Should We Need to Tell Talented Children They Are Gifted?
Abstract
lead to tailored educational opportunities, foster identity, and enhance social-emotional development. However, it may also create unrealistic expectations, increase pressure, and promote a fixed mindset, potentially hindering creativity and intrinsic motivation. This study
reviews existing research on gifted education, psychological impacts, and parental perspectives. Findings indicate that while identifying
giftedness can be beneficial, it is essential to approach labeling cautiously. Emphasizing a childs potential over a fixed identity may cultivate a growth mindset, encouraging resilience and lifelong learning. This paper advocates for a balanced approach to giftedness, urging
educators and parents to nurture strengths and create an environment that values effort, curiosity, and personal growth rather than rigid
classifications. The conclusions aim to enhance educational practices and guide discussions on supporting talented children effectively in
their developmental journeys.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v3i7.7218
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