In a national survey of parents of gifted children, it was noted that 70% of the parents accurately identified their child by the age of three. Here are two check lists you can look at if you think your child might be gifted. If your child is younger, use the first checklist, "Things My Young Child Has Done." If you have an older child, use the second checklist, "Things My Child Has Done."
Things My Young Child Has Done
The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to understand that item. A child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Indicate how much you think your child is like the item by using the scale to the right of each item. Mark strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how your child compares to an item, fill in the Unsure or don't know circle. Use the space below the item for examples concerning your child, add as many details as you can remember. Be as specific as possible in describing your child’s interests and accomplishments. The space is small, so please feel free to add extra pages of stories or examples to tell us more. If you can share some copies of your child's creative work, we would be delighted to have them. Use additional pages to describe anything you think is important about this child that we have not asked about.
Child's name:___________________ Child's birthday:___________________
Your name:____________________ School name:_____________________
Date:____________
My child:
1. Has quick accurate recall of information.
(e.g. remembers complex happenings and describes them long afterwards in clear details; learns notes and words to songs quickly; remembers landmarks and turns on the way to familiar places)
2. Shows intense curiosity and deeper knowledge than other children.
(e.g. insatiable need to know and explore; later on he or she collects things and then learns all he or she can about them; remembers things in great detail)
3. Is empathetic, feels more deeply than do other children that age.
(e.g. feels unusual hurt or pain when he or she displeases someone; shows pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult's distress; will subjugate their needs to the needs of others; reads body language)
4. Uses advanced vocabulary.
(e.g. correctly uses vocabulary adults would expect from older children; surprises adults and children with big words they use; knows more words than other children; stops to ask about new words then remembers them and uses them correctly later)
5. Began to read, write or use numbers early.
(e.g. early interest in the alphabet and or numbers; liked to imitate writing as a toddler; copied letters, words or numbers; learned to read or count early without formal instruction; developed computational skills earlier than others)
6. Understood phrases or brief sentences as an infant.
(e.g. listened intently; understood and acted on short sentences such as 'Give mum a hug' or 'Bring me the book and I will read to you')
7. Began speaking first in words and sentences earlier than other children.
(e.g. spoke first words before age one; went from saying individual words to speaking in sentences quickly or, spoke first words later than age one and quickly moved to speaking in complete sentences; carried on conversations with adults as if they were peers)
8. Early motor development.
(e.g. very visually attentive during the first six months, watched people carefully; followed movement intently; walked early; fed himself or herself sooner than other children; active use of toys and puzzles)
9. Shows unusually intense interest and enjoyment when learning new things.
(e.g. listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books)
10. Has an advanced sense of humour or sees incongruities as funny.
(e.g. is humorous in speech, social interactions, art or story telling; makes jokes, puns, plays on words)
11. Understands things well enough to teach others.
(e.g. likes to play school with other children, dolls or stuffed animals; talks like an 'expert' or likes to discuss certain topics a lot; explains ideas to adults when he or she doesn't think the adult understands very well)
12. Is comfortable around older children and adults.
(e.g. craves for attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; likes to play board games designed for older children, teens or adults; often plays with and is accepted by older children)
Obtained from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/cklpares1things.pdf
Child's name:___________________ Child's birthday:___________________
Your name:____________________ School name:_____________________
Date:____________
My child:
1. Has quick accurate recall of information.
(e.g. remembers complex happenings and describes them long afterwards in clear details; learns notes and words to songs quickly; remembers landmarks and turns on the way to familiar places)
2. Shows intense curiosity and deeper knowledge than other children.
(e.g. insatiable need to know and explore; later on he or she collects things and then learns all he or she can about them; remembers things in great detail)
3. Is empathetic, feels more deeply than do other children that age.
(e.g. feels unusual hurt or pain when he or she displeases someone; shows pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult's distress; will subjugate their needs to the needs of others; reads body language)
4. Uses advanced vocabulary.
(e.g. correctly uses vocabulary adults would expect from older children; surprises adults and children with big words they use; knows more words than other children; stops to ask about new words then remembers them and uses them correctly later)
5. Began to read, write or use numbers early.
(e.g. early interest in the alphabet and or numbers; liked to imitate writing as a toddler; copied letters, words or numbers; learned to read or count early without formal instruction; developed computational skills earlier than others)
6. Understood phrases or brief sentences as an infant.
(e.g. listened intently; understood and acted on short sentences such as 'Give mum a hug' or 'Bring me the book and I will read to you')
7. Began speaking first in words and sentences earlier than other children.
(e.g. spoke first words before age one; went from saying individual words to speaking in sentences quickly or, spoke first words later than age one and quickly moved to speaking in complete sentences; carried on conversations with adults as if they were peers)
8. Early motor development.
(e.g. very visually attentive during the first six months, watched people carefully; followed movement intently; walked early; fed himself or herself sooner than other children; active use of toys and puzzles)
9. Shows unusually intense interest and enjoyment when learning new things.
(e.g. listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books)
