Gifted Issues Discussion homepage Forums General Discussion Have you told your child about their test results?

Gail,

It really depends on the attitude and maturity of the kid (recipient) and how we deliver the message. When you just give the number, it does not mean much but when you compare with different variables and examples, the kids would understand especially our kids.

When someone says Antarctica is cold, many kids will agree and leave it at that. Many of our kids want to know how cold (lowest temperature) and what kind of animals survive and how.

When the kids understand more about their own giftedness, they (hopefully) will gain more humility and empathy.

In our state, the 7th graders are encouraged to go to state website that discuss different careers (what they do, how much education they need and how much they make). They should have some idea of what they want in life so that they can choose extra HS courses (especially for AP classes, etc..). So, the kids at teenager maturity will learn how much you make on their own (if they want to with the google a click away). When you compare how much you make in your profession against other profession that they know, that information hits home. And when you talk about how often (each profession) can go to restaurant, what kind of car they can buy, house etc.., the message get acrossed. (It is kind of unfair because I have seen so many people buying the houses and cars they barely can afford).

It is great when a child is motivated by knowing that their efforts matter and can have positive impact on results.

At the same time it is sad to see a system built upon identifying children's giftedness by results attained (output/achievement), rather than a way of being (input/processing). Unfortunately, the system fails to identify and support many gifted children, because the system may not be attentive to true identifiers but rather only seek out those who may be careful and hardworking in their academics... therefore the system may treat eligibility for gifted programs/services to be a "reward" for desired behavior, rather than needs-based. The system may further design the content of gifted programs/services to consist of busy work intended to keep children occupied when they complete gen ed lesson material earlier than their classmates. This may often be work sheets to complete without benefit of teaching or opportunity to ask questions. These programs/services generally do not match the needs of gifted learners, but may more closely align with the hot-housed high-achieving.

This is not to say that being gifted and careful/hardworking are mutually exclusive. Children ought to be encouraged to chase down every bit of learning. Unfortunately, rather than acknowledging and sustaining internal motivation to continue learning by providing antelope (reference to Stephanie Tolan's analogy Is It A Cheetah?), the system rewards happy consumers of zoo chow who may occasionally chase down a rabbit.

Agreed. Providing our kids with context, and framing/re-framing ideas to tailor the message to the audience and their knowledge base makes a large difference in how the information is received, as well as building trust and the quality of the familial relationship.

By contrast, some have noticed that kids who may correctly observe they've been kept in the dark even upon asking direct questions may be more inclined to blurt any tidbit of information gleaned, and may be less respectful of familial relationship (as they may perceive that this is what has been role modeled toward themselves, by family members setting aside their questions rather than entering into a discussion).

Aptly put.

We haven't tested yet but my daughter explains to us about once a year lately how she is ahead of most kids in school. This week she used the car she was riding in to stand in as her scale: kindy was the wheels, first was the floor, and the stereo dial was her level of work. She knows there are other kids ahead in areas but IDed last week as the smartest girl. I talk about there always being someone better at stuff, and everyone having strengths, and yes she's worked so hard and really developed her talents... I'm sure it's a combo of people exclaiming since she was one about her intelligence and seeing for herself what kindy focused on, and now getting some advanced materials (not enough...). If she tests someday she'll ask and ask about it so I'm sure we'd discuss it but probably nonspecific.