{"id":222,"date":"2020-09-19T21:54:00","date_gmt":"2020-09-20T00:54:00","guid":{"rendered":"https:\/\/fusionweb.com.br\/instituto\/index.php\/2020\/09\/19\/maravilhosos-talentos-e-habilidades-de-emmanuel\/"},"modified":"2020-09-19T21:54:00","modified_gmt":"2020-09-20T00:54:00","slug":"maravilhosos-talentos-e-habilidades-de-emmanuel","status":"publish","type":"post","link":"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/19\/maravilhosos-talentos-e-habilidades-de-emmanuel\/","title":{"rendered":"Maravilhosos talentos e habilidades de Emmanuel"},"content":{"rendered":"

Emmanuel, mesmo com tantos talentos, apresenta frustra\u00e7\u00e3o em certos momentos.<\/span><\/span><\/p>\n


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Em uma conversa que tive com
\nZinia, a m\u00e3e de Emmanuel, ela conta sobre v\u00e1rias habilidades de seu filho.<\/span><\/p>\n

Zinia relata: “Emmanuel identifica as bandeiras de todos os pa\u00edses da Am\u00e9rica, Europa e alguns da \u00c1sia. Ele conhece as tabuadas de multiplica\u00e7\u00e3o at\u00e9 6; e todas as cores em espanhol e ingl\u00eas”.<\/span><\/p>\n

Mesmo com tantas habilidades, h\u00e1 momentos que Emmanuel expressa frustra\u00e7\u00e3o.<\/span><\/p>\n

Zinia enfatiza que: “A \u00fanica dificuldade \u00e9 que ele n\u00e3o tolera bem a frustra\u00e7\u00e3o, nem aceita ser ensinado se n\u00e3o pedir, porque gosta de aprender sozinho”.<\/span><\/p>\n

Existem situa\u00e7\u00f5es que podem levar a crian\u00e7a superdotada \u00e0 frustra\u00e7\u00e3o (Gross, 2016; Kane & Silverman, 2014; Peterson, 2014; Piske & Kane, 2020).<\/span><\/p>\n

Uma das fontes mais comuns de frustra\u00e7\u00e3o para crian\u00e7as superdotadas est\u00e1 relacionada \u00e0 sua percep\u00e7\u00e3o de que as regras dos outros n\u00e3o fazem sentido, n\u00e3o s\u00e3o l\u00f3gicas e, portanto, n\u00e3o precisam ser obedecidas (Davidson Institute, 2020).<\/span><\/p>\n

Muitas vezes, as crian\u00e7as superdotadas pensam que o mundo deve operar de acordo com suas regras, elas acreditam que tais regras s\u00e3o totalmente l\u00f3gicas e se sentem indignadas quando o mundo n\u00e3o as compreende.<\/span><\/p>\n

Eu, como Ph.D. em Educa\u00e7\u00e3o e Especialista em Educa\u00e7\u00e3o Especial e Inclusiva afirmo que, de modo geral, os superdotados se sentem bem quando expressam sua autodetermina\u00e7\u00e3o e autonomia.<\/span><\/p>\n

Ressalto que para lidar com a frustra\u00e7\u00e3o \u00e9 importante que a fam\u00edlia converse muito com a crian\u00e7a explicando sobre a import\u00e2ncia de entender as diferentes regras que existem no contexto social.<\/span><\/p>\n

Afirmo que uma maneira de amenizar a frustra\u00e7\u00e3o \u00e9 encontrar alguma atividade em que a crian\u00e7a superdotada possa definir as regras e ter autonomia.<\/span><\/p>\n

Infelizmente, Zinia relata que onde ela vive em Cuba, n\u00e3o h\u00e1 escolas para ajudar quanto \u00e0s habilidades de Emmanuel.<\/span><\/p>\n

Recomendo que Zinia busque ajuda de especialistas em Cuba. \u00c9 importante contar com apoio de professores, pedagogos e psic\u00f3logos capacitados na \u00e1rea de altas habilidades\/superdota\u00e7\u00e3o para ajudarem quanto ao atendimento de Emmanuel.<\/span><\/p>\n

Investir na educa\u00e7\u00e3o de superdotados, \u00e9 investir em grandes descobertas e benef\u00edcios para toda a sociedade em diversas \u00e1reas do conhecimento.<\/span><\/p>\n


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(Contato no instagram: fheller2904)<\/span><\/p>\n


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Refer\u00eancias<\/span><\/p>\n

