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Gifted Children: The gifted child should have the opportunity to learn as fast and as much as he wants to, at any stage of his development. Experiments have shown that gifted children placed in a special class for part of the day seemed to show initiative, leadership qualities, and a many-sided approach to problems more often than equally gifted children who remained in the usual classroom situation. Their enthusiasm is in marked contrast to the boredom and daydreaming of children in the usual classroom. Gifted
Children recognized as gifted may be superior in abstract verbal ability or may possess special talents or abilities. It has been estimated that in the United States there are about one hundred thousand children with IQ's of 130 and above. A large proportion of these gifted children are not identified, especially in the lower socioeconomic groups. In the absence of psychological services, many gifted children can be recognized by the characteristics already described (see Chap. 15). They show these characteristics at an earlier age than the majority of children; they are "old for their years."
Gifted children seem to be able to solve their personality problems more easily than children of lower intelligence (123, 1945). The disciplinary problems referred to one clinic were, with some guidance, resolved largely through the energy and initiative of the children themselves. Helping gifted children to develop their potentialities is the best way of preventing probl.m behavior.
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