which is located in Thessaloniki and is the only one Educational Institution of its kind both in Greece and in Southeast Eur…

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Despite the adoption of an inclusive paradigm in 2018, there are no official guidelines in Portugal on how to deal with gifted students. That role has been assumed by ANEIS, an NGO that has provided a handbook for teachers and educators.
According to this handbook, the concept of giftedness arises from an interaction involving high capacity, motivation and involvement. None of these components alone translates as giftedness according to Mönks (1997), but only the combination of these three can make a highly capable child  become a top performer.

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The concept of high capacity is created with the purpose of providing opportunities to those who have a greater learning capacity, in accordance with the principle of equity that governs most educational systems.
In the Basque Country we have an association, Aupatuz, which is dedicated to ensuring that children diagnosed with high abilities in educational centers can be treated in an inclusive and integrated way.

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High-potential children have above-average chances of development. They are very curious, with varied interests, attentive, have good ideas and learn with ease.

In most countries the prevailing definition is based on the intelligence quotient (IQ) which must be 130 or higher. However, increasingly, multifactorial aspects are referred to, taking into account a wide variety of talents, such as linguistic, mathematical, spatial and visual, musical and interpersonal skills. It is recognized, in fact, that gifted children differ from their peers in ways other than intellectual ability alone.

Here are some characteristics:
- Above-average reasoning processes
- High language skills
- Surprising depth and emotional sensitivity from an early age
- Strong curiosity
- Various interests, also for particular / niche topics
- Outstanding imagination.
- Ease of learning

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Giftedness could be defined as one's ability to perform exceptionally in one or more specific areas. It is considered  a multifaceted concept and it is based on the interaction of three basic human treats: adove the average general capabilities, high levels of devotion to work and high levels of creativity.
Zali Ε. & Loli Α. 2020. «Giftedness: teacheable/educatable?». Panhellenic Conference of Educational Studies. 8, (March 2020), 251–260.

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Η χαρισματικότητα θα μπορούσε να οριστεί ως το δυναμικό ενός ατόμου για ασυνήθιστες επιδόσεις σε έναν ή περισσότερους ειδικούς τομείς. Θεωρείται πολυπαραγοντική έννοια και οι σύγχρονες θεωρίες της χαρισματικότητας εστιάζονται στο μοντέλο των πολλαπλών-διαστάσεων (Heller, 1992) και στην αλληλεπίδραση τριών βασικών ομάδων ανθρώπινων χαρακτηριστικών: γενικών ικανοτήτων άνω του μέσου όρου, υψηλών επιπέδων αφοσίωσης στην εργασία και υψηλών επιπέδων δημιουργικότητας (Renzulli, 1986). Σκοπός της παρούσας εργασίας, μέσω της μελέτης εννοιών, οι οποίες εμπλέκονται στη χαρισματικότητα, όπως το ταλέντο, η ευφυΐα και η δημιουργικότητα, είναι να καταρρίψει μύθους και να εστιάσει στο ερώτημα, αν η χαρισματικότητα είναι αντικείμενο καλλιέργειας και διδασκαλίας. Η διερεύνηση του παραπάνω ερωτήματος πραγματοποιείται μέσω επεξεργασίας των πρακτικών, οι οποίες μπορούν να εξυπηρετήσουν τις ανάγκες των χαρισματικών παιδιών, λαμβάνοντας υπόψη ότι, τα χαρισματικά άτομα δε συγκροτούν μια φυσική πληθυσμιακή ομάδα, αλλά μια κοινωνικώς προσδιορισμένη κατηγορία προσώπων.

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"Χαρισματικότητα: διδάσκεται/καλλιεργείται;"|Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης

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Η χαρισματικότητα θα μπορούσε να οριστεί ως το δυναμικό ενός ατόμου για ασυνήθιστες επιδόσεις σε έναν ή περισσότερους ειδικούς τομείς. Θεωρείται πολυπαραγοντική έννοια και οι σύγχρονες θεωρίες της χαρισματικότητας εστιάζονται στο μοντέλο των πολλαπλών-διαστάσεων (Heller, 1992) και στην αλληλεπίδραση τριών βασικών ομάδων ανθρώπινων χαρακτηριστικών: γενικών ικανοτήτων άνω του μέσου όρου, υψηλών επιπέδων αφοσίωσης στην εργασία και υψηλών επιπέδων δημιουργικότητας (Renzulli, 1986).

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Giftedness refers two things in education; Gifted intelligence refers to individuals who receive certain high scores on cognitive tests and have superior cognitive skills compared to their peers. Gifted talent refers to superior performance compared to peers in areas such as painting, art, music, and academic skills.

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By the term gifted child we mean the child who combines very high abilities in the emotional and cognitive domains.This is the person who is said to have the ultimate intelligence because he or she is a high achiever, as described by Gardener's multiple intelligences.

These are:

Logic mathematics
Verbal
Music
Spatial Kinesthetic
Intrapersonal
Interpersonal
Physiognostic

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"Gifted children are the wealth of any nation. Their discovery, development and maintenance are the concern and responsibility of society, of educational institutions and organizations and of
family."
I will share with you the research of Valentina Sharlanova from Thrace University - Stara Zagora, as she emphasizes the legal framework for working with gifted children, their place in national policies, theories and practices (where, who and how works with gifted children).

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2015_3_06_Валентина Шарланова.pdf

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"In general, giftedness can be defined as a combination of qualities that enable an individual to consistently achieve significantly above-average performance in one or more activities they engage in.
In practice, what is recognized is what we call 'productive giftedness,' which manifests through products that demonstrate earlier, faster, better, higher, more successful, in other words, above-average achievements."

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Raznoliki su pristupi i definicije darovitosti. U znanstvenom svijetu se koristi oko 140 različitih definicija ovog pojma (prema Cvetković-Lay, 2002.). Općenito bi se darovitost mogla odrediti kao sklop osobina koje omogućuju pojedincu da dosljedno postiže izrazito iznad prosječan uradak u jednoj ili više aktivnosti kojima se bavi.

U praksi se prepoznaje tzv. produktivna darovitost, odnosno darovitost koja se iskazuje kroz produkte u ranijem, bržem, boljem, višem, uspješnijem, dakle natprosječnom postignuću.

Da bi se darovitost mogla iskazati u izrazito natprosječnom postignuću u aktivnostima kojima se pojedinac bavi, on mora imati određeni potencijal, koji će mu omogućiti da se neke njegove sposobnosti razviju do tog stupnja. Takva se mogućnost naziva potencijalna darovitost. Osnovu potencijalne darovitosti čini niz naslijeđenih predispozicija. Sva darovita djeca imaju razvijene neke sposobnosti (kao i veće biološke potencijale za njihov razvoj) koje im omogućuju postizanje izrazito iznad prosječnih uradaka u različitim zadacima. Pri tome mislimo na opće intelektualne sposobnosti, koje se iskazuju kroz iznimno intelektualno funkcioniranje i/ili specifične sposobnosti, koje se iskazuju kroz različita specifična područja djelovanja.

Daroviti pojedinci imaju i neke specifične osobine ličnosti koje pridonose iskazivanju darovitosti. Pri tome se najveći značaj pridaje specifičnoj motivaciji za rad. Ona se iskazuje u izričitoj usmjerenosti prema cilju u aktivnosti koja je predmetom specifična interesa, kao i u iznimnoj radnoj energiji. Takve osobine dovode do izuzetne obaviještenosti o području koje je predmetom specifičnih interesa i fascinantnim znanjem.

Od postignuća, koje se smatra pokazateljem darovitosti, ne očekuje se samo da bude visoko iznad prosjeka, nego da predstavlja kreativan doprinos području u kojem se javio. Kreativnost je ona sposobnost koju u djece možemo naslutiti u njihovim originalnim i neuobičajenim pitanjima i odgovorima, u neuobičajenim mudrim izjavama, njihovoj neiscrpnoj maštovitosti i inventivnosti, u smislu za improvizaciju i originalnim rješenjima problema, u hrabrosti da iskažu te ideje itd..

