Work

Insights into Gifted Development: The Influence of Childhood, Learning Environments, and Family from Gifted Adults Perspectives

Year: 2025

Type: article

Abstract: This study, employing an interpretative qualitative method, explored the childhood experiences of 34 gifted adults aged 26–50, aiming to understand how these early encounters shaped their lives. Themes emerged from semi-structured interviews, encompassing the gifted adult today, childhood experiences, ‘my second childhood’, and giftedness from a mature perspective. The majority expressed a connection with like-minded individuals and a desire to work with those who stimulate creativity and learning. While pull-out programs enriched knowledge and skills, the label “gifted” often led to social and emotional challenges, particularly in regular school settings. The participants highlighted supportive family environments and unique relationships with parents and grandparents. Many believed their talents, often rooted in genetics or upbringing, extended beyond measurable tests. Notably, respondents expressed a sense of unfulfilled giftedness in adulthood. The findings contribute to understanding giftedness theoretically and provide practical insights for education ministries, educators, and families in designing programs for gifted individuals.

Source: Education Sciences

DOI: 10.3390/educsci15060677

Author: Shirley Miedijensky

Institution: Oranim Academic College of Education

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172