Davidson Institute (2020). Tips for Parents: Managing Frustration and Difficult Feelings in Gifted Children. https:\/\/www.davidsongifted.org\/search-database\/entry\/a105<\/span><\/p>\n

Gross, M. U. M.  (2016). Developing programs for gifted and talented students.In  F. H. R. Piske, T. Stoltz, J. M. Machado;  & S. Bahia (Eds.). Altas habilidades\/Superdota\u00e7\u00e3o (AH\/SD) e Criatividade: Identifica\u00e7\u00e3o e Atendimento. Curitiba: Juru\u00e1.<\/span><\/p>\n

Kane, M. & Silverman, L. K. (2014). Fostering Well-Being in Gifted Children:  Preparing for an Uncertain Future. In F. H. R. Piske; J. M. Machado; S. Bahia e T. Stoltz (Orgs.). Altas habilidades\/Superdota\u00e7\u00e3o (AH\/SD): Criatividade e emo\u00e7\u00e3o. Curitiba, Juru\u00e1.<\/span><\/p>\n

Peterson, J. (2014). Paying Attention to the Whole Gifted Child: Why, When, and How to Focus on Social and Emotional Development. Em: Piske, F. H. R.; Machado, J. M., Bahia, S. & Stoltz, T. (orgs. ). Altas habilidades\/Superdota\u00e7\u00e3o (AH\/SD): Criatividade e emo\u00e7\u00e3o. Curitiba, Juru\u00e1.<\/span><\/p>\n

Piske, F. H. R. (2013). O desenvolvimento socioemocional de alunos com altas habilidades\/superdota\u00e7\u00e3o (AH\/SD) no contexto escolar: contribui\u00e7\u00f5es a partir de Vygotsky. 166 f. Disserta\u00e7\u00e3o (Mestrado em Educa\u00e7\u00e3o) \u2013 Universidade Federal do Paran\u00e1. Curitiba.<\/span><\/p>\n

Piske, F. H. R. (2018). Altas habilidades\/superdota\u00e7\u00e3o (AH\/SD) e criatividade na escola: o olhar de Vygotsky e de Steiner. Tese. (Doutorado em Educa\u00e7\u00e3o) – Universidade Federal do Paran\u00e1. Curitiba.<\/span><\/p>\n

Piske, F. H. R. (2020). The importance of socio-emotional development of gifted students.  In F. H. R. Piske, T. Stoltz, A. Rocha & C. Costa-Lobo (Eds.). (2020). Socio-Emotional Development and Creativity of Gifted Students. Coimbra: Imprensa da Universidade de Coimbra.<\/span><\/p>\n

Piske, F. H. R. & Kane, M. (2020). Socio-emotional development of gifted students: educational implications. In F. H . R. Piske, T. Stoltz, E. Gu\u00e9rios, D. Camargo, A. Rocha, C. Costa-Lobo (Eds.). Superdotados e Talentosos: Educa\u00e7\u00e3o, Emo\u00e7\u00e3o, Criatividade e Potencialidades. Curitiba, Juru\u00e1.<\/span><\/p>\n


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Text in English:<\/b><\/span><\/p>\n


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In a conversation I had with Zinia, Emmanuel’s mother, she tells about her son’s various abilities.<\/span><\/p>\n

Zinia reports: \u201cEmmanuel identifies the flags of all countries in America, Europe and some in Asia. He knows the multiplication tables up to 6; and all colors in Spanish and English \u201d.<\/span><\/p>\n

Even with so many skills, there are moments when Emmanuel expresses frustration.<\/span><\/p>\n

Zinia emphasizes that: “The only difficulty is that he does not tolerate frustration well, nor does he accepts being taught if he does not ask, because he likes to learn on his own”.<\/span><\/p>\n

There are situations that can lead the gifted child to frustration (Gross, 2016; Kane & Silverman, 2014; Peterson, 2014; Piske & Kane, 2020).<\/span><\/p>\n

One of the most common sources of frustration for gifted children is related to their perception that the rules of others do not make sense, are not logical and therefore do not need to be obeyed (Davidson Institute, 2020).<\/span><\/p>\n

Many times, gifted children think that the world must operate according to their rules, they believe that these rules are completely logical and feel indignant when the world does not understand them.<\/span><\/p>\n

I, as a Ph.D. in Education and a Specialist in Special and Inclusive Education, say that, in general, gifted children feel good when they express their self-determination and autonomy.<\/span><\/p>\n

I emphasize that to deal with frustration it is important that the family talks a lot with the child explaining the importance of understanding the different rules that exist in the social context.<\/span><\/p>\n

