Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications

Year 2020, Volume: 8 Issue: 1, 305 - 323, 15.03.2020

Dimitrios Papadopoulos

https://doi.org/10.17478/jegys.666308

Cited By: 18

Abstract

A literature review was conducted to examine the shaping of giftedness during childhood, a period when crucial developmental changes that affect academic outlook and psychosocial wellness take place. The search of the literature covered articles published in English without restriction on publication year in the following databases: PsycINFO, Google Scholar, EBSCOhost, ERIC, and ProQuest. A total of 95 sources were categorized into two thematic areas that include (a) cognitive development of gifted children and (b) socio-emotional development of gifted children. The analysis of the literature reveals that although superior performance constitutes a key element in the notion of giftedness, ability alone cannot lead a gifted child to personal excellence and long-term commitment within a talent domain as it is insufficient to explain outstanding achievements across the life course. Indeed, these publications provide some evidence that the process of nurturing giftedness in children is determined by the dynamic interaction between individual strengths and a supportive environment, which can stimulate or inhibit the full use of a child’s ability. Finally, this review is intended to change the way researchers, school practitioners, and policymakers think about the limits and capabilities of gifted children, and to provide suggestions for strategies to support their development.

Keywords

gifted children, gifted education, cognitive and socio-emotional development, childhood

Supporting Institution

Greek Association of Mental Health for Children and Adults (Office for Gifted Child Development and Education)

Project Number

267/09-18

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