Assessing and accessing high human potential: A brief history of giftedness and what it means to school psychologists. Issue 10 (30th January 2020)

• Record Type: Journal Article
• Authors: Dai, David Yun
• Other Names: Pfeiffer Steven guestEditor.
• Is Part Of: Psychology in the schools. Volume 57:Issue 10(2020)
• Page Start: 1514
• Page End: 1527
• Publication Date: 2020-01-30
• Subjects: conceptual foundation -- gifted education -- gifted identification; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22346
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem "gifted." Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few.