Just as the children with various disorders, the children with the gifts and talents are in need for special treatment to develop their capabilities and to let the humanity benefit from them. The issue is important considering the fact that the rate of discovering of the gifted children is low. This situation is also significant for the countries that are considering the ways for making their economies more creative and strong. The talented children definitely create the products and services with added value. The article that is discussed in the framework of this paper offers the survey of various practices that are used to address the gifted children all around the world.
The article is headlined “What the World Does for Gifted and Talented.” It has been written by Joan Freeman. She particularly discusses the educational practices based on psychology and sociology that are employed in regard to the gifted and talented children to develop their potential and abilities. The experience of treating gifted children differs a lot across the countries. For example, some of the countries establish the language schools, whereas the others establish the specific institutions and agencies that take care of these children. Saudi Arabia has tailored 22 programs for 960 talented kids. The author stresses that the significant number of the interventions provide the supplementary opportunities of working with the experts that help to develop the hidden potential. Additionally, it involves the use of work in small groups oriented at the children with talents as they believe that such form of collaboration is more beneficial for them. Estonia has the Gifted and Talented Development Centre (GTDC) at the University of Tartu to promote the children with the strong interest in science. Thus, the knowledge of these children is enriched beyond the established school standards.
Reflecting on the interventions mentioned by the author, I would like to stress that little is mentioned about the identification of gifted and talented children which is a quite important issue. The author has discussed the approaches towards the understanding of the term "gifted" which in a certain way draws the framework for further considerations. Yet, the mentioned techniques mainly involve the supplementing of the school curriculum with extra studies or consultations. It seems that the life of the gifted child becomes even more complicated after the discovering of the talent. Additionally, it should be stressed that the states are frequently tailoring the programs to advance their economic development (Maureen, 2003). The experience of Estonia is appreciated; however, little attention is, for example, paid to the cultural affairs or arts since these areas are hard to monetize. On the other hand, the discoveries in science can be used for the development of the inventions and creation of the new products with the added value. In other words, the gifted children with particular talents in the technical areas are prioritized and get more than those ones who display the abilities in humanitarian studies.
Analyzing the above-mentioned, I consider that it is necessary to provide all the children with the opportunity to develop their hidden potential and talents. Of course, the general development is extremely important; however, it is necessary to ensure that these children are not overburdened by their curriculum and the courses that are assigned to them. Moreover, in case I was responsible for the treatment of these children, I would pay more attention to their psychological development and the ability to respond to the challenges coming from the outside. These children are frequently more vulnerable to the others; some of them might be even mistreated for their abilities. Therefore, professionals should also avoid naming such children gifted as it might lead to the labeling and negative consequences associated with it.
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