Exploring the Conceptualization of Giftedness: Theories and Models

This essay provides a comprehensive overview of giftedness, starting with its definition as exceptional ability in various domains, including intellectual, creative, and artistic fields. The essay explores different definitions of giftedness from various authors and researchers, highlighting the lack of a single, universally accepted definition and the influence of beliefs and perceptions. It discusses the characteristics of giftedness, such as learning, social leadership, and creative thinking, and differentiates between childhood and adulthood giftedness. The essay then delves into various models and theories of giftedness, including Gagne's differentiated model, Renzulli's three-ring conception, and Gardner's theory of multiple intelligences, analyzing their perspectives and criteria. It concludes by discussing the practical implications of these definitions and models, emphasizing the importance of recognizing and nurturing giftedness for individual and societal benefit, while also addressing the potential for confusion between giftedness and talent. The essay highlights the importance of understanding the multifaceted nature of giftedness and its influence on education and human development.

Conceptualization of
giftedness

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Giftedness may be defined as manifest of one and more domains of a person which includes
the creative, intellectual, leadership, artistic in particular fields such as science, arts or
mathematics. A person who is naturally gifted has an ability to do something good and gifted
persons are those who produce the outstanding levels of aptitude which can be defined as an
exceptional ability to learn and reason (Olszewski‐Kubilius, Subotnik & Worrell, 2015).
Giftedness also demonstrates the competence in one or more domains or set of sensorimotor
skills like painting, dance, sports etc. Giftedness is the special quality or trait which is possessed
by a child that persists into the adult life. There are various definitions of giftedness which
includes the high ability or specific ability of a child or a child which is more intelligent or is
having great range of abilities. This essay will describe about various definitions of giftedness
and what are different assumptions and beliefs related to it. Also, it will discuss about models
and theories of giftedness. Moreover, discussion will be done on how definition can influence
future practice.
MAIN BODY
Giftedness is an old concept. There is no specific definition or understanding about what
gifted children are and at what level giftedness is identified. There are different concepts related
to giftedness that are developed. Also, giftedness is of two types that are in child and adult.
Childhood giftedness is defined as exceptional acquisition of knowledge and adulthood is extra
ordinary discovery of new way to conceptualise knowledge in specific domain. There are
different models to understand giftedness which is either based on theory or concept.
Furthermore, person traits highly reflect on how he or she uses giftedness. It also reflects that on
which domain a person interest will develop in the future. Apart from it, criteria of giftedness is
evaluated on basis of various traits. There are various characteristics of giftedness that is as
follows :-
 Learning characteristics
 Social leadership characteristics
 Creative thinking characteristics
 Self determination
 Motivational characteristics
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It has been evaluated that there does not exists a natural concept of giftedness. It is due to
difference in human psychology and perceptions related to it (Five definition of giftedness 2012).
Also, there are many definitions and concept of each author which is as below :-
According to Biedroń & Pawlak, 2016, Giftedness is asynchronous development in which
advanced cognitive abilities and heightened intensity combines and creates awareness that are
different from the norm. The intellectual ability increases with increase in asynchronous. Also,
giftedness is an intellectual ability higher than average person. It varies from person to person
depending on his or her traits or characteristics. Giftedness is basically God gifted and can be
easily compared with other person.
On contrary Colangelo & Wood, 2015, said that a child who give evidence of higher
achievement capability in different areas or are extra ordinary than others. This gives clarity in
differentiating gifted with other children.
Valler & et.al.,. 2017, gave definition that was based on three characteristics that are as
follows :-
Precocity – It is the first step in which progress of domain is more rapid and fast than ordinary
children.
Insistence on marching to their own drummer- Gifted children learn things faster and also in
quantitatively in different way than others.
A rage to master – In this gifted children are basically motivated and use their sense of domain
in which they show precocity.
On other hand NAGC defined giftedness as children who show high aptitude in one or
more than one domain. Here, domain is an area or activity such as music, sports, etc. Generally,
IQ range of normal individual range from 130- 140 but in gifted one the range is 150-180. But
only on basis of IQ giftedness is not identified. In many cases giftedness is analyzed on basis of
other criteria.
