Parenting the Gifted Patricia Haensly, Ph.D.

The Ongoing Riddle of Which Nurture is Best for What Nature: Parents Promoting Gifted Potential

att Ridley, an Oxford-trained zoologist and science writer whose latest book is Nature via Nurture: Genes, Experience, and What MMakes Us Human (2003a), wrote such an impressively clear and fascinating piece on “What Makes You Who You Are” that I decided to use it to introduce the continuing pursuit of “What do I do to best promote the gifted potential that I am seeing in my child?”

While I don’t often suggest works that don’t have A Map Metaphor the imprimatur of publication in the pro f e s s i o n a l journals and books of our field, this piece by Ridley So, let’s play with the geneticists’ map metaphor, is not only interestingly presented, but informative which describes the places and routes available on our and visually clarifying re g a rding an issue that has individual journeys of life, and apply it to the real boggled scientific minds from Kant and Galton to time travels in which we often engage: Pa v l ov and Fre u d . “Hey, hon, this map indicates we need to take Summarizing his argument in a Time m a g a z i n e Hannegan Road over to Mt. Baker Highway, and a r ticle, Ridley (2003b) wrote, “Genes are not static then this should take us directly to Heather Meadows blueprints that dictate our destiny. How they are up to the heart of Mt. Baker, a nice straight shot of e x p r e s s e d — w h e re and when they are turned on or mountain driving. Remember, we said Mt. Baker is off and for how long—is affected by changes in the our travel goal this year.” w o m b , by the environment and by other factors” “Yes, but what if, instead, we take that little side ( p. 56). Note also that the title of Ridley’s book jaunt over to explore the neat old steam railroad does not use the comparison of nature ve r s u s n u r- engine at Sedro Wooley. I’m kind of interested in t u re, but via n u r t u re, a comparison that conve y s learning more about the history of railroads in succinctly the sense of his article and of my column Washington as it applies to the transportation engi- for this month. Ac c o rding to this view, it is not a neering that I’m involved in, and we could still make question of whether our childre n’s genes (nature ) good time up to the mountain top, our goal for will single-handedly determine their potential for today!” gifted development, but how the complex routes by “Or, better yet, let’s just go up to Horseshoe Bend which our efforts (nurt u re) and their fortuitous cir- and walk that terrific trail along the Nooksack River cumstances might work together to activate those past the falls. It’s such a beautiful hike, and the g e n e s . scenery makes me feel at one with nature; we can even

