In theory, and practice, a large number of definitions coexist of the related terms, which include the terms aptitude, talent, intelligence, creativity etc. Various theories and models related to talent can be found in literature.

In pedagogic practice, the term most commonly used today is the term aptitude as a synonym of the term talent. It represents a set of prerequisites for performance that, when compared to the norm within the peer group, is above-average, or exceptional.

At pre-school and early school age, we tend to speak of potential aptitude, which – for various reasons – need not be fully manifested in performance. Exceptional potential may manifest itself in a single area, or in several areas at once.

In younger children, we often speak of general aptitude, which only later crystalizes into talent for the following areas:

• mathematics and logic,

• language,

• technical ability,

• social skills,

• artistic ability,

• athletics.

We differentiate between various types of aptitude, and within these between different degrees (intensity). Specialists more-or-less agree that the majority of the types of aptitudes correlate with above-average potential in the area of intellect.

At the same time, we can say that the prevalent perception of aptitude regards it as a socially and culturally conditioned construct. How aptitude is perceived, and who is considered apt thus says a lot about the values of the respective society. A society at a given point in time prefers a certain profile of human abilities to others.

Aptitude reflects to a large extent inborn potential, which, however, becomes actualized, fulfilled and modified only through desirable effects of the external environment (in particular from family, peers and school). It is fundamental that we be able to recognize this potential early, and that we purposefully create suitable conditions for its development. This is difficult precisely because the child stands outside the norm.

Aptitude is the result of accelerated (asynchronous, faster, premature) development of one or more aspects of personality compared to the norm set by the child’s peers. Most frequently, the intellectual aspect in its development “overtakes” the remaining aspects. This asynchronicity may lead to higher vulnerability, and other typical problems some talented children have to deal with. For the reasons outlined above, talented children are a very heterogeneous group.