https://padlet.com/dannyi90123/yq2opfmuliu0ms12 en-us 2023-09-12 12:11:19 UTC 2023-09-12 12:32:31 UTC hello@padlet.com dannyi90123 https://padlet.com/dannyi90123/yq2opfmuliu0ms12/wish/2699839536 There are many dimensions to the social and emotional development of gifted students, as with any student we encounter. First, Neihart (n.d.) identifies how differences in development can greatly impact a gifted student's ability to interact with peers and outlook on their education. Cognitive abilities do not develop at the same rate as social abilities and those can vary widely from chronological age. For example, a student with high cognitive ability and mature social ability will find it frustrating or isolating to be grouped with other students at a similar chronological age. However, teachers can also incorrectly identify students as socially immature when assuming an advanced cognitive ability produces advanced social ability. Placing students with others at a similar cognitive level or social level can help promote beneficial social interactions. Neihart (n.d.) also mentions clustering gifted students or finding other advancement opportunities for groups of students is a great way to combat a student's frustration or isolation from peers. 
Katz (n.d.) continues this study of how giftedness affects a student's social interactions and outlines how friendships change over the course of childhood. This is particularly interesting to me because I see students over the course of a year grow from one form to another - help to reciprocity. Considering the struggles I have seen in my class, I find it so interesting because many stem from disagreements in reciprocity (one friend inevitably does more or gives more and expects similar things back). For a student who has developed into the reciprocity stage, having a friend, who might still see friendship as friends helping others when they need, not return the help can be difficult. Katz discusses how finding true peers, peers at similar development stages, is important for any student and recommends giving students wider exposure to others and others at different ages, to a certain extent.
Finally, NAGC (2009) identifies positive and negative aspects of giftedness. One area of what they identify that I have already see a lot of this year is perfectionism. While it can be a strength because gifted students often have motivation if they seek to produce perfect work, it can also cause anxiety and excessive self-criticism. In addition, a desire to produce perfect work can inhibit the creative process, where work is not always perfect. I am fascinated to hear about ways to combat this. NAGC identifies several ways including involving parents, providing flexibility, and involving other professionals. So far, I have been trying in my class to emphasize the importance of mistakes and embrace my own when they come up, but as the year goes on, I want to better be able to handle students with anxiety around their work.]]> 2023-09-12 12:32:31 UTC https://padlet.com/dannyi90123/yq2opfmuliu0ms12/wish/2699839536