Maximizing the motivated mind for emergent giftedness

Learning Potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children

“…This view also derives from the perception that diverse minorities are underrepresented in giftedness programs in countries of the developed world. According to such authors, actual and potential execution should be distinguished (Cross & Coleman, 2005) and attention should be paid to concepts such as 'emergent giftedness' (Rea, 2001), potential giftedness (Babayeva & Voiskunovsky, 2003;Leitis, 2000), or high-potential children (Lohman, 2005). The implication of this approach is that intelligence and/or creativity are regulated by other abilities, such as flexibility and self-regulation, and/or by specific socio-environmental variables which may help to optimize these qualities or conversely, maintain them at normal or low levels of functioning.…”

No child left behind

“…Citing numerous researchers across the arts and in the field of creativity, the position paper notes a number of significant points. Citing Rea (2001), ACEI notes, ''the child at play is the prototype for fluid-adaptive thinking that is simultaneously serious and playful.' ' Russ, Robins, and Christiano (1999) maintain that play during early childhood is predictive of later facility with divergent thinking.…”

Phenomenology of Life from the Animal Soul to the Human Mind

“…There are many studies about how to develop creative abilities in the educational system such as by Amabile (1983Amabile ( , 1986, Baloche (1994), Bresler (1998), Craft (2003, Fasco (2000Fasco ( -2001, Fatt (2000), Gardner (2001), Jalongo (2003), James (2001), Asmus (2000-2001), Miller and Boud (2003), Moore (1980), Rea (2001), Torrance (1981Torrance ( , 2002, Vandenberg (2002), Webster (1990). These studies give some indicators to establish an educational environment for creativity:…”