PEDIATRICS Vol. 89 No. 1 January 1992, pp. 156-157
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Academically Talented Children: The Case for Early Identification and Nurturance

Carol J. Mills PhD1

1 From the Center for Talented Youth (CTY), The Johns Hopkins University, Baltimore, MD.

Almost without exception, experts in the field of education of the intellectually gifted agree that early identification of such talented students is important. There is a good deal of evidence to show that many gifted students who are not identified and whose needs are not met adequately at an early age become frustrated and disillusioned with school, falling into a pattern of low achievement and/or behavioral problems.1,2 At the very least, we know that if educational intervention does not take place at an early age, the child is missing out on valuable years of exciting learning. Interest in learning may diminish and important study skills may not develop because the child is never challenged to think and work hard.

Submitted on February 21, 1991
Accepted on February 26, 1991




This article has been cited by other articles:


Home page
 Gifted Child QuarterlyHome page
C. J. Mills and L. B. Barnett
The Use of the Secondary School Admission Test (SSAT) To Identify Academically Talented Elementary School Students
Gifted Child Quarterly, January 1, 1992; 36(3): 155 - 159.
[Abstract] [PDF]