tag:blogger.com,1999:blog-171542694680631858.post4682675939770938805..comments2024-03-28T05:39:46.271-07:00Comments on Gifted Education Perspectives: Parenting Gifted ChildrenAnonymoushttp://www.blogger.com/profile/05101141241131815060noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-171542694680631858.post-77057038215477124582021-10-21T08:02:06.384-07:002021-10-21T08:02:06.384-07:00شركة تعقيم مساجد بالمدينة المنورة
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I highly recommend "How Children ...Catherine:<br /><br />I highly recommend "How Children Succeed" by Paul Tough. The book -- particularly the research cited and decsribed in the book --certainly underscores the premise that parenting (and teaching) geared toward character trumps everything as concerns setting up kids for success. Eye-opening book!Anonymoushttps://www.blogger.com/profile/05101141241131815060noreply@blogger.comtag:blogger.com,1999:blog-171542694680631858.post-54006238366128580582013-01-27T09:02:05.468-08:002013-01-27T09:02:05.468-08:00Hi Ben,
Thank you for opening the topic of parent...Hi Ben,<br /><br />Thank you for opening the topic of parenting gifted children. The research on parenting gifted children is sparse, but there is some, that provide us with guideposts for parenting education. <br /><br />Morawska and Sanders (2008) found that while most children in the gifted population were in the normal range of behavioral and emotional issues, there was a “significant minority” who had problems with emotional symptoms and peer problems, in the clinical range, that impact the child’s functioning (p.822). They also found that though parents were again much like the norm in setting self-efficacy, they “felt less confident” (p. 822) when a child refused or acted defiant when asked to do something, and when the child reacts when they don’t get their way (Morawska & Sanders, 2008). Lesser confidence by the parents, was associated with more child behavioral and emotional problems, use of ineffective discipline, depression, stress and more conflicts over parenting (Morawska & Sanders, 2008). <br /><br />Robinson, Lanzi, Weinberg, Ramey and Ramey (2002) identified parental factors in high achieving third graders who engaged in the Head Start program. They found that though high achieving third graders did come from families who had access to more resources and had fewer stresses, a parental approach toward the children was also significant: “caretakers of high achievers ascribed to more positive parenting attitudes and were seen by teachers as more strongly encouraging” (p. 278) of their children (Robinson, Lanzi, Weinberg, Ramey, & Ramey, 2002).<br /><br />Parenting approaches do matter in raising not only gifted children, but all children. Positive, authoritative approaches, that incorporate encouragement, being both kind and firm, and discipline from the Latin root (to guide and teach) are important factors in raising healthy, responsible, respectful and successful children, gifted or not (Nelsen, 2006).<br /><br />Kindly and Respectfully,<br />Catherine Gruener<br /><br />Morawska, A., & Sanders, M. R. (2008). Parenting gifted and talented children: what are the key child behaviour and parenting issues? Australian & New Zealand Journal of Psychiatry, 42(9), 819-827. <br />Nelsen, Jane. (2006). Positive Discipline. New York, NY: Ballantine Books.<br />Robinson, Nancy M., Lanzi, Robin Gaines, Weinberg, Richard A., Ramey, Sharon Landesman, & Ramey, Craig T. (2002). Family Factors Associated With High Academic Competence in Former Head Start Children at Third Grade. Gifted Child Quarterly, 46(4), 278-290. doi: 10.1177/001698620204600404<br /><br />Anonymoushttps://www.blogger.com/profile/02485368075119673093noreply@blogger.com