Maximizing the potential of gifted learners through a developmental framework of affective curriculum

Abstract

There is a growing demand for equal support of social–emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. Cavilla’s Taxonomy of Affective Curriculum for Gifted Learners was developed to provide a framework that reduces the disparity in focus between cognitive and social–emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. The taxonomy leads gifted learners, whose identification and supporting services result from their display of academic aptitude within the top 10% of their peers or performing two standard deviations above the mean, or higher, on a personal intelligence test as defined by the National Association for Gifted Children toward their full potential through the eventual development of specific social–emotional abilities, such as harmonious passion, acceptance of ambiguity, willingness to view failure as opportunity for growth, and an increased ability to set and attain meaningful goals.

Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

“…As such, gifted students -and particularly those in their early childhood years who do not receive any gifted services -may be at risk of developing social-emotional issues (Harrison, 2004). More recently, literature on gifted education supports that developing and implementing effective SEL-focused prevention and intervention programs might be a beneficial educational and psychosocial priority -particularly in promoting gifted children's social and emotional development as a means to enrich their potential (Reis & Renzulli, 2004;Peterson & Lorimer, 2012;Cavilla, 2019). In line with these priorities, the goals of the present study were to evaluate the effects of a SEL-focused improvement program on gifted students' self-esteem and self-perceptions, as well as to assess its differential effect across both genders.…”

“…Research suggests that social and emotional learning (SEL) could be beneficial in teaching all children, including gifted students, the necessary social and emotional skills needed to promote character strengths in order to reach their full potentials (Cavilla, 2019;Bates-Krakoff, McGrath, Graves & Ochset., 2016). This procedure, in turn, can foster one's ability to effectively cope with stressful situations in life (WHO, 2000, p. 13) and can also promote resilience and emotional intelligence.…”

Soledad en la Alta Capacidad Intelectual: Factores de Riesgo y Estrategias de Afrontamiento

“…La literatura muestra que a pesar de que encontrar un amigo es a menudo una prioridad para los niños con ACI éstos no siempre consiguen satisfacer esta necesidad (Shore et al, 2018). Algunos estudios señalan como causa las disincronías existentes entre su edad mental y la de sus pares de igual o semejante edad cronológica (Cavilla, 2019). En la edad en la que los niños de capacidad promedio buscan compañeros de juego los niños con ACI buscan amigos con los que poder desarrollar relaciones estrechas y de confianza, sin embargo, los niños mayores suelen desplazarlos físicamente, por lo que se ven obligados a intentar adaptarse a los juegos de sus compañeros de igual edad o a no jugar (Cross y Cross, 2015).…”

“…A pesar de que la alta capacidad intelectual (ACI) puede ser definida como una elevada eficiencia en tareas intelectuales, creativas y/o artísticas (Gómez-León, 2019), numerosos estudios han señalado que las personas con ACI pueden representar un grupo de riesgo para padecer estrés psicosocial, aislamiento, incumplimiento de posibles logros, depresión e incluso suicidio (Cavilla, 2019;Cross y Cross, 2015;Karpinski et al, 2018).…”

“…El no poder satisfacer adecuadamente las necesidades básicas de interacción social y comprometer el sentimiento de pertenencia al grupo puede tener graves consecuencias no solo en el desarrollo fisiológico, cognitivo y socioemocional (Cavilla, 2019;Cross y Cross, 2015) sino también en el académico. Se ha demostrado que los estudiantes con ACI socialmente aislados tienen calificaciones significativamente más bajas, una mayor probabilidad de abandonar sus estudios (Cavilla, 2019;Stadtfeld et al, 2019) y una menor capacidad para alcanzar su máximo potencial (Reis y Renzulli, 2004). Sin embargo, se ha comprobado que cuando el entorno social y educativo responde a las necesidades afectivas y cognitivas de estos estudiantes la adaptación académica y social no difiere de la de sus compañeros de capacidad intelectual promedio (Reis & Renzulli, 2004).…”