I say that a way to alleviate frustration is to find some activity in which the gifted child can define the rules and have autonomy.<\/span><\/p>\n

Unfortunately, Zinia reports that where she has been living in Cuba, there are no schools to help with Emmanuel’s abilities.<\/span><\/p>\n

I recommend that Zinia seek help from specialists in Cuba. It is important to have support from teachers, educators and trained psychologists in the area of \u200b\u200bhigh abilities \/ giftedness to help with Emmanuel’s specialized service.<\/span><\/p>\n

Investing in the education of gifted people means investing in great discoveries and benefits for the whole of society in different areas of knowledge.<\/span><\/p>\n

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(Contact on instagram: fheller2904).<\/span><\/p>\n


<\/span><\/p>\n

 <\/span>References:<\/span><\/p>\n

Davidson Institute (2020). Tips for Parents: Managing Frustration and Difficult Feelings in Gifted Children. https:\/\/www.davidsongifted.org\/search-database\/entry\/a10568<\/span><\/p>\n

Gross, M. U. M. (2016). Developing programs for gifted and talented students.In F. H. R. Piske, T. Stoltz, J. M. Machado; & S. Bahia (Eds.). High skills \/ Giftedness (AH \/ SD) and Creativity: Identification and Service. Curitiba: Juru\u00e1.<\/span><\/p>\n

Kane, M. & Silverman, L. K. (2014). Fostering Well-Being in Gifted Children: Preparing for an Uncertain Future. In F. H. R. Piske; J. M. Machado; S. Bahia and T. Stoltz (Orgs.). High skills \/ Giftedness (AH \/ SD): Creativity and emotion. Curitiba, Juru\u00e1.<\/span><\/p>\n

Peterson, J. (2014). Paying Attention to the Whole Gifted Child: Why, When, and How to Focus on Social and Emotional Development. In: Piske, F. H. R .; Machado, J. M., Bahia, S. & Stoltz, T. (orgs.). High skills \/ Giftedness (AH \/ SD): Creativity and emotion. Curitiba, Juru\u00e1.<\/span><\/p>\n

Piske, F. H. R. (2013). The socioemotional development of students with high skills \/ giftedness (AH \/ SD) in the school context: contributions from Vygotsky. 166 f. Dissertation (Master in Education) – Federal University of Paran\u00e1. Curitiba.<\/span><\/p>\n

 <\/span>Piske, F. H. R. (2018). High skills \/ giftedness (AH \/ SD) and creativity at school: the view of Vygotsky and Steiner. Thesis. (PhD in Education) – Federal University of Paran\u00e1. Curitiba.<\/span><\/span><\/p>\n

Piske, F. H. R. (2020). The importance of socio-emotional development of gifted students. In F. H. R. Piske, T. Stoltz, A. Rocha & C. Costa-Lobo (Eds.). (2020). Socio-Emotional Development and Creativity of Gifted Students. Coimbra: Coimbra University Press.<\/span><\/p>\n

Piske, F. H. R. & Kane, M. (2020). Socio-emotional development of gifted students: educational implications. In F. H. R. Piske, T. Stoltz, E. Gu\u00e9rios, D. Camargo, A. Rocha, C. Costa-Lobo (Eds.). Gifted and Talented: Education, Emotion, Creativity and Potentialities. Curitiba, Juru\u00e1.<\/span><\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Emmanuel, mesmo com tantos talentos, apresenta frustra\u00e7\u00e3o em certos momentos. Em uma conversa que tive com Zinia, a m\u00e3e de Emmanuel, ela conta sobre v\u00e1rias habilidades de seu filho. Zinia relata: “Emmanuel identifica as bandeiras de todos os pa\u00edses da Am\u00e9rica, Europa e alguns da \u00c1sia. Ele conhece as tabuadas de multiplica\u00e7\u00e3o at\u00e9 6; e […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"_joinchat":[],"footnotes":""},"categories":[1],"tags":[],"class_list":["post-222","post","type-post","status-publish","format-standard","hentry","category-sem-categoria"],"yoast_head":"\nMaravilhosos talentos e habilidades de Emmanuel - Instituto da Criatividade & Superdota\u00e7\u00e3o<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/19\/maravilhosos-talentos-e-habilidades-de-emmanuel\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Maravilhosos talentos e habilidades de Emmanuel %\" \/>\n<meta property=\"og:description\" content=\"Emmanuel, mesmo com tantos talentos, apresenta frustra\u00e7\u00e3o em certos momentos. 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