Parents' Insights Regarding the Social and Emotional Lives of Young Highly and Profoundly Gifted Children
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| Title: | Parents' Insights Regarding the Social and Emotional Lives of Young Highly and Profoundly Gifted Children |
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| Language: | English |
| Authors: | Keri M. Guilbault (ORCID |
| Source: | Journal for the Education of the Gifted. 2026 49(1):67-85. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Parent Attitudes, Academically Gifted, Elementary School Students, Emotional Development, Emotional Response, Personal Autonomy, Anxiety, Friendship, Student Needs, Behavior Problems, Child Health, Social Development |
| DOI: | 10.1177/01623532251406331 |
| ISSN: | 0162-3532 2162-9501 |
| Abstract: | This qualitative study explored parents' perceptions of the social and emotional characteristics of their young highly and profoundly gifted (HG/PG) children during early elementary school. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6-8 through semi-structured interviews. Data were analyzed using thematic analysis and generated two overarching themes addressing the research question: "How do parents describe their young HG/PG child's social-emotional characteristics?" The first theme, "social-emotional complexity and intensity," encompassed advanced mental age, heightened autonomy, and strong emotional intensity, including existential worries and emotional sensitivity. Sub-themes included children's drive for intellectual engagement and their preferences for friendships based on shared interests. The second theme, "nurturing needs in early elementary school," highlighted behavioral and health challenges such as sleep disturbances, emotional regulation difficulties, and signs of anxiety. These findings underscore the complex, nuanced experiences of HG/PG children and their families. Implications include the need for parent outreach, professional learning for counselors and educators, and individualized social-emotional supports in school and home environments. Findings from this study may help other parents and caregivers who suspect their child may be intellectually precocious by providing insights about social-emotional development and affective characteristics. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499304 |
| Database: | ERIC |
| Abstract: | This qualitative study explored parents' perceptions of the social and emotional characteristics of their young highly and profoundly gifted (HG/PG) children during early elementary school. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6-8 through semi-structured interviews. Data were analyzed using thematic analysis and generated two overarching themes addressing the research question: "How do parents describe their young HG/PG child's social-emotional characteristics?" The first theme, "social-emotional complexity and intensity," encompassed advanced mental age, heightened autonomy, and strong emotional intensity, including existential worries and emotional sensitivity. Sub-themes included children's drive for intellectual engagement and their preferences for friendships based on shared interests. The second theme, "nurturing needs in early elementary school," highlighted behavioral and health challenges such as sleep disturbances, emotional regulation difficulties, and signs of anxiety. These findings underscore the complex, nuanced experiences of HG/PG children and their families. Implications include the need for parent outreach, professional learning for counselors and educators, and individualized social-emotional supports in school and home environments. Findings from this study may help other parents and caregivers who suspect their child may be intellectually precocious by providing insights about social-emotional development and affective characteristics. |
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| ISSN: | 0162-3532 2162-9501 |
| DOI: | 10.1177/01623532251406331 |
