對(duì)于有天賦的孩子，父母要介入嗎？

對(duì)于有天賦的孩子，父母要介入嗎？

We parents have heard all the stories about how anxious American children are, how they arrive at adulthood with hefty résumés but little sense of purpose,.

我們這些做父母的都聽(tīng)說(shuō)過(guò)美國(guó)孩子有多焦慮，他們?nèi)绾螞](méi)有目的地帶著厚厚的簡(jiǎn)歷長(zhǎng)大成人。

Children need freedom, yes, but they also need us, their ostensibly wiser guardians, to pay attention to their particular needs and help them meet them. This is clearly the case with children with physical or mental disabilities or emotional disorders. But it can be a bit harder to navigate when a child is gifted.

是的，孩子們需要自由，但他們也需要我們，他們表面上更明智的監(jiān)護(hù)人，關(guān)注他們的特殊需求，幫助他們滿足這些需求。這顯然是身體或精神殘疾或情緒障礙的兒童。但是，當(dāng)一個(gè)孩子有天賦的時(shí)候，就很難駕馭了。

Should we leave these children alone with their gifts and talents, allowing them to pursue their interests on their own terms? Or should we intervene?

我們是否應(yīng)該放任這些擁有天賦和才華孩子，讓他們按照自己的方式去追求自己的興趣呢?或者我們應(yīng)該介入?

Gifted children have needs

有天賦的孩子是有需求的

Islas recommends a little-by-little approach when challenging gifted children and says children do best when there is someone to coach them through new ideas and concepts. For every child, there's a sweet spot or an optimal growth zone, depending on their knowledge and abilities. Push them too much or too little, and they won't learn.

艾拉斯推薦了一種循序漸進(jìn)的方法來(lái)挑戰(zhàn)天才兒童，并表示，當(dāng)有人通過(guò)新的想法和概念來(lái)指導(dǎo)他們時(shí)，孩子們會(huì)做得最好。對(duì)每個(gè)孩子來(lái)說(shuō)，都有一個(gè)最佳的生長(zhǎng)點(diǎn)或最佳生長(zhǎng)區(qū)域，這取決于他們的知識(shí)和能力。強(qiáng)迫他們太多或太少，他們都不會(huì)學(xué)到東西。

Don't tell them they are special

不要告訴他們他們很特別

Kids can be celebrated for their passion, their grit, their dedication. But don't emphasize how unique or brilliant they are, explained Sylvia Rimm, child psychologist and author of a number of books on gifted education. Children can easily metabolize that type of praise as pressure and raise the bar on themselves.

孩子們可以因他們的激情、勇氣和奉獻(xiàn)精神而受到贊揚(yáng)。但兒童心理學(xué)家、多本天才教育書(shū)籍的作者西爾維婭•里姆(Sylvia Rimm)解釋說(shuō)，不要強(qiáng)調(diào)他們有多么獨(dú)特或聰明。孩子們很容易將這種贊美轉(zhuǎn)化為壓力，提高對(duì)自己的要求。

Feeling like the belong with other kids won't just help their social lives, it will make it more likely that they achieve long-term success. Collaboration is key to most achievements, and the child who learns to listen to and make use of other people's ideas is more likely to have his or her ideas realized in the future.

和其他孩子在一起不僅會(huì)幫助他們的社交生活，還會(huì)讓他們更有可能獲得長(zhǎng)期的成功。合作是大多數(shù)成就的關(guān)鍵，學(xué)會(huì)傾聽(tīng)和利用他人想法的孩子更有可能在未來(lái)實(shí)現(xiàn)自己的想法。

There is an old jewish story about a rabbi who taught his students that there were always two pockets, each filled with a different message.In one of these pockets should be the words: "the world was created because of me."In the second pocket another sentence said: "all things are dust, let alone dust within dust."This is a general lesson, and one that may be especially useful for any young person who is told that he or she is "special."

有一個(gè)古老的猶太故事，關(guān)于一個(gè)拉比，他教導(dǎo)他的學(xué)生，總是有兩個(gè)口袋，每個(gè)口袋都裝滿了不同的信息。在其中一個(gè)口袋中，應(yīng)該有這樣一句話:“世界因?yàn)槲叶粍?chuàng)造出來(lái)了。”在第二個(gè)口袋中有另一句說(shuō):“世間萬(wàn)物本是灰塵，何況是塵中之塵。”這是一個(gè)普遍的教訓(xùn)，對(duì)于任何被告知自己“很特別”的年輕人來(lái)說(shuō)，這可能尤其有益。