Mjesto međusobnog preklapanja iznad prosječno razvijenih sposobnosti, osobina ličnosti, posebno specifične motivacije za rad i kreativnosti tvori prostor u kojem se iskazuje darovitost u specifičnim područjima aktivnosti (tzv. troprstenasta koncepcija darovitosti, Renzulli i Reis, 1985., prema Cvetković- Lay, 2002.).

Darovitost zamijećenu kod djece bilo bi potencijalno korisno u što ranijoj dobi sustavno poticati, osiguravajući djeci širok opseg iskustava, te uvjete za razvoj vještina, stavova i znanja kojima će upotpunjavati svoju ličnost i dalje razvijati darovitost. Upravo o ogromnom prostoru odgojnih utjecaja, koji se nalazi između potencijalne i produktivne darovitosti, ovisi koji će i koliki dio potencijala biti iskazan kroz iznimna postignuća koja određuju darovitost pojedinca. Gotovo svako dijete predškolske dobi treba tretirati kao potencijal i osigurati mu odgoj i obrazovanje koje će maksimalno poticati razvoj njegovih potencijala.

Darovita djeca nemaju samo brži razvoj od ostale djece nego se i bitno kvalitativno razlikuju od njih. Ona zahtijevaju minimum strukturirane podrške, sposobna su za samostalna otkrića i pronalaženje novih putova razumijevanja te imaju veliku potrebu za ovladavanjem nekim područjem, po čemu se razlikuju od djece koja su samo jako marljiva i trude se.

Winner (1996, iz Cvetković - Lay, 2002.) pod terminom darovita djeca podrazumijeva tri karakteristične i atipične osobine u odnosu prema ostaloj djeci:

1. rano sazrijevanje;

2. otpočetka "pjevaju svoju pjesmu";

3. zanos u ovladavanju vještinama.

Darovito dijete počinje ovladavati nekim područjem znatno prije prosjeka svoje dobne skupine, napreduje mnogo brže od prosječnog djeteta u određenim područjima, ponajviše zato što mu učenje i ovladavanje vještinama u tim područjima ide mnogo brže i lakše. Ono uči na kvalitativno različit način i treba mu minimum pomoći odrasle osobe da bi ovladalo područjem svog intenzivnog interesa. Veći dio vremena uči samostalno. Ono što darovita djeca otkrivaju učeći djeluje na njih motivirajuće i tjera ih korak dalje u ovladavanju materijom. Često samostalno pronalaze nova pravila, te nove, osebujne načine rješavanja problema unutar tog područja.

Daroviti imaju snažnu unutarnju motivaciju za ovladavanjem i osmišljavanjem područja u kojem pokazuju napredan razvoj. Ona očituju vrlo intenzivan, gotovo opsesivan interes, sposobnost snažnog usredotočenja, strast i zanos u ovladavanju specifičnim područjem.

Živo, bistro dijete može uložiti sate u ovladavanje određenim područjem i može, također, impresionirati svojim postignućem. Međutim, takvo dijete nije rano sazrelo. Ono ne uči iznimno bržim tempom i s posebnom lakoćom. Da bi napredovalo, ono zahtijeva stalnu potporu, pomoć, instrukcije i ohrabrenje odraslih i obično ne dolazi samostalno do otkrića o području svoga interesa, ne otkriva nove putove rješavanja problema, niti očituje unutarnju "strast" za ovladavanjem nekim područjem. Unatoč svom trudu, ono nikada ne doseže onu razinu postignuća u nekom području koje darovito dijete postiže s očito manje truda (prema Cvetković - Lay, 2002.).

Gardner (iz Cvetković - Lay, 2002.) razlikuje sedam inteligencija: verbalno - lingvističku, logičko - matematičku, vizualno - spacijalnu, glazbeno - ritmičku, tjelesno - kinestetičku, intrapersonalnu i interpersonalnu inteligenciju. On smatra da svatko ima jedinstvenu mješavinu svih ovih inteligencija, s time da se pojedine javljaju različitim intenzitetom. Ako se u pojedinca neka od ovih inteligencija javi u značajno većem intenzitetu, on će biti darovit u tom području.

Vizualno - spacijalna inteligencija iskazuje se kroz sposobnost snalaženja u prostoru te stvaranje i transformaciju prostornih predodžaba. Dobar pokazatelj veće razvijenosti ove vrste inteligencije u djece je lakoća snalaženja i rješavanja problema u prostoru, kreiranje i građenje objekata u prostoru, kreiranje i građenje objekata od kocaka i sličnog gradbenog materijala. Takvu vrstu inteligencije najviše iskazuju navigatori, inženjeri, kirurzi, skulptori i slikari, arhitekti i sl..

Prema analizama autorica Winner i Martino (1993, prema grupi autora, 2004.) likovni se talent ne pojavljuje često u predškolskom razdoblju. Smatra se da se zreli likovni produkt ne može pokazati prije 10. godine, prvenstveno zbog nedovoljne razvijenosti motorike prstiju. Relativno kasno pojavljivanje likovne darovitosti djelomično proizlazi iz činjenice da su likovni uradci zapravo samostalno stvaranje, a ne tehnička reprodukcija već stvorenog djela, kao što je to slučaj u glazbi. Likovno darovita djeca faze likovnog razvoja (faza šaranja, faza slučajne reprezentacije, faza pokušaja postizanja namjerne sličnosti predmeta i crteža, faza nastanka jednostavnih slika) prolaze mnogo brže od prosječne djece. Glavni pokazatelj likovne darovitosti jest sposobnost djeteta da proizvede prepoznatljive oblike najmanje godinu dana prije svojih vršnjaka. Tako likovno darovita djeca već u dobi od dvije godine mogu nacrtati krug koji predstavlja jabuku, a također i bazičnu crtu na kojoj jabuka stoji. Darovito dijete će vrlo brzo prijeći fazu slučajne reprezentacije, pokušaja postizanja namjerne sličnosti predmeta i crteža i faze jednostavnih slika, te će rano ući u fazu realističnog prikaza stvarnosti, vjerno oponašajući objektivnu sliku predmeta, dodajući složene pojedinosti koje prosječno dijete i ne primjećuje niti je za njih zainteresirano. Likovno talentirano dijete vrlo će brzo postići slike poput odrasloga, složene slike koje pokazuju nastojanje da se razumije struktura predmeta, kao i vještinu u postizanju oblika, boje i kompozicije. Ona imaju i sljedeće osobine: uporno zadržavanje i istraživanje određene teme; proizvodnja velikog broja likova stripova; svakidašnje i dugotrajno crtanje i slikanje umjesto igre i drugih aktivnosti. Čini se da bitnu razliku između uobičajenog likovnog razvoja i razvoja likovno darovitog djeteta leži u tri karakteristike:

1. likovno prosječna djeca barataju naučenim likovnim shemama; likovno nadareni se oslanjaju na zapamćene pojedinosti neke doživljene situacije;

2. likovno daroviti ranije ovladaju likovnim vještinama prikazivanja kao što su postizanje rotacije, skraćenja, perspektiva, sijena.

3. likovno darovito dijete nije sposobnije samo u likovnom izražavanju nego ima povećanu osjetljivost za oblike, boju, teksturu, položaj i pokret.

Glazbeno - ritmička inteligencija iskazuje se kroz smisao za ritam i glazbu. Djeca s razvijenom ovom vrstom inteligencije često udaraju ritam nekih melodija ili pjevaju sama za sebe. Mogu izmisliti melodiju i njome ispričati neku priču. Zapažaju različite zvukove u okolini, imaju sposobnost raspoznavanja ritma, pa i određene teme u glazbi, te dijelova melodije. Bolje pjevaju od ostale djece i kvalitetnije se ritmički i glazbeno izražavaju na udaraljkama ili glazbenim instrumentima. Veću glazbenu inteligenciju očituju pjevači, skladatelji, glazbenici, dirigenti i sl.. Glazbene sposobnosti su naslijeđene biološke mogućnosti prepoznavanja i reprodukcije zvuka i zvukovnih kombinacija. One se, razvojno gledajući, vrlo rano pokazuju. Uključuju: pamćenje melodije, percepciju ritma, shvaćanje tonaliteta, utvrđivanje intervala (visinskih odnosa među tonovima), sposobnost uočavanja estetskog značenja, apsolutni sluh, te najvažniju sposobnost, koja se temelji na osjećaju za visinu, razumijevanje melodije.