10. Has an advanced sense of humour or sees incongruities as funny.
(e.g. is humorous in speech, social interactions, art or story telling; makes jokes, puns, plays on words)
11. Understands things well enough to teach others.
(e.g. likes to play school with other children, dolls or stuffed animals; talks like an 'expert' or likes to discuss certain topics a lot; explains ideas to adults when he or she doesn't think the adult understands very well)
12. Is comfortable around older children and adults.
(e.g. craves for attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; likes to play board games designed for older children, teens or adults; often plays with and is accepted by older children)
Obtained from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/cklpares1things.pdf
Things My Child Has Done
Carefully read each of the following descriptions. Each item is followed by a series of examples; use the examples to help understand the description in the item. Decide how much you agree that your child is like the description. Mark your agreement on the scale from strongly agree (SA) to strongly disagree (SA). Fill in one circle for each item. If you are unclear or haven’t noticed how your child compares to an item, fill in the Unsure or don’t know circle. Then, tell us about a time your child did the things in the item. Try to recall specific incidents or examples about your child. Feel free to add extra pages of stories or examples to tell us more about your child.
Child’s name: ____________________________________________
Child’s birthday: __________________________________________
Your name: ______________________________________________
School name: ____________________________________________
Date: ___________________________________________________
This child:
1. Has quick recall of information.
(e.g. immediately remembers facts, series of numbers, events, words from songs or movies, or parts of conversation heard earlier)
2. Knows a lot more about some topics than do other children that age.
(e.g. recounts facts about dinosaurs, sports, electronics, maths, books, animals, music, art, etc; finds out a lot about a particular subject on his or her own)
3. Uses advanced vocabulary.
(e.g. surprises older children and adults with the big words used; uses words unusual for a child, knows the correct terms, exact words or labels for things; acts and speaks like a grown-up when talking to adults; uses simpler words when talking to peers or younger children)
4. Began to read or write early.
(e.g. said or could read individual words at a very young age; started to read before entering school; likes to write or tell stories; learned to read without being taught)
5. Shows unusually intense interest and enjoyment when learning about new things.
(e.g. has lots of energy and interest when learning; frequently and persistently asks how and why questions; is not satisfied with simple answers; wants to know details; loves how-to-do-it and nonfiction books)
6. Understands things well enough to teach others.
(e.g. teaches other children how to do things; explains things so that others can understand; explains areas of interest to adults)
7. Is comfortable around adults.
(e.g. spends time with and talks to adults who visit the house; likes the company of adults; enjoys talking with adults; understands adult humour and creates funny sayings or jokes adults can appreciate)
8. Shows leadership abilities
(e.g. other children ask my child for help; organises games and activities for self or others; makes up the rules and directs group activities; may be bossy)
9. Is resourceful and improvises well.
(e.g. puts together various household objects to make inventions or solve a problem; uses unusual objects for projects; objects in unusual ways; makes ‘something out of nothing’)
10. Uses imaginative methods to accomplish tasks.
(e.g. makes creative short cuts; doesn’t always follow the rules; good at finding creative ways to get out of work)
Obtained from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/cklpark12things.pdf
Child’s name: ____________________________________________
Child’s birthday: __________________________________________
Your name: ______________________________________________
School name: ____________________________________________
Date: ___________________________________________________
This child:
1. Has quick recall of information.
(e.g. immediately remembers facts, series of numbers, events, words from songs or movies, or parts of conversation heard earlier)
2. Knows a lot more about some topics than do other children that age.
(e.g. recounts facts about dinosaurs, sports, electronics, maths, books, animals, music, art, etc; finds out a lot about a particular subject on his or her own)
3. Uses advanced vocabulary.
(e.g. surprises older children and adults with the big words used; uses words unusual for a child, knows the correct terms, exact words or labels for things; acts and speaks like a grown-up when talking to adults; uses simpler words when talking to peers or younger children)
4. Began to read or write early.
(e.g. said or could read individual words at a very young age; started to read before entering school; likes to write or tell stories; learned to read without being taught)
5. Shows unusually intense interest and enjoyment when learning about new things.
(e.g. has lots of energy and interest when learning; frequently and persistently asks how and why questions; is not satisfied with simple answers; wants to know details; loves how-to-do-it and nonfiction books)
6. Understands things well enough to teach others.
(e.g. teaches other children how to do things; explains things so that others can understand; explains areas of interest to adults)
7. Is comfortable around adults.
(e.g. spends time with and talks to adults who visit the house; likes the company of adults; enjoys talking with adults; understands adult humour and creates funny sayings or jokes adults can appreciate)
8. Shows leadership abilities
(e.g. other children ask my child for help; organises games and activities for self or others; makes up the rules and directs group activities; may be bossy)
9. Is resourceful and improvises well.
(e.g. puts together various household objects to make inventions or solve a problem; uses unusual objects for projects; objects in unusual ways; makes ‘something out of nothing’)
10. Uses imaginative methods to accomplish tasks.
(e.g. makes creative short cuts; doesn’t always follow the rules; good at finding creative ways to get out of work)
Obtained from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/cklpark12things.pdf
