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Davidson Gifted Perspectives

A photo of students with an instructor in the classroom

A Davidson Institute Video Series

This video series by the Davidson Institute examines a number of different gifted-related issues and viewpoints.

Part 1: Explaining Giftedness to Others

How to discuss a gifted or twice-exceptional diagnosis with a child.

Part 2: Finding Multi-age Interest Based Community for PG Children

Making friends is hard. Making friends as a profoundly gifted or twice-exceptional child can come with some additional challenges.

Part 3: Screen time and Constant Stimulation

Some children are always “on” and needing stimulation. Does “having no chill” come with the territory of being a gifted kid? Is there research or a consensus on screen time for gifted kids? Hear our take!

Part 4: Profoundly gifted kids can talk a LOT and passionately about their interests

Many profoundly gifted children can be intensely passionate about their interests. Sometimes this means they want to talk A LOT about those interests. You may wonder: Should I just be a receptive, engaged listener? Should I be doing something differently to be more of a partner in the conversation?

Part 5: Talking to classmates about an acceleration

Some parents have fears that accelerating their child will be misunderstood by their new class cohort. How would a child explain their acceleration or grade skip? What can parents say to guide their child?

Part 6: Navigating the social landscape for tweens

Parenting a profoundly gifted tween or teen doesn’t come with a roadmap. As parents of profoundly gifted tweens and teens, you may be worrying about their social life during these years. The landscape can shift quite a bit. Helping profoundly gifted tweens and teens to navigate social landscapes in a way that is authentic and genuine can be tricky.  

Part 7: Learning the basics

Sometimes it can be confusing why profoundly gifted children can have a high-level conversation about something, but at the same time can’t seem to do the ‘basic’ skills that we think as coming before the high-level stuff. Is there anything you can do to help bridge those gaps and ease some of the frequent frustration or confusion?

Part 8: Acceleration and off ramps

As a parent, it can be frustrating or confusing to make educational decisions for your child when anecdotal evidence and the findings from research don’t match up. With factors that are less predictable, like social changes and puberty, how do you know if acceleration is going to be the right choice?

Part 9: Balancing the schedule

Balancing a family’s schedule can be difficult. Between school, doctor’s appointments, sports games, and anything else that comes along. But there can be some particular challenges that come with balancing schedules in a family with Profoundly gifted or twice exceptional children. Sometimes these kids are doing so many things and yet they are saying that they want to do more. How does that make sense?

Pat 10: Acceleration and Executive Functioning

When making acceleration decisions, some of the most common concerns that parents have are executive function and social dynamics. Can a student be successful in a higher grade if their executive function skills are still developing? Can a student be successful on an accelerated track if they are still developing their social-emotional skills?

Part 11: Empathy, Social Justice, and Current Events

During one of the most recent members-only virtual events, a few parents asked a Family Services team member to share her thoughts on gifted children’s heightened sense of justice and empathy.

Here’s the Family Services team member sharing a few strategies that our families use to support Young Scholars.

Part 12: Deadlines and the Development of Executive Functioning Skills

Recently, during one of our members-only Q&A events, a family asked if not setting due dates for their homeschooler would hinder the development of their executive functioning skills. Here’s a Family Services team member sharing her thoughts.

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