The 5 differences between being gifted and genius in childhood

Concern for the development of intellectual skills has been the subject of debate for a long time. More recently, this is a problem that has been closely linked to school performance and performance. This is why it has become very common to hear that teachers or parents of school-aged children suspect that some of them have skills, both intellectual and social, superior to others.

Many questions arise between emotion and uncertainty: Will he be a genius boy? Will she be a talented girl? A gifted child? A girl prodigy? … among many others. And psychology is one of the disciplines responsible for providing answers.

    5 differences between gifted and genius

    It is not uncommon for communication between a teacher and a child’s parents to be difficult when some see him as a genius, others see him as gifted, and others just as a talented child; even if these concepts are quite discussed or even discredited by a large part of educational psychology.

    So given that these are controversial terms and shrouded in a wide variety of opinions, but are still in use and cause some confusion, we will see below. some differences between gifted children and genius children which could be useful at the level of general orientations.

    1. IQ is not everything

    A girl or boy is generally considered to be gifted if they have well above average intelligence (around 130 IQ points or more, depending on age), which has also been able to learn certain things faster.

    On the other hand, until recently, a genius child was considered to be one who had an IQ with a score above 180. Currently, this criterion is obsolete. He is considered a genius for the gifted who also do a great job.

    In other words, genius is defined later, by the product of his work or his work, which depends not only on IQ but on creativity, motivation and commitment in their work.

      2. The impact of your work makes the difference

      In accordance with the above, the gifted child may be a child who learns early, a child prodigy (one who performs activities with the performance levels of a young adult) or a talented child (one who has a higher performance. a particular and socially valid field, especially in certain fields of scientific knowledge), he is not necessarily or becomes a genius child, Because he does not always make a work considered transcendent.

      3. Learning does not always seem to be advanced

      Gifted children they generally show “early” learning in the field of language and visuomotor coordination, Although also in other areas related to cognitive skills.

      A genius kid does not necessarily show early learning or socially valued learning, as they are considered a genius once their skills have had an impact that others perceive as significant.

      4. Motivation to learn is very important

      Gifted children can develop a special talent for a specific task, but this does not happen naturally, they need to be given the opportunity for it to happen, especially encourage motivation to learn.

      As the genius is the one who produced a work considered valuable, we take for granted that he was or was a child who had the opportunity to constantly strengthen his motivation towards it.

        5. School performance is not always better

        In connection with the previous point, a gifted child is easier to identify within a school as it is very visible that school learning is fasterOr it forces us to make curriculum adjustments to develop their skills or to keep them from getting bored in class.

        On the other hand, a genius child does not always show superior academic performance because, as we have seen, genius is a characteristic that is attributed later and which is not only related to skills and IQ. , but to creativity and motivation to learn.

        Other proposals: Excellent skills

        The study of intellectual skills as well as academic performance is constantly updated. This is one of the most studied areas in psychology and pedagogy today, especially as educational paradigms focus on promoting both the skills and interests of children, often even if teachers or relatives do not have the necessary strategies.

        In an attempt to offer explanations and alternatives that promote children’s learning, the concept of Excellent Skills and Competencies (CAS) has emerged, with which even standardized methods of identification have been developed. “CAS Children” (children with excellent abilities and skills).

        In general, the term CAS, allows to encompass several characteristics of intellectual development, without it being necessary to use the terms “gifted” or “genius”, the differentiation can be very problematic in certain contexts.

        It is also one of the conceptual tools that have made it possible to design and implement curricular adaptations as well as to recognize and take into account the diversity of intellectual and social skills during childhood.

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