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our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).Then, the multidimensional and integrative approach to identify high intellectual and/or creative potential at the CNAHP is examined. We propose a model that highlights the central role of the environment in the development of intellectual/creative potential in children, notably their family, school, and societal environment. Four main environmental factors contribute to the development and expression of children’s high potential: fostering and sustaining motivation, providing opportunities of enrichment, valuing effort, and offering support for the child. After identification of the child’s profile (based on cognitive, conative, and psycho-affective assessments) in order to understand better the child’s needs and possible difficulties, the objective of the CNAHP, presented in the last part, is to provide appropriate care, enhance children’s well-being, and enable them to express and develop their potential. Simultaneous interventions are conducted in the family, school, and societal environments in collaboration with parents, teachers, and caregivers, taking into account the motivation, enrichment, effort, and support factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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The authors grapple with the fundamental questions surrounding creative giftedness and talent, addressing issues of definition, development, identification and education. They recommend infusing creativity into teacher development, as well as taking it into consideration in gifted identification and curriculum design and delivery, and also affirming the importance of supporting the development of creative giftedness in all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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