28 WINTER 2004 • VOL. 27, NO. 1 sit on the rocks and have our picnic These basic ecological ideas are central not Mt. Baker this time, but a medical lunch at that halfway point as we watch because they remind prospective teach- career, life as an astronaut, or becoming the river tumbling by. Maybe we won’t ers that there are a multitude of environ- a child care specialist? Are there some even want to go on up the mountain mental factors and rich interactions side routes (as in exploring Nooksook today.” between factors that they (as do you) Falls or the steam engine) where our And so the conversation goes, prob- need to consistently think of as unend- children might experience different, but ably similar to ones you’ve had on one of ing possibilities for switching on a hid- relevant adventures? Would some of the your travel days. den talent, supporting an existing one, side routes intriguingly reveal or lead to I recall the adve n t u res my husband or even redirecting a natural ability no critical discoveries about things most and I had after one of the World Gi f t e d matter what esoteric nature it might rep- i m p o rtant to our children for their C o n f e renc es in Amsterdam, when many resent. future, as in horse camp this summer, a of the conference attendees decided Subotnik, Ol s zew s k i - Kubilius, and shadowing experience with a scientist, or they must make diligent use of their Arnold (2003) described Bro n f e n b re n n e r’s even a summer of great daydreaming at time in Eu rope after the conference by system of hierarchical levels or spheres of a summer cottage? Does it really matter whizzing through all of seven or eight our environment from the microsystem of whether we reach that original destina- d i f f e ren t countries in the we e k’s time child and parent, to the mesosystem of tion we thought so attractive from the they had allotted. We instead decided to family and school and immediate commu- tour books, if in fact we find something meander through Holland for two n i t y, to the macrosystem of cultural and else more compelling as we ve n t u re weeks since that’s where we we re and even global options. Further, we are along our way? pause as different places suggested reminded that all this is affected by a We may find through these adven- w o r thwhile exploring. We felt re i n v i g o- c h ronosystem in which we live. For exam- tures that a child has an acute intensity rated rather than exhausted, eve n ple, just think about how most of us don’t and sense of observation of insects, along though we only cove red the nort h we s t compute mathematical problems with an with artistic ability focused on animals, quadrant of Holland, such a minimal abacus as once was done, or as was later which can lead him or her to become an p a r t of the Eu ropean continent. So, too, done with a slide rule, or even with incredible biologist/naturalist/illustrator we will need to think about not only mechanical calculators; instead, can now or even give joy for the moment. As my which re s o u rce s to make available for re s o rt to a tiny handheld computer for 5-year-old granddaughter said in thank- our extraordinarily developing childre n , instant verification. Lerner, on the other ing me for a dragonfly book, “I like it but also the rate at which we supply or hand, reminds us that we as parents are because I like bugs.” How many of us have laid out our travel map with preci- insist that the re s o u rces be used. also affected by our environment, which sion and perhaps even made reservations Use this map and trave l i n g leads to a re c i p rocal, dynamic pro c e s s ahead for the stops we will make for metaphor to think about the extraordi- b e t ween the factors that shaped us and exploration, discovery, recreation, and nary development we envision for our those that are shaping our children. We revitalization, that is, just plain laundry children and how we might creatively can then see this re c i p rocal process in the and food gathering, and then found that and sensibly help attract ordinary and way in which an educated and economi- serendipitous resources were guiding the extraordinary pieces of environment to cally stable family can afford special pro- journey more effectively than we had the development of that potential. grams for their children or in how envisioned? Or, in the case of a child’s Useful to your thinking at this point homeless families who must focus on sur- development, that available options may would be information on the ecological v i val rather than enrichment might have to be guiding our child to an unplanned, theories of Bronfenbrenner and Lerner withhold those re s o u rces for their chil- fortuitous type and level of talent devel- regarding how we might envision the d re n’s emerging talents. opment? host of environments and their convo- Returning to our traveling map luting interactions that our children will metaphor, the questions we ask of our encounter. A description of these critical map are numerous, and we begin to see Wise Planning e n v i ronmental factors and how to their relevance for how we might man- of Specific Resources enhance or impede talent development age or manipulate the journey of our and Diverse Possibilities is clearly presented by Su b o t n i k , children through life. What is the most Ol s z ew s k i - Kubilius, and Arnold in direct route to get to the specific desti- Howe ve r, in applying this metaphor Rethinking Gifted Education ( 2 0 0 3 ) . nation we or they think so desirable— to the journey for our childre n’s lives, we

