Introduction
The importance of educational needs and affective needs of gifted individuals, and more specifically how to address them are both recognized and taken care of by educators and scholars in the field of gifted education. The belief behind this is that the gifted student is also a part of the whole child. They experience similar developmental tasks (e.g., puberty, identity, autonomy) to their chronologically aged peers. However, because of their asynchronous development, the uneven development between mental age (intellectual ability) and chronological age (physical and emotional abilities) among gifted students, gifted students may experience those developmental tasks qualitatively differently. Scholars urge adults to see gifted students in a holistic lens instead of separating their affective needs and academic needs. Gifted students should be perceived to be much more than a performer or nonperformer (Peterson and Jen 2018). Moreover, although the unique characteristics...
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References
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Jen, E. (2021). Affective Curriculum for Helping the Social and Emotional Well-Being of Gifted Children. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_445-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_445-1
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