Aptitude Diagnostics
Long-term observation is an irreplaceable component of pedagogic diagnostics, and assumes the knowledge of the typical signs of aptitude in the behavior and experience of the children of a respective age group.
Assessment scales that contains lists of these signs can thus be a significant aid. No individual sign automatically puts the child in this group, and no single missing sign excludes the child from it.
Individual manifestations are assessed in their mutual relationships, and in the broader context.
A good example could be the stereotypical idea regarding the ability to read before the start of school. Even though the majority of exceptionally gifted children read earlier than their peers, for some of them this does not apply, for various reasons.
Observation of spontaneous expressions is always supplemented with observation in a task-related situation, which motivates the child and allows them to put in their best performance.
The younger the child, the more important it is to take into account the instability of the child’s performance, and thus to avoid poorly-founded conclusions.
Therefore, we should prefer a combination of multiple diagnostic methods/tools, and make sure that we involve more people in the diagnostic process:
• At a pre-school age, the child’s drawing or in general the products of the child’s creativity can provide good information about accelerated development.
• In some countries, analysis of the child’s portfolio is used as a diagnostic tool.
• As exceptional aptitude often manifests itself at an early age, anamnestic information that is be obtained from parents and/or other care-givers of the child can be very valuable. Parents are often, but not always, also the first ones to notice the child’s talent. We speak of so-called primary nomination.
At early age and pre-school age, exceptional talent manifests itself both in the area of language and learning, as well as psychomotor and psychosocial development:
• The majority of exceptionally talented children use simple sentences sooner than their peers.
• Thanks to excellent memory, their passive and active vocabulary grows at a strikingly fast pace.
• Exceptionally talented children can focus for significantly longer periods of time.
• They are extremely active in exploring their nearest environment.
• The generally have a lower need for sleep.
• Relatively often, these children crawl, walk, and learn more demanding motions in terms of coordination sooner than their peers.
• In their perception, adults are a source of interesting stimuli and answers to questions, which is why they tend to seek out their company more than that of their peers.
• They have various and intense interests, in which they manifest will and perseverance. They typically show interest in information related to a certain topic for a longer period of time. They like to structure this information into lists, they systematize it, organize it, seek it in various environments, and from various sources.
• Early symbolic activity manifests itself in the form of interest in letters, numbers, and signs.
• Parallel play is often substituted for play with a partner, topical play, role play, play with rules.
• They solve problems creatively and independently, they come up with original ideas.
• These children often reach the stage of particular thought operation, and learn logical thinking already at pre-school age.
The above list of manifestations can be considered to include generally positive characteristics. A large number of talented children develop and adapt without major problems. Asynchronicity of development, along with a preference for cognitive needs can however also manifest itself to various extents in rather negative characteristics. These increase with the increasing degree of talent in the child. They become multiplied in cases where the child spends a long time in an environment which fails to recognize their needs, satisfy them, and respect the child’s specific ability profile:
• In communication, a talented child may act extremely stubborn, demanding, manipulative, and at other times anxious, tearful, emotionally immature.
Thus, the child sends out ambiguous signals that very often do not correspond with the expectations of the child’s social surroundings.
A four-year-old child in kindergarten reads fluently, has encyclopedic knowledge of the universe, and plays checkers. At the same time, the child cries when their parent leaves, or at any sudden change in schedule. They have problems in the area of self-care, refuse to draw, etc. They cannot adequately deal with conflicts with peers. They have an over-sensitive reaction to criticism or injustice.
Research shows a significantly higher representation of introverts in the population of talented children. Their frustration may manifest itself in day-dreaming, psychosomatic problems, etc. The pronounced ability to perceive, accept and process large amounts of information, high level deliberation, negative perfectionism, alongside emotional fragility may, in extreme cases, lead to neurotic disorders as soon as during childhood.
The most critical group of talented children are children with so-called “double uniqueness”. These are children whose aptitude is to various extent overshadowed by their existing disability.
The most common combination is:
• Aptitude with attention disorder or hyperactivity,
• Aptitude in combination with a disposition for the development of learning disorders,
• Aptitude with Asperger syndrome.
The recognition of aptitude in a child can also be hindered by an sensory disorder, speech disorder etc. Their handicap can also include being socially or culturally disadvantaged.
A topic that has currently been given more attention is the issue of talented children with a different first language. The language barrier prevents them from realizing their potential, and at the same time any pedagogic interventions tend to be aimed towards dealing with this handicap at the expense of developing the child’s potential.
In the past few years, gender inequalities have begun receiving the attention they deserve. Talented girls are often considered to belong to the group of talented children at risk. In particular, if their dominant aptitude manifests itself in areas typically attributed to boys. Talented girls are generally at risk due to their higher tendency to adjust to the expectations of the environment, and to meet their need of belonging and social acceptance even at the expense of suppressing their intellectual needs.
Certain types of talented children can be observed:
• The “solver” type requires a steady source of new problems, challenges, tasks, and such child is result-oriented. They work at a fast pace.
• The opposite type “explorer” has the need to explore an item in depth, and from multiple angles. The child may be reluctant or difficult to transition to a different type of activity. They are fully consumed by the process of exploration.
Knowledge of the individual characteristics of talented children, and also sensitivity to their individual uniqueness is good prerequisite for successfully accompanying these children through the process of upbringing and education.
At a preschool age it is not common for a child’s exceptional talent to have been identified by a school counselling facility or other professional. Kindergarten teachers (along with parents) are therefore often the first to point out a child’s potential talents based on educational diagnostics.
• Talented children are given the opportunity for growth by offering them activities appropriate to their level of development (rather than age),• We ensure the child has sufficient opportunities and support for overall development, especially in areas where they are weak.