Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander hoofdstuk

2022 | OriginalPaper | Hoofdstuk

3. Voorlijke en vaak asynchrone ontwikkeling

Auteur : Mia Frumau

Gepubliceerd in: Hoogbegaafdheid: emotionele ontwikkeling bij kinderen en (jong)volwassenen

Uitgeverij: Bohn Stafleu van Loghum

share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Samenvatting

De fysieke, cognitieve, emotionele, sociale en spirituele ontwikkeling van individuen met een hoog ontwikkelingspotentieel verloopt sneller en kwalitatief anders dan bij leeftijdsgenoten. Daarbij komt dat er vaak sprake is van een asynchrone ontwikkeling. In dit hoofdstuk wordt toegelicht hoe deze asynchronie voor de persoon zelf en voor ouders, partners, behandelaren, leerkrachten en andere betrokkenen in een oogopslag in beeld gebracht kan worden. Allereerst worden de ontwikkelingsdomeinen en ontwikkelingstaken beschreven. Dan wordt het tweede werkblad geïntroduceerd. Vervolgens wordt uitgelegd wat maakt dat de ontwikkeling van mensen met een hoog ontwikkelingspotentieel kwalitatief en kwantitatief anders kan verlopen dan bij anderen. Tot slot worden voorstellen gedaan voor hoe de ontwikkeling van elk individu te onderzoeken, beschrijven en te bespreken.
Literatuur
go back to reference Bergold, S., Hastall, M. R., & Steinmayr, R. (2021). Do mass media shape stereotypes about intellectually gifted individuals? Two experiments on stigmatization effects from biased newspaper reports. Gifted Child Quarterly, 65, 75–94. CrossRef Bergold, S., Hastall, M. R., & Steinmayr, R. (2021). Do mass media shape stereotypes about intellectually gifted individuals? Two experiments on stigmatization effects from biased newspaper reports. Gifted Child Quarterly, 65, 75–94. CrossRef
go back to reference Berk, L. E. (2009). Child Development (8th ed.). Pearson. Berk, L. E. (2009). Child Development (8th ed.). Pearson.
go back to reference Frost, J. L. (1998). Neuroscience, Play, and Child Development. Frost, J. L. (1998). Neuroscience, Play, and Child Development.
go back to reference Frost, J. L. (2010). A history of children’s play and play environments: Toward a contemporary child-saving movement. Routledge. Frost, J. L. (2010). A history of children’s play and play environments: Toward a contemporary child-saving movement. Routledge.
go back to reference Hallahan, D. P., & Kauffman, J. M. (2003). Exceptional learners: Introduction to special education. Allyn and Bacon. Hallahan, D. P., & Kauffman, J. M. (2003). Exceptional learners: Introduction to special education. Allyn and Bacon.
go back to reference Havighurst, R. J. (1956). Research on the developmental-task concept. The School Review, 64(5), 215–223. CrossRef Havighurst, R. J. (1956). Research on the developmental-task concept. The School Review, 64(5), 215–223. CrossRef
go back to reference Hearron, P. F., & Hildebrand, V. (2010). Cognitive development. Guiding Young Children. Pearson Education, 57. Hearron, P. F., & Hildebrand, V. (2010). Cognitive development. Guiding Young Children. Pearson Education, 57.
go back to reference Hoekman, J., Miedema, A., Otten, B., & Gielen, J. (2014). ESSEON-R. Schaal voor het sociaal-emotioneel ontwikkelingsniveau. Handleiding. Hogrefe. Hoekman, J., Miedema, A., Otten, B., & Gielen, J. (2014). ESSEON-R. Schaal voor het sociaal-emotioneel ontwikkelingsniveau. Handleiding. Hogrefe.
go back to reference Jackson, P. S., & Moyle, V. F. (2008). Integrating the intense experience: Counseling and Clinical Applications. In S. Daniels & M. M. Piechowski (Eds.), Living with Intensity (pp. 105–125). Great Potential Press. Jackson, P. S., & Moyle, V. F. (2008). Integrating the intense experience: Counseling and Clinical Applications. In S. Daniels & M. M. Piechowski (Eds.), Living with Intensity (pp. 105–125). Great Potential Press.
go back to reference Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspective (pp. 149–195). American Psychological Association. CrossRef Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspective (pp. 149–195). American Psychological Association. CrossRef
go back to reference Lovecky, D. V. (2004). Different minds: Gifted children with ADD/ADHD, Asperger Syndrome, and other learning deficits. Jessica Kingsley. Lovecky, D. V. (2004). Different minds: Gifted children with ADD/ADHD, Asperger Syndrome, and other learning deficits. Jessica Kingsley.
go back to reference Neihart, M., Pfeiffer, S. I., & Cross, T. L. (2016). The social and emotional development of gifted children. Prufrock Press. Neihart, M., Pfeiffer, S. I., & Cross, T. L. (2016). The social and emotional development of gifted children. Prufrock Press.
go back to reference Piechowski, M. M. (1991). Emotional development and emotional giftedness. In N. Colangelo & G. A. Davis (Eds.), A handbook of gifted education (pp. 285–306). Allyn & Bacon. Piechowski, M. M. (1991). Emotional development and emotional giftedness. In N. Colangelo & G. A. Davis (Eds.), A handbook of gifted education (pp. 285–306). Allyn & Bacon.
