Abstract

Abstract In the schools of the German Democratic Republic, the fostering of gifts and talents is regarded as (a) an integral component of a system emphasizing the unity of general education and special provision for the highly able, (b) a contribution to the development of the whole personality of gifted students and (c) part of the process of recognizing and fostering gifts and talents in all areas of human activity. Education of the gifted takes place in the schools in the form of integrated‐differentiated instruction (subject specific), of demanding out of school activities (interdisciplinary, project work) and of polytechnic education (oriented towards productive work). A longitudinal study in 8 schools with pupils from 12–16 years in age yielded findings on the interaction between in and out of school activities, on the dynamics of personality and performance development in gifted youngsters, and on sex differences in the process of promotion and development of gifts. The results support the value of...

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