Recognizing Gifted in Children Through Language Development and Character Education as a Means of Maximizing Ability

Abstract

This study aims to describe and explain how to recognize gifted children through language development and steps to maximize abilities. This study used a qualitative method with a descriptive analysis approach without using statistical formulas or formulas or SPSS assistance. The data in this study were obtained from the analysis of conversation or dialogue as well as the development of the Early Dini Suryani language of the third-grade students of SDN 27 / III Lolo Kecil with their peers, interacting in class with the teacher and while in the family environment. Researchers found that early language development was different from normal children who tended to have the use of well-ordered and well-structured language. Dini also uses a variety of vocabulary that is appropriate for certain contexts. The use of intonation and facial expression in interacting was also applied by Dini in communicating. Even so, Dini has a mental disorder that is high egoistic like when she wants everything she will do even though she forces her will. To maximize early abilities character education is the right support step or method. Thus, Dini can be a gifted child with a good personality.

Social Interaction of Students with Gadget: Patterns and Experiences during School Time

“…Some students at SMA Plus Bina Bangsa Sejahtera Bogor City select friends with similar interests or those who are not too open, while others do not prioritize friend selection (KPAI, 2020;Newzoo, 2020). Students' confidence and insecurity levels in interactions can be influenced by factors such as appearance, association, and class rankings (Ririn & Agustina, 2021). The patterns of assimilation and acculturation in social interactions through gadgets require adjustments and the establishment of comfort between students (Rahmandani et al, 2018).…”

“…The convenience and accessibility of gadgets enable students to engage in social interactions anytime and anywhere (Nana, 2013). However, opinions vary among students, with some recognizing the importance of in-person interactions for certain situations and personal connections (Ririn & Agustina, 2021).…”

“…They appreciate the ability to communicate anytime and anywhere, streamline communication, and stay up to date with technology (Nana, 2013). However, opinions vary among students, with some recognizing the positive aspects of both forms of interaction and acknowledging the importance of in-person interactions for certain situations (Ririn & Agustina, 2021).…”

Impact of Gadget Use on Emotional Development of Children Aged 5-6 Years in Khairunnisa Kindergarten

“…The use of gadgets was also studied at Al Huda kindergarten. The result of this study is that excessive use of gadgets can inhibit several aspects of children's development, including physicalmotor, language, and social-emotional (Ali & Agustina, 2021).…”