Verbalno - lingvistička inteligencija iskazuje se kroz bogat rječnik i brzu i laku manipulaciju verbalnim simbolima, riječima. Izraženu sposobnost u ovom području imaju djeca čiji je rječnik bogatiji od rječnika njihovih vršnjaka te ona koja su sposobna ispričati/prepričati bogatu i cjelovitu priči ili događaj, s brojnim iskustvenim detaljima. Ova je vrsta inteligencije osobito je razvijena u pjesnika, govornika, voditelja, političara, novinara i sl..

Logičko - matematička inteligencija obuhvaća vještine apstraktnog mišljenja i rješavanja problema. Djeca s izraženijim sposobnostima u ovom području prije će, brže i lakše od ostale djece manipulirati apstraktnim pojmovima i zamislima, te količinama i brojevima. Ova je vrsta inteligencije najviše zastupljena u matematičara, inženjera, fizičara, astronoma i sl..

Tjelesno - kinestetička inteligencija iskazuje se kroz sposobnost izvođenja i usklađivanja pokreta tijela. Djeca s razvijenom ovom vrstom inteligencije vrlo izražajno pokretom reagiraju na različite poticaje, iskazuju nevjerojatnu okretnost i spretnost u pokretima i/ili manipuliranju predmetima (loptom npr.). Ovu vrstu inteligencije iskazuju sportaši, glumci, plesači, akrobate i sl..

Intrapersonalna inteligencija iskazuje se u boljem razumijevanju sebe i svojih potreba. Djeca s razvijenom ovom vrstom inteligencije daleko bolje razumiju ne samo svoje potrebe već i svoje sposobnosti, osobine ličnosti, čuvstva i sl.. Oni iskazuju veliku upornost u onome čime se bave. Jednostavno, imaju izraženu svijest o sebi. Među njima se često nalaze budući filozofi, psiholozi i sl..

Interpersonalna inteligencija se iskazuje u boljem razumijevanju drugih ljudi i njihovih potreba. Djeca s izraženom interpersonalnom inteligencijom često su vođe i organizatori u grupi, osjetljiva su za potrebe i osjećaje drugih, pomažu u rješavanju sukoba, lako započinju igru s drugima, dobro se slažu s drugom djecom i među njima su omiljena. Bolje od druge djece prepoznaju emocije na osnovi facijalne ekspresije. Oni su možda budući politički i religijski vođe, vješti voditelji ili učitelji. Mnoge tzv. pomažuće profesije (terapeuti, savjetnici) imaju izraženo razvijenu ovu vrstu inteligencije.

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Zvjezdana Veselinović||Mr. sc. Joško Sindik

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Općenito bi se darovitost mogla odrediti kao sklop osobina koje omogućuju pojedincu da dosljedno postiže izrazito iznad prosječan uradak u jednoj ili više aktivnosti kojima se bavi.

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According to Treccani cicplopaedia giftedness is a "complex of psychic and mental faculties that allow us to think, understand or explain facts or actions, develop abstract models of reality, understand and be understood by others, judge, and adapt to the environment."

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According to Treccani cicplopaedia giftedness is a "complex of psychic and mental faculties that allow us to think, understand or explain facts or actions, develop abstract models of reality, understand and be understood by others, judge, and adapt to the environment."

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In Georgian, talent is feelings, imagination and inner freedom.

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Giftedness, an overall ability, a quality that permanently enables an individual to achieve an extremely above-average performance in an activity.
Hrvatska enciklopedija, mrežno izdanje. Leksikografski zavod Miroslav Krleža, 2021.

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According to psychologist H.Stefanovska, a gifted child is a child with exceptional abilities and interests in one or more areas.

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Надарено дете е дете кое има изразени посебни способности и интересирања во една или во повеќе области. За да се негува надареноста и да се зачуваат интересите, потребна е поддржувачка околина која ќе ги негува и продлабочува знаењата и способностите на детето. Надареноста може да се пројави и препознае и во текот на растењето и созревањето на детето, но најчесто може да ја препознаеме уште од најраната возраст.

Повеќето автори од оваа област во психологијата прават дистинкција на поимите надареност и талент, па така за поимот талент може да се сретне следнава дефиниција.

Талентот е врзан за способности во една потесна област (математика, физика, танц, музика) и всушност е диспозиција, која треба да се развива со упорна работа. Со други зборови, талентот не е само „дар од боговите", т.е. не е само резултат на наследната еволуција на човекот, туку е и многу работа и постојан развој на личноста. Во оваа насока е и дистинкцијата која Озимец ја прави меѓу надареноста и талентот. Имено, надареноста се должи на високи општи интелектуални способности, а талентот е врзан за специфични способности во една потесна област, при што надареноста се идентификува врз основа на веќе постигнатите натпросечни резултати, а талентот се сфаќа како диспозиција која допрва треба да се развива.

Карактеристично за најраната возраст кај надарените деца е: многу порано прозборуваат од просечната возрасна граница, користат богат вокабулар во разговорот со другите, имаат високо развиено помнење во однос на врсниците, рано ја разбираат причинско-последичната врска во односите, имаат изразена смисла за хумор, имаат потреба од помалку сон во текот на денот отколку врсниците, координацијата око-рака е изразено прецизна, говорниот развој е многу брз и елоквентен, покажуваат интензивна љубопитност, голема перцептивна моќ и внимание, сензитивност.

Надарените деца уште од една година бараат да им се читаат приказни и сликовници, сами смислуваат приказни и дејствија и се самомотивирани да учат зборови, букви, бројки. Уживаат во впивање информации и со голема внимателност следат што им се зборува ним или на некој друг од околината.

Често покажуваат фотографско помнење со чија помош го визуализираат слушнатото или прочитаното.
Поради изразената љубопитност, детето често поставува прашања со зошто: зошто луѓето одат по Земјината топка?; Зошто небото има сина боја итн.

Поради комплексното лично поле на надареното дете, се јавува пречувствителност и сензитивност бидејќи восприема многу повеќе информации и дразби од околината, што го прави многу емотивно, со тешкотии во регулирањето на емоциите. Бидејќи на рационално и интелектуално ниво може многу подобро да ги разбере нештата, емотивните реакции тешко можат да го следат интелектот бидејќи двете хемисфери не се доволно хомогенизирани, таквото дете може да стане проблем за воспитниот процес на родителите, околината или училницата.
Ако надареното дете не е во доволна мера стимулирано или мотивирано, кај него може да се јават два типа однесување:
· Одбивање да се придржува кон училишните прописи и барања.

· Наместо да работи, ги попречува часовите (детето изигрува кловн пред другите деца и ја прекинува нивната работа).

· Критички се однесува кон наставниците и другите ученици.

· Се натпреварува да привлече внимание на најразлични начини.

- Одбивање да одговори на поставените задачи со зборовите: „Глупости, го знам ова" или „Не сакам да го направам".

- Дневно фантазирање - детето не е психички присутно на часовите, црта во тетратката, гледа низ прозорецот.

- Не може да работи во група, секогаш се повлекува на само.

- Се обидува многу малку да учествува во одделенската активност.

- Не се брани од нападите на другите деца.

- Бега од часови.

Да се има вакво дете во домот, околината или училницата е вистински дар на кој секој може да се насладува.

Она на што треба да се работи најмногу кај овие деца се мотивацијата, истрајноста, толерантноста, самодовербата, социјалните вештини, соработливоста, јакнењето на тимскиот дух и емпатијата.

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Надарено дете - дар или проблем за околината?

