High Giftedness, Diagnosis of High Giftedness, Giftedness, High Giftedness, Special Giftedness, Genius, Special Giftedness, High Intelligence, High Intelligence, High Giftedness, High Performance, High Giftedness and Partial Performance Disorder, High Giftedness and Dyscalculia, High Giftedness and Dyslexia. engl. : highly gifted, highly talented, endowment, giftedness.
Promotion of giftedness
In order to promote an existing high talent, concentration games are particularly advisable. For this purpose, we have developed a game in combination with a game manufacturer, which can playfully promote giftedness. Through the combination of concentration and games, different goals can be reached very well.
We place particular emphasis on the high quality and workmanship of this game. When defining what is giftedness, we very often limit ourselves to measuring intelligence alone. However, giftedness is more than an intelligence test that promises to determine intelligence by means of an intelligence quotient.
Nevertheless, an essential criterion for high aptitude is an intelligence quotient (IQ) of at least 130. However, neither giftedness nor high aptitude is to be equated with achievement or high performance. This is due to the fact that performance is based on various components and is influenced by many aspects and accompanying symptoms.
In other words: A child adolescent also performs after a diagnosis: giftedness is not necessarily good or high performance. A promotion of giftedness can start from different starting points:
- When highly gifted children do not (cannot) really show their abilities,
- When highly gifted children show their abilities and want to be further encouraged.
The family is the starting point for personal development, as well as for any educational process. It therefore also forms an essential basis for school learning and life-long educational processes.
Children must be able to feel emotionally secure in the family and thus know that they are accepted, loved and taken seriously with all their strengths and weaknesses. Regardless of the (intellectual) abilities and thus also the individual basics, there are essential basic prerequisites that are of particular importance for school learning. This includes in a special way:
- That children learn to deal with successes and failures.
To this end, children must generally be instructed to recognize positive aspects in both successes and failures and to be able to deduce consequences from them. All this, of course, on an age-appropriate level.
- That children learn perseverance, for example by learning from an early age to finish games that they have started.
- That the original childlike curiosity is also used by not learning prefabricated knowledge, but by training the natural urge to try out and discover, and deriving from this one’s own, self-discovered knowledge.
- That children are given time and space for their own discoveries and thus have the opportunity to actively do something and use their sensory experiences. Avoid absolutely the flooding of stimuli and above all leisure stress by rushing from one leisure appointment to another. Less is often more!