A two-year-old forms flawless causal sentences at her age, Goethe and Schiller are quoted at nine. At the age of thirteen, the child has a high school diploma, speaks several languages and is therefore one of the roughly two percent of the world’s population who is considered highly gifted.
Most recently, ten-year-old Laurent Simons drew attention to himself, who broke off his studies in electrical engineering in the Netherlands shortly before graduation last year and now wants to move to a university in Israel. The Dutch prodigy has an IQ of 145. One is considered highly gifted with an intelligence quotient of more than 130.
The highly gifted differ greatly in intelligence from other children. Your intellectual skills are well above average. However, parents sometimes have difficulty recognizing or accepting gifted children. There are some features early on that make an above-average intelligence noticeable. However, the specialist talent portal of the KARG Foundation, which promotes above-average intelligent children, points out that these first signs are different in each child.
An extraordinary vocabulary can be a first clue
If the child is able to remember things particularly well, if he has an extraordinary vocabulary for his age, or if he solves math problems at a high level very early on, this could indicate a talent. Just like an astonishingly good memory, a high sensitivity for interpersonal relationships or if the child prefers to interact with adults than with peers.
The Society for the Highly Gifted Child (DGhK) also lists some behaviors that may make children with a particularly high IQ stand out negatively. The highly gifted often get bored in kindergarten. Certain games find some of them goofy – that’s why interference is used to attract attention. Intelligent children are often particularly interested in things that others think they are too young and become outsiders because they are difficult to get involved in the group.
According to the DGhK, if the highly gifted come to school without being aware of the above-average level of intelligence, they may feel constantly under-challenged, unpopular in class, or act as clowns so that their classmates can see them and the teachers accept it. Paradoxically, highly gifted people sometimes stand out due to inexplicably poor performance in school, despite their high intelligence quotient.
The final result, however, is only a psychodiagnostic check – a certified intelligence test carried out by a psychologist. Because there are also many children who are very intelligent, but not necessarily gifted.
Intelligence can be reliably measured from the age of five
Intelligence tests can be carried out from the age of two to three years. The lower the age, the lower the reliability of the measurement. Various development processes that take place in infancy are responsible for this. Therefore, according to the KARG Foundation, a gifted talent that is determined at this age can simply be a developmental advantage.
From around five years of age, however, intelligence can be reliably and validly recorded with tests. However, fluctuations are possible. For this reason, test results that are older than one year should not be used in preschoolers or primary school children.
“Every child has the right to support that is appropriate to their potential,” says Sabine Wedemeyer of the KARG Foundation at the request of NewsABC.net. Since not everyone who has a very high IQ can develop their own potential, it is crucial to recognize when a child needs special support.
In some cities, there are therefore special kindergartens with appropriate funding. Earlier schooling is also an option. It is important to orientate yourself to the needs, strengths and weaknesses of the child. During school there is the possibility that students either skip a class or go to a special gifted class.
Above-average intelligent children develop special learning needs very early on. “Therefore, school closings, like right now, can be particularly difficult for gifted children from financially disadvantaged families,” says Wedemeyer. Because they lack the exchange, especially with teachers or other children who have similar needs.