REFLECTIONS ON PRECOCITY AS ONE OF THE GRADATIONS OF HIGH ABILITIES/GIFTEDNESS

Abstract

This study aimed to understand the foundations of precocity as one of the gradations of High Abilities/Giftedness (HA/GD) in light of the contributions of psychology, neuropsychology, and education. To this end, it was considered pertinent to reflect on the conceptions of intelligence and their relationship with child development, in order to analyze how these are articulated with the concept of HA/GD adopted by the public educational policy for this audience, the NAAH/S Program. Regarding the methodology, a Narrative Literature Review was carried out, based on a qualitative-descriptive study. The results indicate that precocity as one of the gradations of HA/GD is related to the qualitative and dynamic expression of different aspects of development in early childhood and the interplay between these should signal potential for evolution in the manifestation of HA/GD behaviors. We conclude, then, that precocity as one of the gradations of AH/GD is not restricted to the ability acquired before the expected for the age and that since children in early childhood are in the process of full development, it is premature to recognize students in early childhood education as gifted or to affirm that they already present AH/GD behavior. Thus, it is necessary to invest in research on the subject and in training for teachers, so that identification in the educational context can be carried out.