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By Merrilee N. Zetaruk, Mariona A. Violan, David Zurakowski, Lyle J. Micheli

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It is the joy with which young gifted children experience each moment of life that brings a richness. All three aspects (cognition, conation, and emotion) are important in the definition of giftedness. High intellectual ability is necessary, but so is a strong drive to do and be. A gifted child does not need to accomplish concrete tasks to be gifted. Wanting to know, a desire to find out, and a will to be all that one can be are aspects of giftedness that have little to do with whether the child will ever be The Gifted Child 41 eminent.

In this regard, the gifted child model would allow acceleration and more in-depth work in regular academic subjects as well as the chance to study with a mentor on a special project. Caitlin’s emotional sensitivity would also be important in the gifted child model. As a small child, Caitlin showed unusual empathy towards others. Her language acquisition project grew from her wish to see the world from another’s eyes: that is, as language was acquired, how did the young child begin to formulate ideas about the world, and did these change as words were acquired?

38 Different Minds A definition of giftedness There have been a number of definitions of giftedness. Giftedness has meant genius, or a high IQ on an intelligence test. It has meant prodigious accomplishment in a particular field of endeavor. Winner (1996) defined giftedness as precocity, an insistence on marching to one’s own drummer, and a rage to learn. The Columbus Group (1991) defined giftedness as asynchronous development in which advanced cognitive ability and intensity combine to create quantitatively different inner experiences and awareness.

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[Article] Karate injuries in children and adolescents by Merrilee N. Zetaruk, Mariona A. Violan, David Zurakowski, Lyle J. Micheli

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