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Gifted and
Talented
When a child is
gifted or talented, their parents and educators are faced with
a number of important challenges. Activities like those
in the Learning Breakthrough Program™, form a foundation
on which gifted students can build a productive academic
career that makes the most out of their unique
potential. In addition, we've found that the program is
appropriate and helpful for average students as well as those
that are gifted.
Most
psychologists and guidance professionals will tell you that
"gifted" does not mean "good student." There is often a gap
with gifted students, as with average students, between their
innate intelligence and their actual academic performance. The Learning Breakthrough
Program™ works to close this
gap and develop a framework that can be relied upon to make
the most out of everyone's potential.
One of the most
common traits of gifted children is a unique way of perceiving
things. They make more abstract connections, synthesize
diverse experiences and make sophisticated conclusions at an
early age. It is not the case that a gifted child's unique
perceptions are always "true" to the rest of us, but they are
powerful. The result is a child who grows up with a reality
somewhat different than that of their peers and often
different from their parents and teachers as
well.
Because they
differ in other ways, gifted children often become somewhat
isolated. These unique characteristics tend to reinforce one
another to the point where a majority of gifted children feel
lonely, left-out, or different. This combination of unique perception and its
concurrent isolation can yield an emotional vacuum. After all,
for most of us, our emotional lives develop by "bouncing off"
idea and feelings with those around us. It may also be the case that since their
intellectual capacities are so strong, they have less of a
need to develop their emotional sensitivity. In any case, a
major pitfall for some gifted children is a lower level of
empathy and an inaccurate perception of their communications
with others.
Isolation
is also an advantage for many children. It gives them the
opportunity to nurture their own gifts, to focus as intently
as they want (and must) to excel. So "alone time" is not to be
eliminated all together, just balanced.
No matter how brilliant or gifted, humans
are still social creatures who absolutely require connections
to other people. It is
important to note that attention to social skills and emotional development
enhances academic development, it is not a "distraction."
Gifted children
typically have an advanced level of moral reasoning, and while
they do not always act on this insight (they are, after all,
children), it can add to a perception of intransigence.
Gifted children are
often perfectionists. This has positive and negative
consequences. On the one hand, perfectionism means they are
motivated to work toward mastery and they earn pleasure from
achievement. On the other hand, it means they are unforgiving
of themselves, resist learning from failure and have great
difficulty going backwards. Perfectionism contributes to
pessimistic beliefs, feelings and actions. This can be
inoculated with optimist attitudes and formal challenges that
are ongoing in nature and present no easily quantifiable
measures.
The Learning Breakthrough
Program™ requires young students to develop new
sets of skills and places in front of young students a unique
challenge to be mastered. When they start the program they
will not be "perfect" and in fact the ability to increase
balance difficulty, on the uniquely designed Belgau Balance
Board, will expose gifted students to a challenge that is not
necessarily able to be "mastered". This is a valuable lesson
for life that grows along with the nuero-network development
that takes place while using the program.
To read about others' success stories
with The Learning Breakthrough Program, click
here.
To learn about how The
Learning Breakthrough Program works, click
here.
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Tel. (212) 222-5665 (5667 Fax)
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