![]() The definition of extraordinary precocity differs from study to study. Studies at the University of Washington (Roedell, Jackson, & Robinson, 1980 Robinson, 1980), at Johns Hopkins University in Baltimore (Stanley, Keating, & Fox, 1974 Keating, 1976), and at the University of Denver (Silverman, in preparation) have all identified significant subpopulations of highly gifted children. Moreover, studies throughout the country have begun to document the fact that extraordinarily gifted children exist, at least in some cities, in larger numbers than would be expected on the basis of the normal curve. As the degree of intellectual advancement increases, so does the child’s risk of social maladjustment and unhappiness (Hollingworth, 1942 Terman, 1925 Terman & Oden, 1947 Tannenbaum, 1983).Ĭhildren with unusually advanced intellectual development are uniquely vulnerable. Even moderately gifted children are vulnerable to a variety of adjustment difficulties. Such life success is not automatic for the gifted, however, and depends to a great extent on environmental support. Numerous studies have confirmed Terman’s early finding that moderately gifted individuals tend to do well in school and to achieve success in later life (Gallagher, 1958 1975 Hollingworth, 1942 Terman, 1925). Good social adjustment, emotional maturity, and healthy self-concepts characterize the experience of many intellectually gifted children. Roedell is co-author of Gifted Young Children (Teachers College Press, 1980), and a Contributing Editor of this journal. Roedell is a gifted education consultant for the Northwest Gifted Education Center at Educational Service District No. Problems of uneven development, perfectionism, adult expectations, intense sensitivity, self-definition, alienation, inappropriate environments and role conflict are explored. This article examines the unique vulnerabilities of children with extraordinarily advanced intellectual skills, and highlights the differences between highly gifted and moderately gifted children.
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