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Надарено дете е дете кое има изразени посебни способности и интересирања во една или во повеќе области. За да се негува надареноста и да се зачуваат интересите, потребна е поддржувачка околина која ќе ги негува и продлабочува знаењата и способностите на детето. Надареноста може да се пројави и препознае и во текот на растењето и ...

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According to Ministry of Education in Croatia:
'A gifted child/pupil is a child/pupil with above-average general intellectual abilities and/or specific abilities, a high degree of creativity and
motivation and consistent achievement of extremely above-average achievements and/or works in
one or more areas.
Giftedness is a set of traits, above-average general or specific abilities, high
degree of creativity and motivation that enables the gifted to develop excellent competence and consistent achievement of significantly above-average achievements and/or works in
to one or more areas.'

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First of all, Spain is divided in different territories. In every territory, Education can change a bit taking into account a general framework stablished by the central Goverment. Because of that, a student might be considered gifted in a certain territory, but not in another one.

In Madrid, the territory I work in, a gifted student is defined following three parameters: (1) having a cognitive capacity  above average, (2) measuring inter and intrapersonal capabilities, regarding the emotional development and (3) observing the way the student carries out his/her work. Regarding aspect (1), we measure both the verbal and non-verbal capability. About point 3 we observe: the creativity, both quantitatively and qualitatively, the motivation, the working persistance and the way the student learn.

Finally, I found that we considered the gifttedness as a process, a potential, and not as a static vital state.

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According to Romanian professor Florin Colceag, "The IQ revealed by testing does not always match the individual's success in life. There are people with a high IQ level who have not achieved anything important professionally and have left no visible mark in their domains. There are very intelligent people who work as taxi drivers. [...]This is why I'm reticent to say that these statistics are relevant."

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According to this study -'Gifted students in Italy' -the term “gifted” refers to individuals who give evidence of higher performance in specific fields or domains considered relevant for his/her culture of origin. The teachers’ opinion is a valuable aid in identifying giftedness, thanks to the privileged perspective from which they can observe students.

Correspondence concerning this article should be addressed to Magda Di Renzo, Institute of Ortofonologia (IdO)via Salaria 30, 00198 Roma (RM), Italy.

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"Gifted are children with high learning abilities, who have developed cognitive and creative abilities, predispositions, motivations and interests and cover the school curricula at a faster rate than what is expected for their age group" (Matsangouras H., 2008)

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When we talk about giftedness, I  would say that giftedness is about potential and  not often about achievement. I believe that a high percentage of  those children do not achieve high results at school.  I think of them as creative, original  thinkers, risk takers, with a flexibility of thought and critical processing skills that are at a high level and skillfully used. They take elements that one would never think are connected and come up with the answer that way. They are very exciting to work with !

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In Greek legislation this category of students is referred to as "students with special mental abilities and talents". And it is often mentioned as "gifted and talented" to comply with the universal term.

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In Greece, gifted childen education is integrated into special education. There is relevant legislation. The funny thing is that even if I googled a lot I couldn't find a definition.

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Gifted people function in a different way. They live the reality using different tools. Their difference is visible not only when they learn/work but also when they stay with other people and in their relations. 

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Gifted people function in a different way. They live the reality using different tools. Their difference is visible not only when they learn/work but also when they stay with other people and in their relations. 

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I think those kids are talented, with many abilities! They must have the chance to saw us what they can do!

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Gifted children are born with natural abilities well above the average for their age.  Children can be gifted in any area of ability, and they can also be gifted in more than one area. For example, a child might be gifted creatively and intellectually. Or they might have above-average physical coordination and memory, or more social and emotional maturity than other children their age.

Children can be gifted at different levels too. That is, some gifted children have more advanced abilities than others. And some gifted children also have disabilities. For example, a child who is intellectually gifted might also have autism or hearing loss.

Being gifted often runs in families. And gifted children are found in all cultures and all types of families.

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According to the Treccani institute, talented people are people endowed with intelligence, predisposition, ability and relevant intellectual gifts, especially as they are natural and aimed at particular activities

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People who have particular performance in relation to their age

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Giftedness is normally understood as exceptional intellectual capacity, above the average level.

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In Spain there is an association, AEST, which, since 1992, has acted to help and defend people with high abilities and talents.
Its purpose is to provide service and help the highly capable and talented group: minors and their families, as well as adults, both members and users. Completely altruistically.

AEST with its programming promotes:

Development of the social and emotional part, encourage different developments such as:

Teach them not to feel different and to be able to be as they are, in their differences with others and among their peers.
Encourage creative thinking, such as logical reasoning.
Favor cooperative attitudes over competitive attitudes, or low self-esteem.
Continuous information.
Parent training, through workshops, conferences and all the information that happens about the AACC, laws, regulations, scholarships.
 2023 AEST

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Joseph Rezulli's Three Ring Model of Giftedness

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When we consider the issue of giftedness, it will be recommendable to keep in mind "the task commitment" or in other words "INNER MOTIVATION" . Apart from tests taken by the children (which indicates above average ability), we observe a high motivation and commitment to their work in their learning environments. As for creativity and creative thinking, much attention should be paid to how they make connections and how opportunities can be provided for them to reveal their abilities.

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Gifted individuals do not constitute a natural population group, but a socially determined category of persons. If we want to define the term "gifted" in general, we would say that it is used to designate individuals who have potential for special achievements or who have already demonstrated unusual achievements.

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Giftedness it normally refers to very good students (achieve good grades, creative, intellectual...)

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The Basque legislation has approached this term leaving aside the ecstatic concept of giftedness based on the intelligence quotient and has encompassed a wider view bearing in mind a neuroconstructivist perspective. According to it, the development of talents is prioritized and giftedness is viewed as a result of the development and transformation of certain abilities/capacities during childhood, with a view to achieving great things in the future.

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What is giftedness?
Every child is unique, but with some children we can notice that they do or understand something before, more, faster, more successfully, better, differently... than their peers. We often say that such children are advanced for their age and it is easiest to spot them through comparison with their peers. These children often bounce on something.

When we wonder what giftedness is, we must be aware that there are many definitions, in the scientific world as many as 140! Definitions vary depending on theoretical approaches (more under Theoretical approaches to giftedness), and these are some of them:

"Giftedness is a set of traits that enable an individual to consistently achieve significantly above-average performance in one or more activities they engage in." (Koren, 1988)
"Gifted children are those who, due to their exceptional abilities, can expect high achievements, and they are identified by experts. They show potential in one of the following areas: general intellectual abilities, specific academic abilities, creative abilities, leadership and management abilities, artistic abilities, psychomotor abilities." (Marland, 1971)
"Gifted students are those who stand out either by their very high level of general intellectual development or by the distinct development of only certain abilities that, compared to other students, make them more advanced." (Grgin, 1996)
"It is necessary to emphasize that we distinguish between the concept of talent and giftedness. We consider gifted individuals who have highly developed abilities, and talents who achieve high achievements in some activities." (Gagne, 1985)
So, talent is giftedness that is expressed in some specific areas, for example musical, acting, sports, mathematical talent.

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Što je darovitost?

Svako dijete je jedinstveno, ali kod neke djece možemo opaziti da su nešto čine ili shvaćaju prije, više, brže, uspješnije, bolje, drugačije... od svojih vršnjaka. Često kažemo da su ovakva djeca napredna za svoju dob i najlakše ih je uočiti kroz usporedbu s vršnjacima. Ova djeca često po nečemu odskaču.

