Experts state that children supported by families with observation, interest, and care can reveal their potential at earlier ages, however, some children may hide their talents, and in such cases, careful evaluations may be necessary.
Child Development Specialist Elif Konar Özkan stated that the capacity to understand and do begins to manifest itself from infancy, adding, “The child's family and family environment, peer groups, and social experiences are important in the emergence, development, and reinforcement of the child's talents.”
Elif Konar Özkan, Lecturer in the Child Development Department, who conducts studies at Üsküdar University's Application and Research Center for Gifted Children, made evaluations regarding gifted children.
“Some children clearly demonstrate their level of intelligence or talent”
Elif Konar Özkan stated that talent is defined as 'a person's capacity to understand and do something,' adding, “The capacity to understand and do begins to manifest itself from infancy. In a family environment that creates opportunities to get to know the child and guide them in realizing their potential, the child begins to express themselves comfortably and freely. A careful family thus obtains many clues about what the child can do and, of course, what they will be able to do. The most important thing is to observe the child; to live life with the child… Some children express themselves clearly; if their level of intelligence or talent is far superior or special compared to their peers, this is evident. However, some children hide themselves for various reasons (such as genetic, epigenetic, psychological characteristics; parental attitudes, environmental influences); in such a situation, careful evaluations gain importance.”
“Careful evaluations may be needed for children with above-average talents”
Özkan stated that the majority of gifted children can learn to read and write before going to school, and can start researching, questioning, and actively using problem-solving skills at an early age. She added, “Careful evaluations may be needed for children whose differences from their peers are not so pronounced, or who have slightly above-average talents. By using various scales, profiles of the child's performance in cognitive, social, emotional, and motor development areas are created. When they are identified at an early age and guided appropriately, their development can be regulated.”
“Inappropriate environments prevent their potential from being revealed”
Elif Konar Özkan also stated that although talent originates genetically in a child, it develops and manifests its potential through the environment. She said, “The child's family and family environment, peer groups, and social experiences are important in the emergence, development, and reinforcement of the child's talents. Gifted children, who are born with different and privileged characteristics, demonstrate their potential if they find environments suitable for their development at all ages. Inappropriate environments prevent their potential from being revealed, hindering them. It should not be forgotten that being gifted is an individual characteristic; above all, it should be remembered that they are children.”
How should education for gifted children be?
Konar stated that separate education can be implemented for gifted children in specially arranged environments, with specially trained teachers, and through specially developed programs, apart from their peers. Elif Konar Özkan also explained that inclusive education can be provided, where support services and programs are offered in the same educational environments without separating them from their peers. She said, “In the separate education model, all children in the program are gifted, and students support and compete with each other at a high level. This reduces the feeling of being alone. However, there are also disadvantages… In the separate education model, gifted children are prevented from interacting with other children, which makes their integration into society difficult, hinders the development of their leadership qualities, and can lead to selfishness.”
“The inclusive education model provides opportunities for children to grow more adaptable and flexible”
Elif Konar Özkan also noted that in the inclusive education model, gifted children can receive diversified and enriched education among their peers and in regular classrooms. She added, “This way, it supports children's social and emotional development without separating them from their peers. While gifted children's development in their advanced areas is ensured according to their own pace and abilities, being with their peers in other areas, interacting, and learning and producing together provides opportunities for them. This method gives children the chance to grow more adaptable and flexible.”
Child Development Specialist Elif Konar Özkan also stated that guidance counselors, the resource room system, Science and Art Centers (Bilim ve Sanat Eğitim Merkezleri), are among the additional applications planned to support gifted children in our country's educational environments. She warned, “Along with these, mentorship support in their areas of interest should not be neglected. Furthermore, when psychosocial support is needed, referral for expert assistance should be made.”
Family collaboration with the school is important
Emphasizing the importance of family collaboration with the school, Elif Konar Özkan said, “Families must be able to make careful observations to understand the child, identify any inconsistencies inside or outside of school, and be open to receiving support for necessary in-class and extracurricular reinforcements for the child's satisfaction. Displaying an open attitude to develop and reinforce their natural curiosity, exploratory inclinations, and inventiveness during early childhood without inhibition will enable the child to reveal their potential easily. The most important detail is that parents, while fulfilling their responsibilities to develop the potential of gifted children and help them live in the moment and be prepared for the future, should not suppress these characteristics of the children.”
Elif Konar Özkan also pointed to the activities at Üsküdar University's Application and Research Center for Gifted Children.