Some Principles of Brain Research for Challenging Gifted Learners

Abstract

Evidence from the neurosciences indicates that the potential of brain development is essentially unlimited for most individuals. Children are not born gifted, but with a limitless potential based on the existence of over a hundred billion brain cells. They become gifted only with appropriate stimulation of their vast, unique genetic potential. Intelligence and the growth of the brain have been found to be dynamic with high levels of intelligence actualized only when appropriate challenge is provided. Stimulation, actions, sensations, and memories are constantly shaping both the function and the anatomy of the brain. The static, genetically inherited, immutable view of intelligence can no longer be justified. Also, because of this research the definition of intelligence and its nurture can no longer be restricted to the linear, rational cognitive function, but must include the integration of all of the functions of the brain; the cognitive (both linear and spatial), the emotional-social, the physical, and the intuitive. Parents and educators can now become better informed regarding how the brain develops, the impact of early experience on the brain, and how they might make learning and teaching more effective and efficient. Understanding the implications from brain research allows a clearer understanding of giftedness and its development. The challenge now becomes to provide experiences that can optimize learning and maximize each child's potential. In this article principles of teaching and learning supported by the brain research are discussed so that this potential may be actualized and the challenge of gifted development can be met.