Raising the Smart Child by Individuals and Institutions

raising the smart child by individuals and institutions

the smart child needs special education because if skills are not discovered early, they fade. skills have to be developed through education, if the smart child does not receive a proper education to develop his potentials and a positive environment to encourage them to grow, his skills will decay and he might feel lonely and depressed when he feels the difference or gap between him and his peers ([1]). the intelligence of the child can be discovered through his traits, as a smart child responds positively to orders because of being mentally mature ([2]) and cooperative. he learns fast, thinks in a logic way and asks precise questions. he tends to like people older than him and imitate them with awareness. he is a child who likes to invent and innovate, and the same time he hates monotonous repetition ([3]).

the parent is responsible for keeping the smartness and talents of his intelligent child in some ways such as: moderation in treating the intelligent child and in estimating his skills. talking too much about the child’s intelligence would make the child conceited and underestimating his intelligence would make him face psychological problems later in life. encouraging the child should be moderate by giving him the proper environment to embrace his talents and develop them and the time to innovate and discover ([4]), such as educational games, picture books, educational videos, audios and games that absorb and upgrade the skills of the child.

as for institutions that help the child develop his talents they are many such as: libraries, information and culture centers and schools. there are specialized schools for intelligent children, yet many academics and education specialists suggest enrolling intelligent children with average children in public schools provided that we dedicate certain classrooms for them ([5]). some education specialists suggest admitting intelligent children into schools earlier than the specified age ([6]). their classrooms have to be equipped with the tools, labs, books and all available educational methods. their syllabuses have to be diverse and developed to suit their capacities ([7]).

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([1]) al fikr al tarbawee fi reayet al mauhobeen by lutfi barakat, page: 48 and 148-150.

([2]) al fikr al tarbawee fi reayet al mauhobeen by lutfi barakat, page: 48 and 148-150, and al fe'at al ha'ira by fawziyah mohamed khidr: page 104-105.

([3]) al fe'at al ha'ira by fawziyah mohamed khidr: page 148-150.

([4]) al fe'at al ha'ira by fawziyah mohamed khidr: page 148-150.

([5]) al mushkilat al solokiyah by nabih al ghabrah: page 164.

([6]) teaching the gifted child by james j. gallagher: page 56.

([7]) al fikr al tarbawee fi reayet al mauhobeen by lutfi barakat, page: 150-151.