There are various beliefs related to giftedness. Thus, the definitions are also based on
these beliefs. The beliefs are as follows :-
As illustrated by NAGC there is no need to identify gifted students in early age. This is
because giftedness is not properly identified. In that age engaging with students, providing
learning environment, etc. Benefit all children including gifted one. So, in that case it becomes
difficult to differentiate gifted children with others. Furthermore, in early stage all children learn
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common skills and knowledge. On contrary Makel & et.al., 2015 believed that all children are
gifted. They all possess different and unique abilities that make each one valuable. Alongside it,
certain children have different needs which differ from other at same grade level. Thus, it must
be ensured that they their needs and growth is maintained with other children.
In view of Flowers III & Banda, 2018, gifted children needs are completely different
from others. So, with help of it, their intellectual development occurs. There are different
definitions given by different authors which are based on their assumptions.
There are various models and theories which can be applied in giftedness. It analyse view
points of authors on basis of different criteria. Furthermore, each model reflects different
perspective of giftedness definition. The various models are as follows :-
Gange differentiated model of giftedness and talent
Francoy’s Gagne gave a conceptual theory of giftedness which clearly differentiates
between talent and giftedness. In this he stated that giftedness and talent are not synonymous.
Here, giftedness is use of untrained and natural abilities in one or two domain. It places a child
above 10% from his peers. On contrary talent refers to developing systematically abilities and
knowledge in one or two domain with peers in similar fields. There are five aptitude domains
given by him. They are intellectual, creative, socioaffective, sensorimotor and others. These all
can be observed easily in every child. The child who possesses high level of ability but are not
able to use them is identified as gifted.
Gange assume that giftedness is natural ability whereas talent is attaining potential
through experience. He also believe that some gifted student require less knowledge in order to
become talented (Ivleva & Oseledchik, 2017). The model also states that presence of
developmental processes can promote movement between domains of giftedness and talent.
Renzulli’s three ring conception of giftedness
On contrary Renzulli developed a model by examining traits of successful children. He
believed that gifted behaviour occurs when three human traits interact with one another. They are
above average, high level of motivation and high level of creativity. The gifted children possess
these and apply in particular domain. Furthermore, it is examined that gifted behaviour is found
in certain children and at certain time and situations. This model supports teachers in getting an
insight about student which is gifted. But it can not be identified that children who possess above
average creativity but are not able to find their area of interest.
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Gardner’s theory of multiple intelligences
This theory is based on identifying giftedness on basis of only single approach. Here,
intelligence refers to special ability through which a person maximise their potential skills and
knowledge. Whereas multiple intelligence does not relate with giftedness. Gardner belief that
every child possesses 8 intelligence aspects which helps in building higher level of competence.
Thus, it will assist in learning more knowledge as compared to others. The intelligence can be
identified through a specific process. But this model is not applicable to meet needs of students.
In order to fulfil needs of gifted students their intelligence must be identified. Therefore, a
teacher should use different strategy as well to differentiate gifted students.
It can be discussed that there is no particular concept of giftedness (Worrell & et.al.,.
(2019). It is entirely related to believes and perception. Gange differentiated talent and
giftedness. So, if any child possesses talent in specific domain then it can be related to gift. This
is because talent is acquired by learning skills and knowledge. Also, talent will influence in only
one domain. This will support child in future growth and development. On contrary giftedness
can be in terms of skills, knowledge or interest. So, when a child is gifted and is recognised at
early stage it allows in acquiring higher skills in specific domain. Furthermore, gifted child can
be identified with their behaviour. They are easily able to gain knowledge. On other hand,
Renzulli stated that many times behaviour is not found in gifted child. This might be due to
situation which restricts them to utilise their skills and knowledge. It is evident that giftedness is
a rare and base on innate quality of individuals who are known for their extraordinary work.