Kada se pitamo što je darovitost, moramo biti svjesni da postoji mnogo definicija, u znanstvenom svijetu čak 140! Definicije se razlikuju ovisno o teorijskim pristupima (više pod Teorijski pristupi darovitosti), a ovo su neke od njih:

"Darovitost je sklop osobina koje omogućuju pojedincu da dosljedno postiže izrazito iznadprosječan uradak u jednoj ili više aktivnosti kojima se bavi." (Koren, 1988)

"Darovita djeca su ona koja zbog svojih iznimnih sposobnosti mogu očekivati visoka postignuća , a identificirana su od stručnjaka. Ona pokazuju potencijal u nekom od sljedećih područja: opće intelektualne sposobnosti, specifične akademske sposobnosti, kreativne sposobnosti, sposobnosti vođenja i rukovođenja, umjetničke sposobnosti, psihomotorne sposobnosti." (Marland, 1971)

"Daroviti đaci su oni koji se ističu ili svojim vrlo visokim stupnjem općeg intelektualnog razvoja ili pak izrazitim razvojem samo određenih sposobnosti koje ih, u odnosu na ostale đake, čine naprednijima." (Grgin, 1996)

"Potrebno je naglasiti da razlikujemo pojam talenta i darovitosti. Darovitima smatramo one pojedince koji imaju visoko razvijene sposobnosti, a talentima one koji postižu visoka postignuća u nekim aktivnostima." (Gagne, 1985)

Dakle, talent je darovitost koja se izražava u nekim specifičnim područjima, npr. glazbeni, glumački, sportski, matematički talent.

Darovitost možemo podijeliti na dvije vrste:

Potencijalna darovitost
Odnosi se na potencijal koji pojedinac ima, a koji omogućuje da se neke njegove sposobnosti razviju do stupnja da se može iskazati kao izrazito natprosječno postignuće. U osnovi se nalazi niz naslijeđenih predispozicija koje omogućuju da se neke sposobnosti pojedinca razviju više i bolje nego u većine drugih osoba.

Produktivna darovitost
Kao glavni pokazatelj ima uspješnost u aktivnostima kojima se bavi dijete i u kojima je uspješnije od svojih vršnjaka. Djetetova darovitost se iskazuje u određenim produktima, tj. izrazito natprosječnom postignuću.

Djeca u ranoj dobi imaju uglavnom potencijalnu darovitost koju još ne iskazuju i zato se preporuča gotovo svako dijete predškolske dobi tretirati kao potencijalno darovito dijete i osigurati mu odgoj i obrazovanje koje će maksimalno poticati razvoj njegovih potencijala!
Tamo gdje najviše možemo odgojno utjecati je upravo ovaj prostor između potencijalne i produktivne darovitosti. O ovim odgojnim utjecajima uvelike ovisi koji će se i koliki dio potencijala iskazati kroz iznimna postignuća koja određuju darovitost pojedinca.

Teorijski pristupi darovitosti

Koga ćemo smatrati darovitim uvelike ovisi o teorijskom pristupu na koji se oslanjamo. Prva istraživanja sežu od 20-ih godina prošlog stoljeća i od tad je proveden niz znanstvenih istraživanja te su osmišljene brojne definicije i teorijski pristupi darovitosti. Slijedi pregled četiri osnovne skupine definicija.
Definicije usmjerene na urođenost, tj. genetske činitelje
Ova skupina definicija ističe važnost nasljednih činitelja. Još ih zovemo „definicije usmjerene na osobine darovitih". Prema njima daroviti su oni koji u najvećoj mjeri u populaciji posjeduju neku osobinu, a to je velikim dijelom određeno genetskim čimbenicima. „ Nadarena su ona djeca kod kojih se zbog njihovih izuzetnih sposobnosti mogu očekivati visoka postignuća, a identificirana su od stručnjaka." (Marland, 1971b) Ova djeca zahtijevaju drugačije obrazovne programe, a pokazuju potencijal ili ostvaruju visoko postignuće u sljedećim sposobnostima:

općim intelektualnim sposobnostima

specifičnim akademskim sposobnostima

školskim i kreativnim sposobnostima

sposobnostima vođenja i rukovođenja

umjetničkim sposobnostima

psihomotornim sposobnostima,

Ovdje spada i Gardnerova teorija o 7 različitih specifičnih sposobnosti, talenata ili inteligencija, a to su:

Logičko - matematička: spontano analitičko i sistematično mišljenje, lako baratanje količinama, matematičkim pojmovima i brojevima

Lingvističko - verbalna: dobro pamti i barata verbalnim podacima, ima razvijen rječnik, lako uči strane jezike

Vizualno - spacijalna: jasno uočavanje detalja, snalaženje u prostoru, interpretacija informacija u dvije ili tri dimenzije

Tjelesno - kinestetička: vješto baratanje vlastitim tijelom, razvijena fina motorika, uspjeh u sportu i tjelesnim aktivnostima

Glazbena: razlikovanje zvukova i glazbenih obrazaca, razumijevanje i interpretacija glazbe, često zna svirati neki instrument

Interpersonalna: razumijevanje ponašanja drugih, vještine u socijalnim situacijama i komunikaciji, osoba je često vođa i omiljena

Intrapersonalna: poznavanje i razumijevanje sebe, svojih potreba i ciljeva, jakih i slabih strana.

Prema Gardneru svaki pojedinac ima jedinstvenu kombinaciju ovih različitih, međusobno nezavisnih vrsta darovitosti (talenata ili inteligencija).

Ova skupina definicija temeljnom odrednicom darovitosti smatra visoko natprosječno razvijene osobine i naglašava da je darovitost društveno određena jer društvo kroz sustav vrijednosti definira što se smatra darovitim. Ipak, poučavanje bi trebalo kroz različite zadatke i metode djeci omogućiti ostvarivanje različitih, a ne samo društveno poželjnih potencijala.

Prema ovom teorijskom pristupu, smatra se da u populaciji postoji 3- 5% ovakve djece.
Definicije usmjerene na kognitivne modele
Među glavnim predstavnicima ovih definicija je Sternberg. Prema njemu pokazatelji darovitosti su uspješno rješavanje problema i usvajanje znanja. Osoba u početku ima samo potencijal i kreće kao početnik, a zatim se razvija do razine eksperta u području. Darovitost dijeli na 3 vrste: analitički, sintetičku i praktičnu sposobnost.

Bitne vještine su:

metakognitivne vještine

vještine učenja i mišljenja

deklarativno i proceduralno znanje

motivacija kao pokreta

Što su nečije vještine bolje, osoba je darovitija. Darovite osobe postižu višu razinu ekspertnosti od prosjeka. Prema ovim definicijama djecu treba uvježbavati vještine rješavanja problema, suočavati ih s novim situacijama, uvježbavati strategije mišljenja i razvijati metakognitivne vještine.
Definicije usmjerene na postignuće
U ovim definicijama radi se razlika između nečijeg potencijala i postignuća. Zapravo je učinak ono što je važno.

"Darovito ponašanje pokazuje interakciju triju osnovni skupina ljudski osobina: natprosječne opće i / ili specifične sposobnosti, visoku usmjerenost na zadatak i visoki stupanj kreativnosti." (Renzulli, 1986)

Ova teorija naziva se troprstenasta teorija darovitosti. Daroviti imaju ili mogu razviti kombinaciju navedenih osobina i zatim je primijeniti u nekom vrijednom području ljudske aktivnosti. Smatraju da je samo realizirana darovitost darovitost, no djeca ne moraju nužno pokazivati sve tri karakteristike darovitog ponašanja. Djecu ćemo smatrati darovitom ako imaju kapacitet kasnije u životu razviti te osobine.

Da bi osoba uopće došla do realizirane darovitosti, potrebne su joj, osim visokih sposobnosti i sljedeće dvije osobine: motivacija i kreativnost.
Definicije sa sustavskim pristupom
Prema ovim definicijama hoće li doći do ostvarivanja darovitosti ovisi o osobinama pojedinca, ali i o podršci okoline. Dakle, važan je cjelokupni sustav u kojem dijete živi, a on uključuje bližu okolinu i širi društveni sustav.

Činitelji darovitosti (inteligencija, kreativnost, specifične sposobnosti) povezani su sa karakteristikama okoline (poticaji u domu, obrazovanje roditelja, braća i sestre, gradsko i seosko okruženje, iskustvo uspjeha i neuspjeha, školska klima). Okolina ima izrazitu važnost za darovitu djecu.

