Insights into Gifted Development

The Influence of Childhood, Learning Environments, and Family from Gifted Adults Perspectives

Bibliographic Data

ID22048520
AuthorsShirley Miedijensky (0000-0003-3506-3477, Oranim Academic College of Education, corresponding author)
Year2025
Volume15
Issue6
Pages677
Publication date2025-05-29
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15060677
OpenAlexW4410859205
LanguageEN
Citations received1
References cited48

This study, employing an interpretative qualitative method, explored the childhood experiences of 34 gifted adults aged 26–50, aiming to understand how these early encounters shaped their lives. Themes emerged from semi-structured interviews, encompassing the gifted adult today, childhood experiences, ‘my second childhood’, and giftedness from a mature perspective. The majority expressed a connection with like-minded individuals and a desire to work with those who stimulate creativity and learning. While pull-out programs enriched knowledge and skills, the label “gifted” often led to social and emotional challenges, particularly in regular school settings. The participants highlighted supportive family environments and unique relationships with parents and grandparents. Many believed their talents, often rooted in genetics or upbringing, extended beyond measurable tests. Notably, respondents expressed a sense of unfulfilled giftedness in adulthood. The findings contribute to understanding giftedness theoretically and provide practical insights for education ministries, educators, and families in designing programs for gifted individuals

Child development · Developmental psychology · Early childhood education · Gifted education · Mathematics education · Pedagogy · Education, Achievement, and Giftedness · Psychology

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Open DOIOpen Access