However, it is sometimes get confused with the talent and hard work which leads to
ineffectiveness at both the personal and professional levels. There must be an understanding that
giftedness must be utilised for the betterment of people and the whole society and not be
considered for personal profits which is highly unacceptable. An individual must use their
personality traits in terms of IO and creativity and must work to maintain living standards
without any challenges and effects.
As critiqued Guignard, Kermarrec & Tordjman, 2016, Gange model was useful in
understanding this concept. In this it is clearly explained about difference between talent and
giftedness. However, each term definition is given and analysed how it influences human nature.
But as per human thinking giftedness is a born talent in people. It makes them extra
ordinary from average people. Also, human thinks that gifted people are more talented and
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knowledgeable as compared to others. Moreover, they do not require any extra education. These
people also understand knowledge fast and quick as compared to others. Furthermore, it will
influence on other people thinking in positive way. In addition to it, human nature also assumes
that born intelligence can be easily differentiated. A child possesses intelligence in either one or
two domain. So, human psychology state that when a child is gifted his education needs are
already fulfilled. There is no need to educate child in that particular field. According to human
nature, giftedness is natural for attaining highest levels of satisfaction and motivation. Although
when that giftedness is taken causally by people it impact in negative way in future.
CONCLUSION
It has been concluded that giftedness is basically an intellectual ability higher than average
person. It varies from children depending on their traits. Also, gifted children needs vary from
others. They are capable enough to inherit things more quickly and differently from others.
Besides this, there is huge difference between talented and gifted children. Talent refers to
developing knowledge in several domains whereas giftedness is using of natural abilities in
various domain. Moreover, it is been summarised that there are different beliefs as well. NAGC
assumption is that gifted children can not be identified at early age. There are several traits on
basis of which giftedness is evaluated such as learning, social leadership, Creative thinking, Self
determination, etc. There are three models of giftedness that are Gardner’s theory, Renzulli’s
three ring conception and Gange differentiated model of giftedness and talent. Each model is
based on certain perspective or criteria. There is difference between human psychology and
authors thinking. The human nature states that giftedness is born talent that allows child to
become professional in one or more domain. So, there is greater influence of human thinking
related to giftedness.
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REFERENCES
Books and Journals
Biedroń, A., & Pawlak, M. (2016). New conceptualizations of linguistic giftedness. Language
Teaching, 49(2), 151-185.
Colangelo, N., & Wood, S. M. (2015). Counseling the gifted: Past, present, and future
directions. Journal of Counseling & Development. 93(2). 133-142.
Flowers III, A. M., & Banda, R. M. (2018). When Giftedness and Poverty Collide and Why it
Matters: Gifted, Poor, Black Males Majoring in Engineering. Journal of African
American Males in Education, 9(1).
Guignard, J. H., Kermarrec, S., & Tordjman, S. (2016). Relationships between intelligence and
creativity in gifted and non-gifted children. Learning and Individual Differences. 52. 209-
215.
Ivleva, M., & Oseledchik, M. (2017, May). The Cognitive Paradigm of Psychological Science
and the Conceptualization of Giftedness. In 3rd International Conference on Arts, Design
and Contemporary Education (ICADCE 2017). Atlantis Press.
Makel, M. C. & et.al., (2015). Gifted students’ implicit beliefs about intelligence and
giftedness. Gifted Child Quarterly. 59(4). 203-212.
Olszewski‐Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Conceptualizations of
giftedness and the development of talent: Implications for counselors. Journal of
Counseling & Development, 93(2), 143-152.
Valler, E. C. & et.al.,. (2017). The test authors speak: Reporting on an Author Survey of the
leading tests used in gifted assessment. Journal of Psychoeducational Assessment. 35(7).
695-708.
Worrell, F. C. & et.al.,. (2019). Gifted Students. Annual review of psychology. 70. 551-576.
Online
Five definition of giftedness. 2012. [Online] Available through : <
https://educationaladvancement.wordpress.com/2012/05/01/5-definitions-of-giftedness/>
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