go back to reference Robinson, A. (2009). Biography, eminence, and talent development: The lure of lives. In B. D. McFarlane & T. Stambaugh (Eds.), Leading chance. The festschrift of Dr. Joyce VanTassel-Baska (pp. 457–468). Prufrock Press. Robinson, A. (2009). Biography, eminence, and talent development: The lure of lives. In B. D. McFarlane & T. Stambaugh (Eds.), Leading chance. The festschrift of Dr. Joyce VanTassel-Baska (pp. 457–468). Prufrock Press.
go back to reference Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. Emerging programsIn M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice (Vol. 4, pp. 57–76). Pergamon Press. Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. Emerging programsIn M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice (Vol. 4, pp. 57–76). Pergamon Press.
go back to reference Shaw, P., Greenstein, D., Lerch, J., Chasen, L., Lenroot, R., Gogtay, N., Evans, A., & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676–679. CrossRef Shaw, P., Greenstein, D., Lerch, J., Chasen, L., Lenroot, R., Gogtay, N., Evans, A., & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676–679. CrossRef
go back to reference Silverman, L. K. (1993). Counseling the needs and programs for the gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 631–647). Pergamon. Silverman, L. K. (1993). Counseling the needs and programs for the gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 631–647). Pergamon.
go back to reference Sisk, D. A. (2019). Spiritual Intelligence. Developing higher consciousness. In B. Wallace, D. A. Sisk & J. Senior (Eds.), The Sage handbook of gifted and talented education (pp. 76–94). SAGE. Sisk, D. A. (2019). Spiritual Intelligence. Developing higher consciousness. In B. Wallace, D. A. Sisk & J. Senior (Eds.), The Sage handbook of gifted and talented education (pp. 76–94). SAGE.
go back to reference Suprano, I., Delon-Martin, C., Kocevar, G., Stamile, C., Hannoun, S., Achard, S., Badhwar, A., Fourneret, P., Revol, O., Nusbaum, F., & Sappey-Marinier, D. (2019). Topological modification of brain networks organization in children with high intelligence quotient: A resting-state fMRI study. Frontiers in Human Neuroscience, 13. Suprano, I., Delon-Martin, C., Kocevar, G., Stamile, C., Hannoun, S., Achard, S., Badhwar, A., Fourneret, P., Revol, O., Nusbaum, F., & Sappey-Marinier, D. (2019). Topological modification of brain networks organization in children with high intelligence quotient: A resting-state fMRI study. Frontiers in Human Neuroscience, 13.
go back to reference Vaivre-Douret L. (2004). Les caractéristiques développementales d’un échantillon d’enfants tout venant à “hautes potentialités” (surdoués): suivi prophylactique [Developmental characteristics of a sample of children while coming to “high potentialities”(gifted): prophylactic follow-up] . Neuropsychiatrie de l’Enfance et de l’Adolescence, 52(3), 129–141. Vaivre-Douret L. (2004). Les caractéristiques développementales d’un échantillon d’enfants tout venant à “hautes potentialités” (surdoués): suivi prophylactique [Developmental characteristics of a sample of children while coming to “high potentialities”(gifted): prophylactic follow-up] . Neuropsychiatrie de l’Enfance et de l’Adolescence, 52(3), 129–141.
go back to reference Wigglesworth, C. (2012). SQ21: The twenty-one skills of spiritual intelligence. Selectbooks Inc. Wigglesworth, C. (2012). SQ21: The twenty-one skills of spiritual intelligence. Selectbooks Inc.
go back to reference Deary, I. J., Penke, L., & Johnson, W. (2010). The neuroscience of human intelligence differences. Nature reviews. Neuroscience, 11, 201–211. CrossRef Deary, I. J., Penke, L., & Johnson, W. (2010). The neuroscience of human intelligence differences. Nature reviews. Neuroscience, 11, 201–211. CrossRef
go back to reference Jung, R. E., & Haier, R. J. (2007). The parieto-frontal integration theory (P-FIT) of intelligence: Converging neuroimaging evidence. Behavioral and Brain Sciences, 30, 135–187. CrossRef Jung, R. E., & Haier, R. J. (2007). The parieto-frontal integration theory (P-FIT) of intelligence: Converging neuroimaging evidence. Behavioral and Brain Sciences, 30, 135–187. CrossRef
go back to reference O’Leary, K. (2004). The development of personal strengths and moral reasoning in gifted adolescents. Unpublished doctoral dissertation, The University of New South Wales, Sydney, Australia. O’Leary, K. (2004). The development of personal strengths and moral reasoning in gifted adolescents. Unpublished doctoral dissertation, The University of New South Wales, Sydney, Australia.
go back to reference Saunders Wickes, K. N., & Ward, T. B. (2006). Measuring gifted adolescents’ implicit theories of creativity. Roeper Review, 28, 131–139. CrossRef Saunders Wickes, K. N., & Ward, T. B. (2006). Measuring gifted adolescents’ implicit theories of creativity. Roeper Review, 28, 131–139. CrossRef
go back to reference Van Tassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Love Publishing Co. Van Tassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Love Publishing Co.
Metagegevens
Titel
Voorlijke en vaak asynchrone ontwikkeling
Auteur
Mia Frumau
Copyright
2022
Uitgeverij
Bohn Stafleu van Loghum
DOI
https://doi.org/10.1007/978-90-368-2825-3_3