Supporting Gifted Children at Home

CRITICAL THINKING
Use questions that demand higher level thinking skills; support of collections, hobbies: discussions of problems and possible solutions.

CREATIVITY
Encourage humor, jokes; share imaginative stories; provide diverse materials for projects and drawing; support crafts and art projects which begin with child’s own design.

RAPID LEARNING
Provide access to a rich variety of materials; frequent visits to the library; view instructional videos, television shows, computer sources; share skills.

CURIOSITY
Support investigations through family trips, library visits, museums, etc.

FACILITY OF COMMUNICATION
Designate “conversation times;” discuss common experiences, e.g., television shows, news; read together by taking turns; read same book and discuss; encourage diaries, letter writing; read magazines; play word games.

OBSERVATIONAL POWER
Provide access to visual materials – trips to museums; reproductions; discuss and analyze illustrations, magazine advertising; encourage visual design activities.

RETENTION
Respect and provide for particular interests with materials, trips, etc.

TASK COMMITMENT
Support projects while counseling realism in expectations; demonstrate tolerance of errors and shortcomings; request time commitments and allow for stretches of time for tasks.

INTELLECTUAL ABILITY
Support academic achievement; discuss ideas; share intellectual pursuits; establish groups which share respect for thinking and sharing ideas.

PREFERENCE FOR COMPLEXITY
Support advanced projects; connect student with experts in field of interest; channel interests into challenging material, activities, and projects.