Newsletter for Parents of Gifted/Talented Students

Part II: Breadth and Depth of Knowledge

If your child knows more about the three-toed sloth than anyone would ever need to know, you probably have a gifted child.  When your five-year-old can rattle off the types of dinosaurs you can’t even pronounce or the scoring averages and turnover-to-assist ratios of the University of Kentucky Basketball Team’s starting line-up, you wonder where she stores it all.  “When did she have time to learn that,” you ponder, “and why?”  These examples illustrate that gifted children tend to get intensely involved in particular subjects from time to time.  These passions may consume them for weeks, months, years, or in some cases lifetimes.

These kids we call gifted often become lost in certain subjects, show an affinity for certain tasks, or become experts in one or more areas.  They seemingly need more and more information; the more they learn, the more they need to know.  The research may seem endless because each new piece of information opens a new door to another avenue of exploration previously unconsidered.  From music and chess to war and world peace, a gifted child’s interests can be varied and may seem “adult” in nature.  They may seek information others see as arcane and useless.  For some children, it is this acquisition of knowledge that meets an intellectual need, and their passion may begin to seem like an obsession.

After obtaining such information, the gifted child retains it and must share it.  Many parents have remarked that they are “tired” of hearing all of the excruciating details about Pokemon, Harry Potter, or Star Wars. The children may even encourage parents to participate in the re-enactment of favorite movie scenes. A few years ago, while working in Ohio, six-year-old John came into my office and quickly spouted off the batting order, uniform numbers, and positions of the Cleveland Indians baseball team.  He could also tell you virtually every player’s batting average.  Five-year-old Kevin could have given any museum curator a run for his or her money when discussing varieties and characteristics of dinosaurs.  While some of these interests remain constant, others sometimes fade quickly.  As a noted authority on giftedness, Dr. George Betts, states, “That is why you RENT the clarinet!” 

The gifted child’s quest for breadth and depth of knowledge is often evident in every day life and reveals itself as a great memory and ability to recall minute details.  The dimensions of the Titanic, the types of whales, and the rules to complex games are often recited quickly by precocious youth when they are given any opportunity.  Unfortunately, a gifted child’s great memory and ability to recall minute details can present at difficult or inappropriate times and create havoc for all involved.  Picture this scene: 

It could be a playground full of children, a classroom, the grocery store, or even your living room.  A problem develops between two children (at least one child is gifted), and it could lead to a physical confrontation without intervention.  Having not seen the precipitating event(s), you decide to ask the participants what happened.  In response, you get a discourse on all of the preceding events, probably starting about two years earlier, which gives an excruciatingly-detailed account until you have more details than you will ever need.  You start to think you’re listening to an established prosecutor from the Fifth Circuit Court, and the details hinder rather than help you address the situation.  The situation is frustrating for you, but especially difficult for the children.  As peers or siblings, these children have a history—usually a long history—that their memory often will not allow them to forget.  In these types of conflicts, it is not unusual for adults to hear testimony that includes, “Yeah, but, when I was two years-old, she…”

Now, picture this scene. Your seven-year-old is wondering about abstract concepts such as love and death.  You notice a pensive, and somewhat puzzled, look on his face, and you ask what’s on his mind.  Again, you get a very detailed explanation, but this time it helps you understand his concerns.  In the first example above, details are less important because they can obscure the important aspect of the situation—the inappropriate behavior.  In the second example, details are EXTREMELY important as they allow the child to express concerns and get validation for feelings.

As a parent or teacher, it is important to honor and foster a child’s passion by allowing them to use their memory and other strengths in positive ways.  However, remember not to get bogged down in details when the behaviors or the feelings are the more important issues.  If you do not need or want ALL of the details, do not ask.  If you ask, you will undoubtedly get more than you bargained for. 

Try some of these ideas to honor a gifted child’s passions:

• Foster a child’s interests with trips to the library, museum, or art gallery.  Day-trips to places that can provide first-hand information are helpful.
• Incorporate side trips to points of interest while on vacation.
• Seek out appropriate peer groups for shared interests.  Be creative!
• Establish a mentoring relationship for the child with someone involved in his or her area of interest.
• Provide appropriate outlets for your child’s interests.  Extra-curricular activities can be helpful toward this end.
• Be creative and work to connect a child’s passion to his or her required work in school, to your work or passion, or to a national event.  For example, if the assignment is a biography, find someone who is peripherally, but not directly, connected to the child’s passion.  Or, connect the passion with batting averages to mathematical procedures used for a various sports-related numbers.  This can not only help motivate the child and foster learning, but also help broaden a child’s interests and enhance your relationship.
• Providing productive outlets for passions will help a child (and parent!) avoid getting bogged down in details at inappropriate times.  Remember, in times of frustration or anger, focus on the feelings not minutia.

Dr. Edward R. Amend is a licensed clinical psychologist specializing in evaluation and counseling of gifted and talented children and their families.

Gifted and Talented home

Last update: 8/14/2006 11:12:04 AM