GIFTED CHILD TODAY 29 Which Nurture is Best for What Nature may need to re s o rt to a modicum of use of whatever environment we could f o rtuitously by the environment into d reaming to realign our thinking about p rov i d e . which he was born and the continuing what we need to do to lead our children in This proved to be a pro d u c t i ve guidance of parents and teachers in a set- their extraord i n a ry individual deve l o p- focus, and I am especially reminded of ting richly endowed with ava i l a b l e ment, that is, to think about diversity in this idea as one of my sons affirms how re s o u rce s that he sensibly and may have possibilities. Once upon a time, people he and his wife are firmly convinced that e ven wisely chosen to apply. We might b e l i e ved that our human deve l o p m e n t their task is to provide every avenue pos- also re a l i ze that accused East Coast sniper was all about how those basic determiners sible to unlocking and nurturing what- John Lee Ma l vo did not become the deca- of human attributes, our genes, laid out a e ve r e l u s i ve potential their son may dent criminal he currently stands accused unique path for our development. We still possess. This son was born with a of being simply because his genetic blue- need to be open to the possibilities for genetic syndrome that, while medical print was flawed, nor only because he such a path. For example, Ol s zew s k i - science doesn’t yet know much about it, e n d u red such a dysfunctional yo u t h . Kubilius and Limburg-Weber (2003) moderate past experience predicts that it Instead, a complex set of interacting cir- e x p l o red how parents can re c o g n i ze and may very well result in limiting and even cumstances brought him into contact d e vel op the young child’s talents. disabling potential. Nevertheless, their with questionable re s o u rces that he chose Howe ve r, these authors remind us that we positive attitude has already nurtured a to assimilate. Perhaps it was because he need to “help your child to find his or her 4-year-old who is incredibly alert to the sensed a lack of options or was influenced own identity” (p. 13), referring to guid- world around him, especially to people; by negative human interactions—a con- ance that opens doors, but does not shove adept at problem solving and the use of voluting path for the genetic heritage he the child through them. Haensly and Lee computers; and confident in approach- b rought with him—with his re s o u rc e s (2000) examined gifted potential as it ing all obstacles, despite his currently perhaps even turning off genes import a n t might look in young children from dive r s e limited ability to express vocally what is to a more positive development. Thus, in b a c k g rou nds, suggesting that pare n t s so obviously occurring for him mentally. fact, we have to consider just how par- must use their observational skills sensi- Since we don’t know with certainty the ents, family, and society became the “p ro- t i vely to look cre a t i vely at possibilities of complex genetic-environmental possibil- m o t e r s” and “e n h a n c e r s” of Ga t e s’ and gifts outside of the ord i n a ry box. Thus, ities for this syndrome, which is due to Ma l vo’s biologically installed individual while we might now forgo the idea of only an absent gene-segment, nor the maps for each of their unique deve l o p- one best path for our childre n’s gifted unknowns that are not being turned on, mental paths. d e velopment, wise judgment suggests we these parents refuse to be limited by On yet another plane, other authors also envision and pre p a re for diverse pos- what previous findings on other children h a ve examined how much and what kind s i b i l i t i e s . have suggested might occur. They are of help a child might need in deve l o p i n g Though our now-changing thinking determined to continue to pursue all e xceptional abilities in different domains that development of one’s potential is no options to promote his potential so that, in and beyond school-based contexts. In longer only about the environment in no matter what scenario he finds himself Ea rly Gifts: Recognizing and Nu rt u r i n g which one happens to be conceived and in, he will be able to take advantage of C h i l d re n’s Talents, Ol s zew s k i - Kubilius and remains to grow and deve l o p, we need to chance occurrences that come his way. L i m b u r g - Weber (2003) emphasized what consider multiple environments that In this vein of thinking, scientists p a rents might do beyond school options, might enhance opportunities for our chil- h a ve begun recently to discover and rather than depending entirely upon d ren. In this thinking mode, as stated ear- e m p h a s i ze the intricate connection and school programs. Fu rt h e r, in Moving In t o l i e r, Subotnik, Ol s zew s k i - Kubilius, and interplay between our nature (genetic the Fo rcefield of Life: Ho p e - Fi l l e d Arnold (2003) revisited the idea that blueprint) and our nurt u re (the specifics Invitations, Barbara Myers (2003) focused t h e re are choices of environmental factors of the ways in which the enviro n m e n t on how we need to manage pre-K and that can ideally enhance or impede talent interacts on those genetic map points). k i n d e r g a rte n introductions for our chil- d e velopment. Fo rt u n a t e l y, our optimism We might then assume that Bill Gates did d ren to ensure that the environment is as primary educators in the past often led not become the fantastically we a l t h y right for their genetically influenced abil- us to believe that, since there was only a technological wizard he is simply because ities and that the timing of experiences is limited amount of control over each he inherited such a unique set of genes. right for optimal influence. There is c h i l d’s genetic heritage, we would just Mo re complexly, he developed a rich much to give us optimism for our guid- h a ve to focus on making the best possible number of specific abilities, support e d ance task in all of this array.

