Jakarta, Kartunet.com - There are many characteristics that can identify a child as gifted. According to Matinson (1974), there are at least 14 traits that identify someone as a gifted child.
First, according to Matinson, gifted children must possess keen observation skills. This means that an object, event, or natural phenomenon might seem ordinary to most people and children in general. However, all of these can become highly fascinating to a gifted child, who will observe and analyze them in greater depth.
Second, gifted children have the ability to concentrate for extended periods on their tasks and interests. This is evident when a gifted child is engaged in an activity they enjoy and that aligns with their talents. Gifted children can sustain concentration on tasks much longer than typical children.
Third, gifted children excel in their critical thinking patterns. They ask more questions and are critical of their surroundings. This critical attitude extends not only to their environment but also to themselves. This means gifted children have a high intensity in self-criticism and introspection regarding everything they have done. If they encounter a problem, a gifted child doesn't just ask why they are in it, but also analyzes its origins and future implications.
Fourth, gifted children enjoy trying new things. Because gifted children tend to be challengers in seeking experiences, their desire for anything that interests them is accompanied by strong interest and higher focus compared to typical children.
Fifth, gifted children possess high powers of abstraction, conceptualization, and synthesis. In this trait, gifted children demonstrate their ability to imagine and conceptualize an instrument beyond what is typical for children.
Sixth, as is common for gifted children in society, they enjoy intellectual activities and problem-solving. For example, gifted children often enjoy and actively participate in scientific projects or research competitions.
Seventh, gifted children quickly grasp cause-and-effect relationships. This trait is related to the high critical thinking ability possessed by gifted children. They can analyze and understand the causal links of an event or the sequence of cycles in a particular field of knowledge.
Eighth, gifted children exhibit goal-oriented behavior. Most gifted children already have aspirations or specific plans for their future. Their high level of focus influences their behavior, directing them towards achieving the future goals they have set for themselves.
Ninth, gifted children possess a strong imagination. This trait is closely correlated with their ability to analyze and grasp cause-and-effect relationships. The imagination of gifted children often leads to the invention of objects, environmental concepts, or literary works.
Tenth, because gifted children enjoy trying new things, they tend to have many hobbies. Despite having interests in many areas, gifted children are still able to maintain their focus on the various things they are passionate about.
Eleventh, gifted children have a strong memory. This strong memory distinguishes gifted children from merely intelligent children. While intelligent children achieve success through diligence, gifted children achieve theirs due to their powerful memory. Once explained or given instructions, gifted children immediately understand and retain the information for a longer period than typical children.
Twelfth, gifted children are not easily satisfied with their achievements. They possess a competitive personality; everything they do is driven by competitiveness, and they are not easily content with what they have produced. Therefore, gifted children constantly develop their abilities, even if, at times, they might appear selfish and unwilling to compromise.
Thirteenth, gifted children tend to be sensitive and often use intuition (premonition). Their sensitivity might stem from their highly critical awareness of their surroundings. Thus, when encountering discomfort in their environment, gifted children are sensitive to the causes of that discomfort.
Finally, gifted children tend to desire freedom in movement and action. The freedom referred to here is the freedom to develop their talents. Gifted children do not want their scope for pursuing interests and pushing boundaries to be restricted.
Regarding the fourteen characteristics proposed by Matinson above, Utami Munandar responded that the traits of gifted children are not significantly different from those of typical children. However, gifted children possess these traits to a much higher degree than average children. Furthermore, not all gifted children exhibit all of these characteristics. Some of the above traits may appear in gifted children, but always at a high level. (nir)