Very Young Gifted

Martha Morelock and John Feldman described gifted children as, “those showing sustained evidence of advanced capability relative to their peers in general academic skills and/or in more specific domains (music, art, science, etc.) to the extent that they need differentiated educational programming” (p. 302). To address the specific needs of gifted children and foster their development, identification and intervention for very young children (under the age of seven) is critical, as discussed in this entry.

Very young gifted children often have highly advanced verbal skills, emotional sensitivity, a cooperative play style, leadership skills, and a mature sense of humor. They are commonly curious, have a wide range of interests or demonstrate advanced skill in a single area, and are sensitive to problems with their peers. They also can be described as highly focused in their interests, persistent, divergent thinkers, and perceptive. It is not uncommon for gifted children to be precocious readers as well. Their intellectual, emotional, and motor development is often asynchronous in that although they may be advanced in one developmental area, other areas may be at the same level or below children of the same age.

Although early identification is critical with young, gifted children, it is difficult for several reasons. First, only potential giftedness is being assessed because the children are so young, and it is difficult to quantify potential. Second, young children have not had ample time to develop their talents and abilities; therefore, there is a risk for [Page 924]over- or underestimating giftedness. Finally, young children may have difficulty in a testing situation because it differs from the surroundings they are used to, which can lead to lower scores that do not demonstrate their true potential.

Often intelligence, ability, or achievement tests are used to measure giftedness. A score of 130 (two standard deviations above the mean) is reasonable to infer giftedness. Intelligence tests that have been used to assess for giftedness include Stanford-Binet Intelligence Scale, Form L-M; the Wechsler Preschool and Primary Scale of Intelligence; the Slosson Intelligence Test for Children and Adults; the Columbia Mental Maturity Scale; and the Pictorial Test of Intelligence. Standardized achievement/readiness tests that have been used to assess preschool children for giftedness include the Metropolitan Readiness Test, Level I; Stanford Early School Achievement Test, Level I; and Test of Basic Experiences, Level K.

Intelligence and academic achievement are not the only forms of giftedness, so other tests are used to measure children suspected of being gifted in other domains. Several standardized tests of perceptual-motor development exist that have been used to identify young children, including the following: Basic Motor Ability Test, Developmental Test of Visual-Motor Integration, Purdue Perceptual-Motor Survey, and Wechsler Preschool and Primary Scale of Intelligence. The California Preschool Competency Scale and the Vineland Social Maturity Scale are standardized tests that have been used to measure social development. The Torrance Tests of Creative Thinking and the Thinking Creativity in Action in Movement are the two tests that measure creativity.

Many other methods are helpful in identifying very young, gifted children as well. Ratings and observational checklists can be helpful in identifying behaviors and performances that may not be accessed through tests. Observations can take place in a child's natural setting, which is more comfortable for a young child. In addition, qualitative measures are especially useful in conjunction with quantitative measures. Parents and teachers are key resources when using qualitative measures because they are likely around the child most frequently and have witnessed the child in familiar and unfamiliar situations. They are also aware of what the child is interested in and how the child responds to difficulties. Actually, parents and teachers are often capable of identifying a gifted child before the child is tested.

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