Tannenbaum (1983) je postavio prvu definiciju i model darovitosti vezan uz sustavski pristup. Da bi se potencijal darovitog pojedinca ostvario potrebno je pet činitelja s njihovom statičkom i dinamičkom dimenzijom koji moraju biti optimalni:
1. Opća intelektualna sposobnost

Statička: snaga neurološkog kompjutera (mozga)

Dinamička: koliko dobro je osoba u stanju nešto učiniti

2. Specifične sposobnosti

Statička: poseban talent koji je istaknutiji od ostalih sposobnosti

Dinamička: kako osoba procesira informacije u toj domeni

3. Ne-intelektualni činitelji (nezavisnost, unutarnja kontrola, orijentacija na sadašnjost, samopoštovanje, fleksibilnost, motivacija) 4. Okolinska podrška

Statička: 3 aspekta ličnosti: unutarnja nasuprot vanjskoj kontroli, nezavisnost nasuprot zavisnosti, orijentacija na sadašnjost nasuprot orijentaciji na budućnost

Dinamička: situacijske promjene u 3 aspekta ličnosti

Slučajnost (sreća)

Statička: obitelj, škola, socijalno okruženje

Dinamička: način na koji okolina pridonosi vrijednosti obrazovanja djeteta

Statička: slučajni događaji koji mijenjaju život osobe i nad kojima ima malo kontrole

Dinamička: razina sreće koja je pod utjecajem pojedinca

Svaki od navedenih faktora je nužan, ali je sam po sebi nedovoljan za ostvarivanje potencijala (jedan ne može nadoknaditi nedostatak drugog).

Identifikacija darovitih učenika

Identifikacija darovitih učenika je postupak koji sadrži različite metode i mjerne instrumente u svrhu otkrivanja (potencijalno) darovitih učenika. Slijedi nakon procesa uočavanja potencijalno darovitog učenika. Uočavanje vrši učitelj /nastavnik /profesor i stručni suradnik, a odvija se u razredu. Obično se kao kriteriji uzimaju uspjeh u učenju, ostala obrazovna postignuća, mišljenje učitelja, natjecanja, hobiji itd.
Procjena učitelja i stručnih suradnika
U procesu identifikacije u obzir se uzima:

Procjenjuju se sljedeća područja uz pomoć lista procjena koje obuhvaćaju:

razumijevanje i pamćenje gradiva

sposobnost zaključivanja

kreativnost

fluentnost, fleksibilnost, originalnost i elaboracija

motiviranost i interesi

sposobnost vođenja i inicijativnost

tjelesno-motoričke sposobnosti

iznimna postignuća u različitim područjima (umjetničkom, tehničkom i sl.)

Testove primjenjuje i obrađuje psiholog. Oni učenici koji na jednom ili više testova postižu iznadprosječne rezultate, identificiraju se kao daroviti i talentirani. Na testovima sposobnosti IQ je jednak ili veći od 120, tj. postižu rezultate koji ih svrstavaju u gornjih 10% testiranih učenika, a na procjenama učitelja imaju natprosječne ocjene u pojedinim područjima.

Testovi koji se mogu koristiti: WISC, Ravenove matrice za napredne, Problemni test A, M serija, Naglierijev test neverbalne sposobnosti i dr.

Testovi za ispitivanje kreativnosti: Jellen-Urbanov, TCT-DP, Torraceovi testovi i dr.

U Republici Hrvatskoj Zakon o odgoju i obrazovanju u osnovnim i srednjim školama (NN 64/20) u članku 63. nalaže svim školama obvezu uočavanja, praćenja i poticanja darovitih učenika te organizaciju dodatnog rada prema njihovim sklonostima, sposobnostima i interesima. Bitno je obratiti pozornost na skupinu djece sa sljedećim obilježjima jer ona mogu biti teže identificirana kao darovita:
Važno!

djeca s nižim školskim postignućem

kulturalno različita djeca

djeca iz obitelji s niskim socio-ekonomskim i obrazovnim statusom

djeca iz obitelji sa skromnijim roditeljskim ambicijama

djeca s teškoćama u ponašanju

djeca s teškoćama u razvoju

djeca s niskom motivacijom za rad.

Važno je obratiti pozornost na sljedeće skupine djece:

1. Djecu s visokim postignućima u aktivnostima kojima se bave, ona koja sve rade na iznimno visokoj razini.

2. Djecu s problemima u ponašanju, kod kojih se tek procesom identifikacije darovitih otkriju njihove visoke sposobnosti. Smatra se da su ova djeca osjetljiva na zanemarivanje ili nedovoljno poticanje potencijala, zbog čega mogu biti nemirna, svojeglava, agresivna, stalno nešto dodatno traže i zbog toga su "naporni", izazivaju dodatnu pozornost i mogu odbijati skupni rad. Ovakva djeca djeluju neprilagođeno, a uzrok njihovom ponašanju nalazi se u neodgovarajućem načinu zadovoljavanja specifičnih odgojno - obrazovnih potreba.

3. "Neprimjetnu" darovitu djecu, tihu, stidljivu i povučenu. Njih je najteže uočiti jer često uopće ne izazivaju pozornost odgajatelja. Ovo mogu biti stidljiva djeca, prilagođavaju se prosječnima da bi ostali neprimijećeni, suosjećaju s odgajateljem i nedostatkom vremena da se svima posveti. Ponekad ova djeca popuštaju nesvjesnom pritisku vršnjaka da izbjegnu etiketiranje. U ovoj skupini ima više djevojčica nego dječaka.

Procjena i mišljenje roditelja
Kad se nađemo u nedoumici oko odabira djece za program poticanja darovitosti, treba se voditi time da je bolje u skupinu uzeti i onu djecu za koju nismo sasvim sigurni pripadaju li skupni nadarenih nego odbaciti ptencijalno nadareno dijete. Na ovaj način nijedno dijete neće biti zakinuto, može samo iskoristiti dobrobiti programa!
KRITERIJI DAROVITOSTI
Postoje ljestvice procjene za roditelje putem kojih možemo prikupiti značajne podatke iz obiteljske anamneze, a koji dopunjavaju sliku o darovitom učeniku.

Svatko od nas ima neku ideju o tome što bi značilo biti darovit. Sternberg i Zhang (1995) su osmislili kriterije kojima osoba treba udovoljavati kako bi bila proglašena darovitom, što je danas poznato kao pentagonalna implicitna teorija darovitosti. Kriteriji su sljedeći:

Osoba je izuzetno dobra u nečemu (u nekoj dimenziji, vještini ili kontruktu) u usporedbi sa grupom s kojom je uspoređujemo (referentnom grupom), a to su najčešće vršnjaci ili odrasli.

Osoba postiže postignuće koje je rijetko u referentnoj skupini ili populaciji.

Izuzetno postignuće koje osoba postiže u nečemu se može pokazati na jednom ili više valjanih mjerenja.

Osoba mora imati potencijal koji vodi do neke produktivnosti ili biti produktivna.

Postignuće ili učinak osobe društvo smatra vrijednim. Ova dimenzija ovisi o kulturi u kojoj se osoba nalazi i o tome što društvo smatra vrijednim.

Koliko je darovitih?

Kada gledamo statistički, smatra se da u prosjeku 3 - 5% školske populacije spada u kategoriju darovitosti. Ove brojke mogu varirati ovisno o teorijskom pristupu kroz koji razmatramo pojam darovitosti. Odabir teorijskog pristupa ima važne posljedice u praksi jer utječe na korištenje različitih procedura u identifikaciji i na konačan obuhvat djece s kojom se radi (može sezati od 1% do 25% populacije).

Dakle, ovisno o definiciji, broj darovitih u populaciji kreće se 3 - 25 %.

Zaključak

Nadprosječno kognitivno funkcioniranje nužan je, ali ne i dovoljan preduvjet za ostvarivanje darovitosti. Postoje ljudi koji su kao djeca imali dobre potencijale, iz kojih su se mogle razviti neke visokorazvijene sposobnosti, ali se to nije dogodilo. To su djeca od koje se mnogo očekivalo, koja su "puno obećavala", ali tijekom odrastanja nisu razvila osobine ličnosti koje bi poduprle stalni razvoj njihovih sposobnosti.
Unatoč mnogim definicijama darovitosti, većina znanstvenih istraživanja došla je do nekih zajedničkih zaključaka i spoznaja koje je potrebno uvažiti, a to su:

Darovitost je kombinacija sposobnosti i osobina ličnosti.

