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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: 13

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

References

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  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. https://doi.org/10.17478/JEGYS.2018.71
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  • Beckmann, E., & Minnaert, A. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. Frontiers in Psychology, 9, 504. https://doi.org/10.3389/fpsyg.2018.00504
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Year 2020, Volume: 8 Issue: 1, 305 - 323, 15.03.2020

Dimitrios Papadopoulos

https://doi.org/10.17478/jegys.666308
Cited By: 13

Abstract

Project Number

267/09-18

References

  • Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. https://doi.org/10.17478/JEGYS.2018.71
  • Bailey, C. L. (2011). An examination of the relationships between ego development, Dabrowski’s theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 55(3), 208–222. https://doi.org/10.1177/0016986211412180
  • Beckmann, E., & Minnaert, A. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. Frontiers in Psychology, 9, 504. https://doi.org/10.3389/fpsyg.2018.00504
  • Bekey, S. W., & Michael, W. B. (1987). The performance of gifted girls in upper elementary school grades on Piagetian tasks of concrete and formal operations. Educational Research Quarterly, 10(4), 2–9.
  • Benbow, C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted. Gifted Child Quarterly, 34(1), 21–26. https://doi.org/10.1177/001698629003400105
  • Bénony, H., Van Der Elst, D., Chahraoui, K., Bénony, C., & Marnier, J. P. (2007). Link between depression and academic self-esteem in gifted children. L’Encephale, 33(1), 11–20. https://doi.org/10.1016/S0013-7006(07)91554-7
  • Berninger, V. W., & Yates, G. M. (1993). Formal operational thought in the gifted: A post-piagetian perspective. Roeper Review, 15(4), 220–224. doi: 10.1080/02783199309553511
  • Birlean, C., & Shore, B. M. (2018). Cognitive development of giftedness and talents: From theory to practice. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.), Introduction to gifted education (pp. 95–118). Waco, TX: Prufrock Press.
  • Borland J. H. (2009). Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psychometrics in gifted education. Gifted Child Quarterly, 53(4), 236–238. https://doi.org/10.1177/ 0016986209346825
  • Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., et al. (2004). The social and emotional development of gifted students (RM04118). Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
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  • Cohen, L. M., & Kim, Y. M. (1999). Piaget’s equilibration theory and the young gifted child: A balancing act. Roeper Review, 21(3), 201–206. doi: 10.1080/02783199909553962
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There are 95 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education, Studies on Education, Psychology
Journal Section Gifted Education
Authors

Dimitrios Papadopoulos 0000-0003-4835-3107

Project Number 267/09-18
Publication Date March 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323. https://doi.org/10.17478/jegys.666308
AMA Papadopoulos D. Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. JEGYS. March 2020;8(1):305-323. doi:10.17478/jegys.666308
Chicago Papadopoulos, Dimitrios. “Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications”. Journal for the Education of Gifted Young Scientists 8, no. 1 (March 2020): 305-23. https://doi.org/10.17478/jegys.666308.
EndNote Papadopoulos D (March 1, 2020) Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists 8 1 305–323.
IEEE D. Papadopoulos, “Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications”, JEGYS, vol. 8, no. 1, pp. 305–323, 2020, doi: 10.17478/jegys.666308.
ISNAD Papadopoulos, Dimitrios. “Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications”. Journal for the Education of Gifted Young Scientists 8/1 (March 2020), 305-323. https://doi.org/10.17478/jegys.666308.
JAMA Papadopoulos D. Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. JEGYS. 2020;8:305–323.
MLA Papadopoulos, Dimitrios. “Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 1, 2020, pp. 305-23, doi:10.17478/jegys.666308.
Vancouver Papadopoulos D. Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. JEGYS. 2020;8(1):305-23.

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