Creating Environments for Social and Emotional Development

Abstract

The 2010 National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards driving the field of gifted education incorporate a number of student outcomes and practices that are related to the social and emotional development of students with gifts and talents. As one examines the Gifted Programming Standards, it becomes evident that student outcomes in social and emotional development and the practices to support them emerge thematically and include self-understanding; awareness of learning and affective needs; and the appreciation of talents and the recognition of ways to support their development. For school districts interested in applying the Gifted Programming Standards in gifted education to their schools, it may be time for educators and administrators to reflect on the philosophical beliefs that guide the design of classroom environments. The appreciation of diverse talents and recognition of ways to develop the strengths of gifted and talented students involves a school’s effort to design appropriate mentoring opportunities.