Gifted Children
Gifted children have far greater intellectual and creative ability than the average child of their age. REET asks about their characteristics, identification methods, and the right educational attitude toward them, testing a teacher's inclusive mindset as much as their factual knowledge.
- 1 question in REET 2024
- L1+L2 level
- 7 min read
How REET asks about this topic
The 2024 question was attitude-based — asking how society views a gifted child (answer: as an invaluable resource). This shows that REET tests not only definitions and identification on this topic, but also the right educational-social attitude toward gifted children — the correct answer is always the positive, inclusive option.
Who are gifted children
Gifted children are those whose intellectual ability, creativity, leadership qualities, or aptitude in a specific field (such as art, music or sport) is considerably higher than that of the average child their age. In IQ-based identification, a child with an IQ of around 130 or above is generally considered gifted, though the modern understanding of giftedness goes beyond IQ alone to include creativity, task commitment, and specific-area ability. American psychologist Lewis Terman began a long longitudinal study of high-IQ children in 1921, one of the most celebrated pieces of research on giftedness.
General characteristics of gifted children
| Domain | Characteristics |
|---|---|
| Cognitive | Ability to grasp content several grades above their age level; intense curiosity; grasping information with very little repetition; creative problem-solving; a pull toward complexity — wanting the bigger picture rather than a simple answer |
| Social-Emotional | Emotional sensitivity beyond their years; high self-awareness; high expectations of themselves and others; sometimes perfectionism |
| Social behaviour | A preference for the company of older children/adults over same-age peers; deep enthusiasm and engagement with their own interests |
Methods of identifying gifted children
| Method | Description |
|---|---|
| IQ Test | Measuring intellectual ability numerically through standardised tests (such as the Stanford-Binet or Wechsler scales) |
| Teacher/Parent Nomination | Early identification by a teacher or parent based on exceptional performance and behaviour observed at school or at home |
| Achievement Test | Identification based on actual performance and achievement in a specific subject |
| Creativity Tests | Assessing divergent thinking and the ability to generate new, original ideas |
Educational strategies: Enrichment and Acceleration
Two main strategies are used to meet the needs of gifted children — Enrichment, which provides extra depth and challenging activities (project work, independent study) within the regular classroom; and Acceleration, in which the child is moved to a higher grade ahead of schedule or completes the curriculum faster. Both strategies aim to ensure that gifted children face continuous challenge and encouragement instead of boredom or discouragement.
Besides these two, many schools also use 'grouping', in which gifted students of similar ability are placed together for certain subjects so they can motivate each other and engage in higher-level discussion. It is important to remember that ignoring gifted children, or assuming 'they'll learn on their own anyway', can hold back the full development of their potential — they need just as much thoughtful guidance as any other child.
Classroom application
| Situation | What the teacher should do |
|---|---|
| A student finishes regular work very quickly and starts getting bored | Give them extra challenging project work, independent study, or higher-order questions (enrichment) |
| A gifted student feels socially isolated in class | Create groups with similarly interested students and peer-mentoring opportunities, and provide emotional support |
| A student experiences excessive stress over small mistakes because of perfectionism | Explain that mistakes are a normal part of learning; praise effort and progress, not just outcomes |
Why it matters for REET
The REET syllabus includes gifted children alongside backward/slow learners and children with special needs under the 'Individual Differences' section — so the exam often asks questions comparing these categories or identifying one specific category. This topic also tests a teacher's inclusive attitude — in REET, the correct answer is always the option that speaks of respecting and giving opportunities to gifted children.
Candidates should also remember that giftedness is not confined to academics alone — a child who is academically average can still show extraordinary talent in art, sport or leadership, and such children are also classed as 'gifted'. REET sometimes presents a scenario describing a child's non-academic talent (such as painting or sport) and asks what the teacher should do — the correct answer is always about recognising and encouraging that talent.
REET candidates should also be aware of the concept of 'underachieving gifted children' — gifted students who, because of boredom, lack of challenge, or social-emotional difficulties, perform well below their actual potential in the classroom and may even be mistaken for average or struggling learners. Recognising this possibility matters because a teacher who only looks at current grades, rather than at curiosity, reasoning ability and the out-of-syllabus questions a child asks, can easily miss a gifted child hiding behind unremarkable marks. This is another reason REET treats a positive, attentive teacher attitude as central to this topic — identification is not just about administering a test, but about noticing a child's underlying potential even when it is not yet reflected in their performance. A teacher who keeps this in mind is far less likely to write off a bored, underperforming student as simply uninterested, and far more likely to look for the challenge that student actually needs.
Quick revision points
- Typical IQ benchmark
- Around 130 or above
- Famous study
- Lewis Terman's 1921 longitudinal study
- Enrichment
- Extra, in-depth activities within the same classroom
- Acceleration
- Early entry into a higher grade
Trick to remember
Treat gifted children as an 'invaluable resource for the nation', not a 'burden' — REET questions built around this attitude always have a positive/inclusive option as the correct answer; a negative (burden/passive) option is never correct.
REET 2024 solved question
Question 17
What is a gifted child considered as in society ?
- Aराष्ट्र के लिए एक भार
- Bअमूल्य संसाधन
- Cएक निर्भर व्यक्ति
- Dसामाजिक रूप से निष्क्रिय अधिगमकर्ता
Explanation
प्रतिभाशाली (gifted) बच्चे समाज और राष्ट्र के लिए अमूल्य संसाधन माने जाते हैं, क्योंकि उचित अवसर मिलने पर वे विभिन्न क्षेत्रों में नेतृत्व और नवाचार कर सकते हैं। इसलिए उनकी पहचान करके उन्हें समृद्ध (enriched) शिक्षा देना आवश्यक है।
Practice questions
Question 1
Generally, from what IQ level is a child considered 'gifted'?
