Definitions, Models, and Characteristics of Gifted Students

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Table of Contents

Introduction
Main body
Conclusion
References

Introduction

The article proposes an analysis of different definitions and explanations of two concepts: talent and gift. The author gives a detailed analysis of current concepts, their advantages, and their limitations for the research field. The author singles out such areas as general intellectual ability, specific academic achievements, creativity and artistic inclinations, leadership and cultural differences, income, and class location which influence the abilities and unique development of a child (Johnsen n.d.). She concludes that it is impossible to create a universal definition for a gifted child because of cultural and social diversity. In this case, “teachers should know how to establish situations for gifts and talents to emerge, how to observe characteristics over time, and how to observe characteristics in groups that are typically underrepresented in programs for gifted and talented students” (Johnsen n.d.).

Main body

The strength of this article is that it proposes readers substantial analysis of the concept and definitions used by educators. Johnsen underlines that very high levels of abstract reasoning ability may be required for certain activities—certain areas of academic study, for example—while somewhat lesser degrees may be required for other activities. As well as the capacity to think well, gifted people must have special capacities and affinities for particular kinds of work. Some special abilities can be identified in children in the very early years; others do not become apparent until much later in childhood. Using practical examples and case studies, Johnsen compares and contrasts the unique abilities and skills of gifted and talented children from different social groups. A major weakness of the models described by Johnsen is that none of the definitions recognizes the importance of the home and school environment in dictating the degree, and perhaps the direction, in which a gifted child’s abilities may be fostered. Johnsen (n.d.) claims: “students who are in classrooms where no differentiation is present are less likely to exhibit these characteristics”.

The author does not use a true experimental study, but it would take much time and effort to test all groups and variables mentioned in the research. The purpose of the study is to create a theoretical explanation of gifted and talented children and students taking into account personal abilities and social differences. The advantage of the study is that it uses up-to-date materials and researches to investigate the problem. Johnsen provides an analysis of the advantages and disadvantages of each model and singles out the main important characteristics of gifted and talented students. The author claims that society and education, in general, are downright savage towards creative thinkers, especially when they are young students.

Conclusion

It is possible to underline the objectivity of the research and its scientific value. Johnsen is impartial and objective defining and explaining the limitations and opportunities of current research. While earlier definitions are listings of the traits or constituents of giftedness, Johnsen reveals the complex and subtle interweaving of the individual’s general and special abilities with environmental variables, moderated by social factors. The article does not identify questions and issues for further research but underlines the importance of interaction between school administration and teaching staff, teachers and students, teachers and parents. Johnsen states that a student can be gifted in any one of several domains of human ability if educators recognize and support these traits. Current definitions of gifted and talented students leave space for the identification or differentiation of other general domains of human abilities and unique skills.

References

Johnsen, S.K. Definitions, Models, and Characteristics of Gifted Students. The Prufrock Press Inc.

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Definitions, Models, and Characteristics of Gifted Students

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