Early Signs of Giftedness
Knowing a large segment of our school population is identified as gifted, parents often come in with questions about young children:
How do you know if a preschooler might be gifted?
When should we pursue any testing (or is testing even important)?
How do we meet the needs of gifted learners in the preschool setting?
Is there something we should be doing outside of school to meet my child's needs?
Should we see if my child is ready for TK?
I am always happy to discuss your child's individual learning profile and to help guide you on whether any kind of outside assessment or program modifications are warranted. Some of your questions may be answered in our recent January Giftedness 101 workshop. However, here are some possible signs of giftedness in young children.
When very young children demonstrate precocious behaviors, such as seeming to understand words and adult conversations that are beyond their years or a strong interest in things and topics that generally interest older children, this can be a sign a child might be gifted. Below are some characteristics that can be signs of giftedness in very young children. The earlier any of the behaviors are exhibited, the more likely the child may be highly to exceptionally gifted. These lists are merely guidelines; not all behaviors need to be present to indicate probable gifted-level intellect.
Birth to 4 months
Makes eye contact soon after birth and continues this interaction and awareness of others
Makes eye contact while nursing
Does not like to be left in an infant seat
Almost always wants someone in the room interacting with him or her
Very alert; others notice and comment
4 months to one year
Seldom “mouths” toys
Shows purpose with toys, seldom destructive or arbitrary
Pays attention when reading or watching TV
Plays pat-a-cake and peek-a-boo
Waves bye-bye, says ma-ma, da-da, and bye-bye
Follows directions, doesn’t miss a thing, knows what’s next in routine
One year to 18 months
Obvious interest in competence; has “fits” when not permitted to do it himself (or herself)
Long attention span
Obvious interest in letters, numbers, books, and talking
Surprisingly good eye-hand coordination for shape sorters, putting things in and taking things out
Uses puzzles and toys that are beyond the stated age level
Does not chew on or tear books
Tries hard to please; feelings easily hurt
18 months to 2 years
Talking, clear understanding of others’ talk
Knows many letters, colors, and numbers. The brightest gifted children often know how to count and organize by quantities, know many colors and shades, and know the alphabet in order or isolation. This is at their insistence, not parental drill.
Tenacity; needs to do it own way and not done until they are done
Not easily distracted from what they want to do; don’t even try tricking them with distraction
Can sing a song with you, knows all the words and melody
Clearly exhibits a sense of humor beyond typical “bathroom humor”
Although active, activity is usually very purposeful and important to the child
Interested in activities, machinery, and implements that are complex and maybe delicate, e.g., CD player, computer. Can handle them well, if allowed.
Bossy; quickly loses interest in any children who cannot do what they want to do.
Grandparents or other family members may have started to complain that your child is willful and perhaps spoiled
Draws and identifies what they’ve drawn
Stacks block towers of 6 blocks or more
Recognizes basic shapes and points them out elsewhere
Notices beauty in nature
Pays attention to the feelings of others
Needs to know “why” before complying
Two to three years
Excellent attention to favorite TV or videos
Shows tremendous interest in printing letters and numbers
Will catch your mistakes, hold you to your word, and not forget promises or changes of plans.
Frustrated with their own lack of ability, seem to obsess about some things
People outside the family start to comment on how smart your child is
Has trouble playing with other children the same age and prefers adults or much older children but is not a lot of fun for them because the child is still too immature
Throws fits or tantrums, especially when thwarted in doing something his or her own way to completion
Can play with games, puzzles, and toys that state an age range twice their own or more
Early reading, e.g. knowing most store and street signs, recognizing many names, labels, and words in print
Most tantrums are precipitated by a lack of adult respect or understanding; the child is more likely to cooperate than simply comply with adult demands
Highly competitive
Three to four years
Highly inquisitive
Highly talkative
Increasing interest in books and reading and finding answers there
Loves to debate and reason and argue
Can do many things on the computer
May become fearful of what they don’t understand, tend to think ahead, and worry
Show interest in how and why; ask questions and listen to answers, unlike most age-mates
Interested in strategy and application of rules; dismissive and annoyed at others who don’t “get it”
Bossy
Creative
Cleverly manipulative
Perfectionistic, even obsessive about developing own skills
Four to five years
Many start reading simple books and then chapter books almost spontaneously before they are five
Interested in mature subjects but can be frightened by their own lack of perspective (e.g., natural disasters are both fascinating and frightening)
Intuitive grasp of numerical concepts and mathematic reasoning; many can effectively compete with older children and adults in board and card games
May start to question the meaning of life, their own worth, etc.
Huge vocabulary and huge memory for facts, events, and information
Increasingly facility with computers and keyboarding, video games
Obvious abstract reasoning ability, love of concepts and theorizing; philosophical and speculative
Great need to engage others in meaningful and intelligent conversation about the things that interest them (the children, not necessarily the adults)
Summary: Gifted preschool children tend to initiate their own learning. In fact, their curiosity is one hallmark of their high intelligence. Although strong parental or preschool involvement and instruction can support any child’s acquisition of academic skills, gifted children will gain those skills at a noticeably faster rate than typically developing children.