30 WINTER 2004 • VOL. 27, NO. 1 Summary The genetic map our children have your child without predetermining what had transmitted through us as parents is the goal will be. In this column, I have tried to not an immutable, “set in marble” single Please don’t mistake guidance for emphasize that knowledge of genetic plan of directions for getting to a preset predetermination, however. You know manipulations and brain development destination. We won’t even be able to when you have imposed your own idea may well be the clearest way to under- identify that ultimate destination until of what their goal should be instead of stand just how potential is unlocked. our child arrives at it. Thus, the question giving them advice based on the wisdom These factors can show us what part we “Is my child gifted?” requires a prescient you have gained from living a life. Your as parents might play in making sure our frame of mind about “nature via nur- task will be to teach them how to be wise offspring are prepared to take advantage ture.” Do the possibilities of a child’s decision makers. Beyond that, prepare of the unlocking. Unlocking, then, is the map include alternate routes to the same them to use their open minds and well- crux of the situation. destination or perhaps to several differ- developed skills to take advantage of all Currently, the science of nature and ent destinations? Or, is the map an avail- the chance and coincidental opportuni- nurture has begun to explore and find able collection of places along the way to ties that come their way on that journey evidence that genes are not static blue- multiple endpoints, depending on the toward maximizing their potential. prints and that how they are expressed choices made for or imposed on the depends on the environment: nurture child by chance and coincidence along References (i.e., what caregivers provide and do) the route? Will a child be most fulfilled and place (i.e., the unique confluence of or happiest hurriedly touring all of Ha e n s l y, P. A., & Lee, K. (1999). the individual child’s specific genetic Europe, or thoroughly exploring just Gifted potential and emerging abil- inheritance as it meets with environ- one corner of Holland? Perhaps poten- ities in young children: As influ- mental variations). Thus, it is up to us as tial and actual diversity of outcome— enced by diverse backgro u n d s . parents to make sure our children are taking Frost’s less-traveled road—is what Gifted Education In t e r national, 14, ready for the chance and planned events makes each of us as individuals destined 133–150. of placement in particular enviro n - to fill a unique place in the grand Ol s zew s k i - Kubilius, P., & Limburg- ments. These ideas have risen and been scheme of human endeavor. We b e r, L. (2003). Early years, early advanced by the human genome project, Gi ven the genes these childre n gifts: How parents and teachers can whose proponents now assure us that inherit, what kind of environment will specific genes for specific attributes are provide the most beneficial or nurturing re c o g n i ze and develop the yo u n g distributed in specific ways across our medium for those genes to develop? We c h i l d ’s talents. In P. Ol s zew s k i - biological map for deve l o p m e n t . as parents and caregivers of children care Kubilius, L. Limburg-We b e r, and However, as yet, they are not able to pre- deeply about the amazing and extraordi- S. Pfeiffer (Eds.), Ea rly gifts: dict all the possible dynamic mechanics nary abilities we see emerging on a daily Recognizing and nurturing childre n’s for turning on and off still unknown basis, and we constantly search for wis- t a l e n t s ( p p . 1–18). Waco, TX : alternatives to energize those genes. dom on how to respond with the nurtu- Pru f rock Pre s s . We each become who we are and rance we provide. Our potential to alter Ridley, M. (2003a). Nature via Nurture: what we can do as the result of a very the way those genes are expressed in our Genes, experience, and what makes us complex array of DNA (visually por- children—with new and sometimes sur- human. New York: HarperCollins. trayed in the Ridley article) interacting prising conclusions about nature, nur- Ridley, M., with Coburn, T. (June 2, with a complex set of dynamically con- ture, and the complex confluences in 2003b). What makes you who you voluting planned, chance, and coinci- environmental factors—has been emerg- are. Time, 161(22), 54–63. dental environmental events. So, too, ing from the research on genetic map- Subotnik, R. F., Olszewski-Kubilius, P., when we focus on the gifted or extraor- ping and brain development. These are & Arnold, K. D. (2003). Beyond dinary abilities in our developing chil- exciting times for us as we learn that our Bloom: Revisiting enviro n m e n t a l dren, we need to look at how we might children are not simply an equation we factors that enhance or impede tal- approach their unique development and initiated, one with only one correct or ent development. In J. H. Borland, what part we might best play in identi- possible outcome. I hope you will find ( Ed.), Rethinking gifted education fying, releasing, and supporting their time to search out some of the resources (pp. 227–238). New York: Teachers individual array of potentials. suggested here and use them to guide College Press.

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