Darovitost se javlja u različitim domenama kao jedinstvena sposobnost ili kombinacija sposobnosti.

Darovitost može biti manifesna pa su rezultati vidljivi ili potencijalna koja će se razviti uz poticaje i potporu okoline.

Dakle, smatra se da je darovitost dinamičan koncept osjetljiv na promjene u okolini, tj. da se na darovitost može utjecati. Može nas zavarati mišljenje da su nadareni samostalni i ne trebaju našu pomoć, no...

...prema statistikama, više od 50% učenika s natprosječnim sposobnostima NE prolaze dobro u školi. Također, daroviti ne postaju nužno uspješni u odrasloj dobi. Neki talenti mogu biti prikriveni nižim postignućem, emocijama, ličnošću, specifičnim teškoćama u učenju, niskim samopoštovanjem, a lako se može dogoditi da ne uočimo izvanredne potencijale ako uvjeti za učenje ne osiguravaju učeniku priliku da pokaže ili razvije svoj talent.

Darovitima je potrebna potpora i pomoć kako bi razvili svoje sposobnosti do maksimuma. Što ranije započnemo rad s njima, omogućavamo im više vježbe i prakse. Zamislite to kao put od početnika koji ima potencijal i od kojeg želimo da jednom postane stručnjak u svojem području. Kako bi se početnik razvio u stručnjaka, potrebna mu je i nužna podrška okoline na tom putu te dodatna stimulacija razvoja s ciljem poticanja njegovih mogućnosti i zadovoljavanja interesa. Također, na ovaj način sprečavamo brojne konfliktne situacije koje se mogu pojaviti između djeteta, njegovih vršnjaka i okoline, a koje se mogu javiti ukoliko zanemarujemo njegove potrebe.

Budimo im podrška da postanu sve što bi mogli biti!

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Što je darovitost? Svako dijete je jedinstveno, ali kod neke djece možemo opaziti da su nešto čine ili shvaćaju prije, više, brže, uspješnije, bolje, drugačije... od svojih vršnjaka. Često kažemo da su ovakva djeca napredna za svoju dob i najlakše ih je uočiti kroz usporedbu s vršnjacima. Ova djeca često po nečemu odskaču.

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In my country there is General Directorate of Special Education and Guidance Services. In the website of this general directorate the definition of giftedness is 'extraordinary potantial and capacity in some fields of talent '.

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Gifted and talented are students who perform or show potential for performance at remarkably high levels of completion, compared to other people of the same age, experience or environment, in areas such as intellect, art and creation and have an unusual ability to lead or excel in specific academic areas, resulting in the need for educational services and teaching activities not provided in schools.

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Ως χαρισματικοί και ταλαντούχοι θεωρούνται οι μαθητές που αποδίδουν ή επιδεικνύουν δυνατότητα για επίδοση σε αξιοσημείωτα υψηλά επίπεδα ολοκλήρωσης, σε σύγκριση με άλλα άτομα με την ίδια ηλικία, εμπειρία ή περιβάλλον, σε τομείς όπως η διανόηση, η τέχνη και η δημιουργία και διαθέτουν μία ασυνήθιστη ικανότητα ηγεσίας ή αριστείας σε συγκεκριμένους ακαδημαϊκούς τομείς, με αποτέλεσμα να χρήζουν εκπαιδευτικών υπηρεσιών και διδακτικών δραστηριοτήτων, που δεν παρέχονται στα σχολεία. Σκοπός της έρευνας είναι να παρουσιάσει στρατηγικές εκπαίδευσης, αλλά και τη συμβολή των εκπαιδευτικών για τον εντοπισμό και την ενίσχυση των ταλέντων των προικισμένων μαθητών. Τα ευρήματα έδειξαν ότι οι κυρίαρχες τεχνικές είναι η διαφοροποιημένη διδασκαλία, ο εμπλουτισμός, η επιτάχυνση και η εστίαση, που σε συνδυασμό με την διαμόρφωση πρόσφορων παιδαγωγικών συνθηκών από ικανούς δασκάλους, θα συμβάλλουν ώστε οι δυνατότητές τους να αναπτυχθούν σε εξέχοντα επιτεύγματα. Συμπερασματικά, προκύπτει ότι όταν εμπνευσμένοι εκπαιδευτικοί είναι σε θέση να αναγνωρίσουν έγκαιρα αυτούς τους μαθητές, παρέχοντάς τους τα κατάλληλα εκπαιδευτικά προγράμματα, που ανταποκρίνονται στις ιδιαίτερες ανάγκες και τις ικανότητες τους, θα τους επιτρέψουν να βελτιστοποιήσουν τα ταλέντα τους, στοχεύοντας στην αριστεία προς όφελος των ίδιων και του κοινωνικού συνόλου.

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Η εκπαίδευση των χαρισματικών και ταλαντούχων μαθητών|Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης

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Ως χαρισματικοί και ταλαντούχοι θεωρούνται οι μαθητές που αποδίδουν ή επιδεικνύουν δυνατότητα για επίδοση σε αξιοσημείωτα υψηλά επίπεδα ολοκλήρωσης, σε σύγκριση με άλλα άτομα με την ίδια ηλικία, εμπειρία ή περιβάλλον, σε τομείς όπως η διανόηση, η τέχνη και η δημιουργία και διαθέτουν μία ασυνήθιστη ικανότητα ηγεσίας ή αριστείας σε συγκεκριμένους ακαδημαϊκούς τομείς, με αποτέλεσμα να χρήζουν εκπαιδευτικών υπηρεσιών και διδακτικών δραστηριοτήτων, που δεν παρέχονται στα σχολεία.

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Within the scope of Giftedness, there are three documents in Portuguese legislation that can be referenced and used in favor of students with high abilities: Decree-Law nº54/2018, of July 6th. Decree-Law nº55/2018, of July 6th. Normative Order nº6/2018, of April 12th.

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Policy makers, managers, teachers and parents have to take up the issues concerning the motivation and stimulation of these children. Gifted children demand the right to citizenship, the concept of individual excellence and personal achievement, and the sense of constructive and solidary advancement of humanity. They have potentials that can be enhanced through stimulation, recognition, and value-based guidance, and, in doing so, they can contribute to the construction, progress and well-being of humanity.

APCS is available to offer support to schools and to train teachers from all over the country, having been responding to requests for training from:

Parents Associations

Training Centers

Principals

Professors

In different modalities: short or long term actions, in this case recognized by the CCPFC-ME. The training of parents of children who attend Enrichment Activities, included in the schedules related to the PIC Project, has proven to be of great opportunity and interest.

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Action - Associação Portuguesa de Crianças Sobredotadas

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Policy makers, managers, teachers and parents have to take up the issues concerning the motivation and stimulation of these children. Gifted children demand the right to citizenship, the concept of individual excellence and personal achievement, and the sense of constructive and solidary advancement of humanity.

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According to ORE (Centre of Education Development) a gifted student is the one who can demonstrate achievements in different fields (academic, art, etc.). Unfortunately, very often a student who achieves high results in tests is the only "type" of student seen as inteligent/gifted/talented.

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6 superior field of talent  is mentioned. These areas are "general intellectual ability, high academic
achievement, productive and creative thinking, leadership, visual and performing arts.Children who show extraordinary ability in at least one of the areas are considered gifted.

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According to the "Special Education Services Regulation" of the Ministry of National Education Turkiye, a gifted person is defined as "an individual who performs at a high level compared to his/her peers in intelligence, creativity, art, sports, leadership capacity or special academic fields."

