1. Social Emotional Needs of GATE Students WELCOME PARENTS BIENVENIDOS PADRES DE FAMILIA 1

2. GIFTED AND TALENTED THE EARLY YEARS 2

3. CHARACTERISTICS OF GIFTED CHILDREN Gifted children's behavior differs from that of their age-mates in the following ways: Many gifted children learn to read early and have great comprehension. Gifted children often read widely, quickly, and intensely and have large vocabularies. Gifted children commonly learn basic skills better, more quickly, and with less practice. They are better able to construct and handle abstractions. They can work independently at an earlier age and can concentrate for longer periods. Their interests are both wildly eclectic and intensely focused. They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity. They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers. They like to learn new things, are willing to examine the unusual, and are highly inquisitive. They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude. 3

4. SOCIAL EMOTIONAL Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 4

5. SOCIAL CUES A social cue can either be a verbal or non-verbal hint, which can be positive or negative. These cues guide conversation and other social interactions. 5

6. SOCIAL CUES  Making Eye Contact  Making eye contact is an essential skill in most societies. People who feel uncomfortable making eye contact often have difficulty forming relationships.  Luckily, children can learn to improve this ability Since making eye contact is a voluntary movement, many children find that they get better at it with practice.  Parents and counselors may want to start with brief periods of eye contact. As children get more comfortable, they can practice for longer periods. A child may never learn to enjoy making eye contact, but he or she can at least follow the social cues that will help form friendships.  Children who experience exceptional distress while making direct eye contact may need to focus on making eye contact every few seconds, holding eye contact for as long as possible or looking at another part of the face. 6

7. SOCIAL CUES  Identifying Emotions  Children who have social disorders may have difficulty identifying emotions in their peers. They may not recognize that a frown expresses sadness or that a smile expresses happiness. These are some of the most important social skills for children to learn, so it’s important to find effective coping strategies.  Young children may learn to identify emotions by looking at pictures in magazines. Parents, teachers, or counselors can ask the child what emotions people in the magazines are expressing. By studying images that cover a wide range of emotions, children can learn to identify them appropriately while interacting with peers. 7

8. SOCIAL CUES  Nonverbal Communication  Several social disorders, including ADHD and Aspergers, can make it difficult for children to understand nonverbal communication. They may miss cues from their peers, or they may confuse their peers by misinterpreting cues.  Improving nonverbal communication can be difficult because the problem usually includes several social issues. The child may not understand the meanings of facial expressions, hand gestures, posture, and other subtle aspects of nonverbal communication.  Parents who have children who face this challenge may want to enroll them in classes that teach social skills for children. Look for friendship groups that are run by trained social workers or psychologists. Some schools and therapists run friendship groups, and private groups may also be available. The lessons children learn within the safety of the group should give them the skills they need to make friends in the bigger world. 8

9. SOCIAL SKILLS 9

10. Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and our personal appearance. There are distinct advantages to having well developed social skills.  Here are four: 10

11. SOCIAL SKILLS 1. More and Better Relationships Identifying well with individuals leads to more relationships and, at times, friendships. Most people know you cannot advance far in life without strong interpersonal relationships. Well honed social skills can increase your happiness and satisfaction and give you a better outlook on life. 11

12. SOCIAL SKILLS 2. Better Communication  Relating with people and being able to work in large groups naturally develops one's communication skills.  You can not have great social skills without good communication skills and being able to convey one's thoughts and ideas may be the single most important skill that you can develop in life. 12

13. SOCIAL SKILLS 3. Greater Efficiency  If you are good with people, you can more easily avoid being with the people you do not like as much as others.  Some people dread social interactions because they do not wish to spend time with individuals who do not have similar interests and viewpoints. It is a lot easier to attend a meeting at work or a party in your personal life if you know at least some of the people who will be there. 13

14. SOCIAL SKILLS 4. Increased Overall Happiness  Getting along and understanding other children will help to open many personal relationships.  A smile and 'hello' in a social situation may lead to a friendship being formed. 14

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