- A90 या अधिक
- B100 या अधिक
- Cलगभग 130 या अधिक
- D70 से कम
Explanation
Children with an IQ of around 130 or above are generally considered 'gifted'.
Question 2
In the education of gifted children, what does the strategy of 'enrichment' mean?
- Aबालक को अगली कक्षा में समय से पहले भेजना
- Bनियमित कक्षा के भीतर ही अतिरिक्त गहन व चुनौतीपूर्ण गतिविधियाँ देना
- Cबालक को विशेष स्कूल में भेज देना
- Dपाठ्यक्रम में कोई बदलाव न करना
Explanation
Enrichment means giving extra, in-depth, challenging activities within the same regular classroom.
Question 3
In the education of gifted children, which of the following is an example of 'acceleration'?
- Aकक्षा में अतिरिक्त परियोजना कार्य देना
- Bबालक को समय से पहले उच्च कक्षा में प्रवेश देना
- Cकक्षा की गति धीमी करना
- Dकोई विशेष व्यवस्था न करना
Explanation
Acceleration means moving a child into a higher grade ahead of schedule based on their ability.
Question 4
Lewis Terman's famous study is related to what?
- Aपिछड़े बालकों पर अध्ययन
- Bउच्च बुद्धि-लब्धि वाले बालकों पर दीर्घकालिक अनुगामी अध्ययन
- Cशिशु भाषा विकास पर अध्ययन
- Dस्मृति क्षय पर अध्ययन
Explanation
Terman began a long longitudinal study of high-IQ children in 1921, considered a milestone in the history of giftedness research.
Question 5
Which of the following statements about gifted children is the most appropriate?
- Aउन्हें विशेष ध्यान की आवश्यकता नहीं होती, वे स्वयं सीख लेते हैं
- Bवे समाज व राष्ट्र के लिए अमूल्य संसाधन हैं और उन्हें उचित अवसर व चुनौती चाहिए
- Cवे हमेशा सामाजिक रूप से अत्यंत सहज होते हैं
- Dउनकी बौद्धिक क्षमता आयु के साथ स्वतः घट जाती है
Explanation
Gifted children are considered an invaluable resource for society and the nation and need appropriate opportunities and challenge.
Question 6
In class, a gifted student finishes the regular work quickly and then spends the rest of the time making noise. What is the most suitable step for the teacher to take?
- Aउसे लगातार डांटना
- Bउसे अतिरिक्त चुनौतीपूर्ण/रोचक कार्य देकर व्यस्त रखना
- Cउसे कक्षा से बाहर बिठाना
- Dउसे नजरअंदाज करना
Explanation
Boredom can lead to unwanted behaviour; giving enrichment-based challenging work keeps the student positively engaged.
Question 7
What socio-emotional trait is commonly found in gifted children?
- Aभावनात्मक संवेदनशीलता व उच्च आत्म-जागरूकता
- Bभावनात्मक असंवेदनशीलता
- Cकिसी भी विषय में रुचि न होना
- Dसदैव आक्रामक व्यवहार
Explanation
Gifted children commonly show emotional sensitivity and high self-awareness beyond their years.
Question 8
For identifying gifted children, 'divergent thinking' is associated with which type of test?
- Aबुद्धि परीक्षण
- Bरचनात्मकता परीक्षण
- Cउपलब्धि परीक्षण
- Dव्यक्तित्व परीक्षण
Explanation
Creativity tests assess divergent thinking — the ability to generate many new, original solutions to a problem.
Question 9
What is the main basis of the modern criticism of defining gifted children purely on the basis of IQ?
- AIQ मापन असंभव है
- Bगिफ्टेडनेस में रचनात्मकता, कार्य-समर्पण व विशिष्ट योग्यता जैसे कई अन्य पहलू भी शामिल होते हैं, केवल IQ पर्याप्त नहीं
- CIQ का प्रतिभाशीलता से कोई संबंध नहीं है
- Dप्रतिभाशाली बालक कभी परीक्षा नहीं देते
Explanation
The modern understanding of giftedness includes factors like creativity, task commitment and specific-area ability, not just IQ.
Question 10
Compared to same-age peers, gifted students often prefer the company of whom?
- Aबहुत छोटे बच्चों की
- Bबड़ी उम्र के बच्चों/वयस्कों जिनसे रुचियाँ मिलती हों
- Cकिसी की भी संगति पसंद नहीं आती
- Dकेवल परिवार के सदस्यों की
Explanation
Gifted children often prefer the company of older children/adults who share their interests, over same-age peers.
Frequently asked questions
What is a gifted child?+
A child whose intellectual ability, creativity, or aptitude in a specific field is considerably higher than that of the average child their age.
What IQ level is generally used to identify giftedness?+
Children with an IQ of around 130 or above are generally considered gifted, though IQ alone is not the only criterion.
What is the difference between Enrichment and Acceleration?+
Enrichment provides extra challenging activities within the same classroom, while acceleration moves the child ahead into a higher grade.
What was Terman's study about?+
Lewis Terman began a long longitudinal study of high-IQ children in 1921, considered a milestone in giftedness research.
Are gifted children always good at every subject, and how should a teacher identify a gifted child?+
Not necessarily — many gifted children are exceptional in one specific area (such as maths, art or sport) while performing only averagely in other subjects. A teacher can begin identifying them by noticing exceptional performance, intense curiosity, or unusual interest and ability in a specific area, which can later be confirmed through formal tests.
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- 17 September 2026 — English pilot page published — mirrors the fact-checked Hindi page, independently bilingual-accuracy checked