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I found an interesting article (Karakasidou, n.d.), which states that: According to data from a study carried out by the European network Eurydice in 30 European countries (2006), 'gifted' or 'talented' individuals are considered to have the following  characteristics): 1) high performance in ability tests, 2) achievements, either in the form of competitions or in the form of school performance, 3) iterpersonal skills, 4) psychomotor ability, 5) intellectual ability, 6) artistic ability
In Greece there is a reference to gifted children in the Law on Special Education and Education of persons with disabilities or special educational needs, passed in 2008: "Pupils with special educational needs are also pupils who have one or more cognitive abilities and talents developed to a degree that far exceeds the expectations for the their age group" (Xithali, 2020)

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In Spain the term giftedness ir rekated to the talents some people have. A gifted person is really intelligent and creative and they obviously know how to solve problems. They have a really developed CRITICAL THINKING. They usually belong to a group of HIGH CAPATICITES students and we tend to adapt the programs , activities and tasks to them in order to fix it to their "level".

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Students with gifts and talents perform—or have the capability to perform—at higher levels compared to others of the same age, experience, and environment in one or more domains.

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The Ministry of Education defines Italian students as gifted or with a high cognitive potential, those children with an IQ above average (above 130), who demonstrate highly developed learning abilities and intellectual curiosity compared to their age and their level of education. These students with excellent cognitive potential do not always fit in well in the classroom and risk experiencing severe discomfort during their school career. Unfortunately, recognizing a student with high potential, in order to be able to support him in teaching, is not easy. Gifted students are often particularly curious and full of original and particular ideas, but they often tend to hide their intelligence or channel it into inappropriate behaviors, which certainly do not enhance their personal potential.

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A talent is a specific configuration of general and special abilities,
enabling very good performance of a specific, content-oriented task
activity (ORE Ośrodek Rozwoju Edukacji)
Giftedness is the result of a set of general and special abilities;
In order to develop e.g. mathematical talents, a person must have several,
and even a dozen or so innate features.
Talent "essentials".
In psychology, there have been attempts to establish conditions of great importance
in developing talent. The interaction of factors such as: high is mentioned
level of special talents, intelligence quotient above average, high
level of creative talents, appropriate personality structure
securing the effectiveness of action, often despite adversities,
own activity, social environment conducive to the development of talents and
random factor (a bit of luck - being in the right place at the right time)

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special students, talented

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Giftedness it normally refers to very good students (achieve good grades, creative, intellectual...) It is different in every estate, school and even class... it also depends on the teacher if she can see something else.

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Giftedness in education typically refers to students who demonstrate exceptional intellectual, creative, or artistic abilities beyond what is considered typical for their age. The specific definition and criteria for identifying gifted students can vary from one educational system to another and even within different regions of a country. It often involves assessments of cognitive abilities, achievement tests, and evaluations of talent or creativity.

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It was only in 2005 that a specific strategy for the education of gifted children and young people. In a document prepared by the Lithuanian Ministry of Education and Science, a gifted child is  described as the child who,  “can acquire knowledge and skills rapidly and effectively, apply them in changing situations to solve the problems, learn rapidly on the basis of acquired experience, and identify situations in which their expertise may be applied. The intelligence of such children and young people is exceptional“.

The most important feature of a gifted child appears to be exceptional intelligence. However, despite defining giftedness, and the efforts and activities of both government and nongovernmental (NGOs) organizations’ such as The Education Centre for the Gifted (www.guc.lt), there is no best system for identifying gifted children in Lithuania.

Obviously, without clear guidelines from the government, teachers are left to respond to the needs and interests of gifted children according their own individual understanding of giftedness, which is often based on their personal and teaching experience of gifted children (Wong, 2015).

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This study explores Lithuanian teachers' perceptions and attitudes and experience with education of gifted children. Gifted children education is one of the most relevant pedagogical and psychological problems in education worldwide. Inclusion of gifted education programs in schools depends on the educational system, and on teachers' education and experience. Prior to 1990, under Soviet occupation, the environment for gifted education was very unfavorable, and very different from what was possible in much of Europe and North America.

It was only in 2005 that a specific strategy for the education of gifted children and young people. In a document prepared by the Lithuanian Ministry of Education and Science, a gifted child is described as the child who, " can acquire knowledge and skills rapidly and effectively, apply them in changing situations to solve the problems, learn rapidly on the basis of acquired experience, and identify situations in which their expertise may be applied. The intelligence of such children and young people is exceptional".

The most important feature of a gifted child appears to be exceptional intelligence. However, despite defining giftedness, and the efforts and activities of both government and nongovernmental (NGOs) organizations' such as The Education Centre for the Gifted (www.guc.lt), there is no best system for identifying gifted children in Lithuania.

Obviously, without clear guidelines from the government, teachers are left to respond to the needs and interests of gifted children according their own individual understanding of giftedness, which is often based on their personal and teaching experience of gifted children (Wong, 2015).

School administration, psychologists, and parents all play important roles in gifted education. However, teachers are one of the most significant influencers on the educational development of gifted students. Thus, a closer examination of how teachers understand giftedness is needed (Moon T. R., Brighton C. M., 2008; Lasig, 2009; Preckel et al. 2015).

One of the important components in creating a system for gifted education is teachers' understanding of the phenomenon of giftedness.

First of all, teachers need to understand the primary features of giftedness. Research shows that teachers' subjective perceptions and expectations directly influence how they interact with students and how they evaluate (notice) student achievement, developmental potential, or social skills (Laine et al 2016).

Teacher awareness and understanding of giftedness has practical implications because their perceptions have direct consequences. Thus, if teachers' perceptions of giftedness differ from empirical findings, their interventions are less effective (Baudson T. G., Preckel F., 2016).

Therefore, it is important to understand teachers' attitudes and level of experience and knowledge regarding giftedness. Studies regarding teachers' understanding of giftedness and the education of gifted children have been done in Finland (Laine et al 2016), Australia (Lasig, 2009), Greece (Lee-Hammond, 2006), Germany (Baudson T. G., Preckel F., 2016). However, to date there has been no research done in Lithuania to understand their teachers' perceptions of giftedness. In this study, the authors examine teachers perceptions of gifted traits, and their experience working with gifted children.
Primary research objectives include to:

Understand how teachers in Lithuania understand/perceive children's abilities?

Explore what experience teachers in Lithuania have working with gifted children?

Determine if there are statistically significant differences in perceptions and/or experience by teachers' age, school location (a big city, a smaller city, a village), teaching level (1-4 grades, 5-8 grades, 9-12 grades).

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Lithuanian Teachers' Gifted Education Perceptions and Attitudes | EERA

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This study explores Lithuanian teachers' perceptions and attitudes and experience with education of gifted children. Gifted children education is one of the most relevant pedagogical and psychological problems in education worldwide. Inclusion of gifted education programs in schools depends on the educational system, and on teachers' education and experience.

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The Ministry of Education includes among the Special Educational Needs also gifted students, that is, pupils with high cognitive potential. Let's see what are the characteristics of these children and why they may need a personalized teaching. They are boys with an IQ above the average, sometimes over the score of 130, who demonstrate learning skills and intellectual curiosity very developed with respect to their age and level of schooling. These students with excellent cognitive potential do not always fit in the classroom and risk experiencing severe discomfort during their school journey. Having above-average cognitive abilities can therefore become counterproductive and lead to the manifestation of emotional or behavioral or learning difficulties.

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(About children) With extraordinary intellectual qualities.

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In Slovakia, this is a definition of a gifted student according to our legislation and laws: A gifted child or a gifted student is a child or student who has above-average abilities in the intellectual field, in the field of art or sports, or in these fields achieves exceptional performance compared to his peers, and through upbringing and education, his talent is purposefully developed.

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The concept of giftedness is more comprehensive and underlies high levels of competence in the cognitive, creative, psychomotor and leadership areas. Although we cannot speak of a homogeneous profile, gifted children and young people manifest some characteristics from an early age.
In general, studies tend to demonstrate that the types of
talent most commonly identified are those that have to do with the school universe, since teachers and other professionals, despite the technical and even conceptual difficulties they may have, present the best conditions to identify the
skills that students can reveal