NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1182222
Record Type: Journal
Publication Date: 2017-Sep
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
Mindsets Matter for Gifted Children
Peters, Megan Parker; Mofield, Emily
Parenting for High Potential, v6 n4 p4-9 Sep 2017
Beliefs about intelligence can affect how children approach school work and perform. It is why some gifted children tackle challenges with excitement while others feel threatened by challenges and avoid them. The mindset beliefs influence how the child views ego, effort, and errors. Those with a fixed mindset believe that their potential has been defined, measured, and chiseled in stone. The child is more concerned with looking smart than getting smarter. In contrast, children with a growth mindset believe they have an unknown potential and strive to do all they can in order to develop it. Mindsets matter for all students, but there are some additional considerations for what this powerful idea means for gifted students, who often do not have to persevere through a challenge or work hard until they reach college or graduate school. Questions and misconceptions about giftedness and mindsets include: (1) Are gifted students more prone to developing fixed mindsets?; (2) Since intelligence is malleable, does this mean everyone can become gifted?; (3) Is it possible to acknowledge a child's high ability without promoting a fixed mindset?; and (4) Do gifted programs promote a fixed or growth mindset? Two sidebars address: (1) specific ways adults can nurture a love of learning and challenge in children; and (2) how to provide feedback that promotes a growth mindset.
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Parents
Language: English
Sponsor: N/A
Authoring Institution: N/A