How can you recognize and support gifted babies, toddlers, and preschoolers?

Can we classify preschoolers as (highly) gifted?

"In the context of toddlers and preschoolers, we don't typically use the term 'gifted,' but rather refer to a developmental leap." Often, when parents cautiously broach the subject of "giftedness" with their child's teacher, they are met with this response: "There's no such thing as giftedness in preschoolers; it's just a temporary developmental advantage!" However, I advocate for the term "cognitively gifted" even in the case of toddlers and preschoolers, and I'll present arguments to support this stance.

Developmental Advancement

The term "developmental advancement" stems from developmental psychology, acknowledging that young children - not solely those identified as cognitively gifted - frequently experience significant progress in their development. This term is preferred for its clarity, signifying a notable advance in the child's development compared to the typical development. Such advancement can manifest across various domains, including cognitive abilities, language acquisition, social skills, and more, typically followed by a phase of consolidation and skill mastery.

However, the situation changes when this advancement isn't sporadic but consistently outpaces the child's development across multiple domains simultaneously. How many parents of toddlers who later proved to be gifted haven't joked about receiving parenting advice a month too late?

Research

Further supporting the use of the term "cognitive giftedness" in very young children is the outcome of a study conducted by Dr. Hilary Hettinger Steiner and Martha Carr involving a large group of babies. They conducted an experiment focusing on two aspects: habituation and preference for novelty. The researchers examined how quickly babies diverted their attention from a particular stimulus, such as a picture or a toy. Subsequently, the babies were presented with two stimuli—one familiar and one completely new—and the researchers noted the duration of the babies' attention to each item.

The results of these studies indicated that some babies habituated to stimuli more rapidly than others, indicating quicker disengagement. Similarly, certain babies exhibited a preference for novel toys over familiar ones. When these children reached the age of eight, they underwent IQ testing. The children identified as gifted were those who demonstrated faster disengagement and a greater interest in novel stimuli. This suggests the possibility of giftedness in young children.

Social or Emotional Advancement?

What is often overlooked in characteristic lists is the potential for advancement in social and emotional domains. Typically, this goes unnoticed in school settings. Conversely, the behavior of gifted young children is frequently interpreted as age-appropriate or even lagging behind that of their peers. However, evidence suggests that advancements in social and emotional development can also occur in young children.

In the Theory of Mind framework (emotional development), there are typically three stages correlated with age:

• From 0 to 3 years: focused on perception, imitation, recognizing emotions, and engaging in pretend play

• You may find that the age recommendations on puzzles, games, and other toys don't match your child's readiness. You don't need to strictly follow these guidelines; if a toddler shows interest in a certain type of toy, you can introduce it without being bound by these recommendations.
• Early language development, with many words spoken by age 1, multi-syllabic words, and full sentences by age 2 with correct grammar, is often a sign of giftedness. However, speech may also begin later, around age 3, for some children. Similar to motor development, these toddlers are often perfectionists, initially absorbing language passively—seemingly understanding everything—and then, once confident, transitioning to active speech. If your toddler enjoys language jokes and creates them, it's worth noting.
• These toddlers often already know their primary colors before starting preschool at age 2.5. Many can also identify intermediate colors like purple, pink, etc., and use adjectives such as light blue and dark red.
• They start recognizing symbols, displaying early literacy and numeracy skills, including letters, numbers, traffic signs, logos, and even the names of classmates.
• You'll often find adventurous toddlers who are extremely curious, exploring everything from the buttons on remote controls to DVD players and phones.
• Many gifted toddlers have strong wills and assertiveness, challenging authority and control.
• Parents often receive comments about their child being 'very grown-up,' as they demonstrate a high level of independence, insisting on doing things themselves.
• Some toddlers exhibit strong spatial orientation, confidently navigating their surroundings and providing directions.
• They become questioners, asking 'why' questions incessantly. Each answer seems to trigger another question, continuing the cycle of inquiry.
• Many toddlers grasp concepts typically learned after preschool, such as spatial relationships and cause-and-effect logic, indicating advanced development.
• They excel in puzzles and drawing, showing early mastery of these skills, which can also signal advanced development.

• From age 4 onwards, they begin posing questions about life's mysteries, from the concept of birth and death to the origins of humanity, pondering over 'Where is grandma now?' or 'What's inside that box?'
• Children who showed an early interest in letters may sometimes start reading spontaneously, without external encouragement. However, it's essential to note that not every gifted preschooler learns to read independently.
• Their grasp of numbers continues to develop. Many children already understand the number sequence, recognizing patterns like 3 coming before 4 and being able to recite the sequence both forward and backward. They demonstrate basic arithmetic skills, including addition and subtraction, and some may even grasp concepts like multiplication and the commutative property.
• The barrage of 'why' questions persist, with simple answers often failing to satisfy their curiosity. Books and the internet become valuable tools for satisfying their thirst for knowledge.
• Your child frequently reminisces about events from 2 to 3 years ago, recalling intricate details that surprise you.
• In school, your child may gravitate towards playing with older peers on the playground, displaying leadership qualities, or, if they're more introverted, they might prefer the company of younger children, where they can feel more in control.
• Toys are no longer just tools for play but become building blocks for imagination. They repurpose toys, construct elaborate scenarios with Lego, or invent new rules for familiar games.
• Sometimes, preschoolers exhibit sudden bursts of skill acquisition, like riding a bike without prior practice. Others, who are more cautious, may require persistent efforts and encouragement from parents to overcome their fears and learn new skills.

The earlier we identify a child as (potentially) cognitively gifted, the sooner we can offer tailored support. Our coaches can guide parents of young children, focusing particularly on mindset development. They can also accompany you to your child's preschool to advise teachers or offer individualized support to your preschooler through mindset training or other programs.

In our partner network, you'll find coaches specializing in babies, toddlers, and preschoolers. Locate a coach near you and reach out for an initial consultation. To attend an informational session specifically for preschoolers, please check our agenda for themed evenings.