The Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.
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The Social and Emotional Development of Gifted Children: What Do We Know?
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Eruditely written studies characterize the second edition of the book, The Social and Emotional Development of Gifted Children, as they answer all of the above questions. To balance perfectionism in gifted children, teachers are admonished to 'provide a classroom that promotes mistakes as informative with an emphasis on the process of learning and growth.' To offset the degrading stigmatism associated with giftedness, adults are exhorted to 'provide gifted children with opportunities for interaction with intellectual peers and with those with mutual likings.' To curtail emotional stress, parents are prompted to 'set high expectations for their gifted children but to be careful not to communicate that their love is contingent upon achievement or success.' This textbook is replete with suggestions.
The Social and Emotional Development of Gifted Children is recommended for anyone seeking research-based findings on gifted children as it offers solid implications for applying such discoveries to practical day-to-day intercommunication.
My favorite quote: 'We must do all that we can to ensure that gifted children have challenge in the curriculum--not just for a few hours a week, but every day--and opportunities to work with others with similar ability and interests. These are the pillars of well-being for gifted children.'-- Neihart, Pfeiffer, and Cross