The negative pigmalion effect on talented children

 “The teacher, who knows nothing about the precocity of a student, will wait for him only normal, medium efficiency, and will stimulate him to work well below his capacity."

This is the idea that underlies the negative pigmalion effect.

Content

• The consequences of not recognizing talent
• The importance of a correct assessment of intellectual abilities
• What to do to avoid the negative pigmalion effect
  • References

The consequences of not recognizing talent

Some investigations have shown that only 10% to 20% of children with high capacities are recognized by the teachers of the maternal school and the primary cycle. This figure rises in the best of 50% cases in the secondary cycle.

So much The family as teachers can be a factor of deterioration of intelligence by the process of negative pigmalion effect. Apparently, if parents and teachers appreciate the child's ability, it is under what it really is, the child will tend to manifest it only within the expected limits. This danger is greater in socioculturally disadvantaged families and in families that are little interested in the evolution of their children.

The group of companions to which the child also has a non -negligible influence on this phenomenon. The high capacity boy or girl should not overflow the group's rules under penalty of being rejected by him.

The importance of a correct assessment of intellectual abilities

When considering the negative pigmalion effect, Terrassier adds that The child elaborates his representation of himself according to the image reflected by an environment unable to recognize his abilities. This will be intellectual inhibitions linked to the feeling that every expression of intelligence is a source of guilt.

Hence the importance of making a correct assessment and the emotional implications that a child has with high capacities, the concept of the child has the teacher who works with him, since he will directly benefit him in Your self -esteem. The teacher who knows nothing about the precocity of a student, will wait for him to only a normal efficiency and stimulate him to work well below his capacity.

What to do to avoid the negative pigmalion effect

Currently the centers that are dedicated to accompanying and promoting children with high capacities are set as objectives:

1. Offer the child a tolerant environment that allows them to express their differences and be aware of them.
2. Group these students in enrichment courses to respond to their needs and interests and thus maintain the motivation to learn.
3. School adaptation to high capacity students.

A high intellectual level is not mainly maintained throughout life. It should be reinforced study behaviors and the will to learn from the student. The existence of the school cannot be justified without a pedagogical basis of this class.

Authors of all trends agree to say that teaching institutions do not generally manage to give the child an education based on their needs.

Children are in danger of get used to working under your possibilities And to spend class hours dreaming.

Boys and girls with high capacities are essentially the same as any other boy or girl. Have a higher intellectual capacity, and therefore a faster mental functioning, does not guarantee equally advanced social, affective and personal development.

References

Pérez, l. And Domínguez, P. (1997): Curriculum intervention in high -capabilities students. In Martín, C. (Ed.), Overdentated problem and intervention. University of Valladolid.

Pérez, l. And Domínguez, P. (2001): Scale for acceleration evaluation. Madrid: ICCE.

Rodríguez de la Torre, M. AND. (2003) Stop to school failure. 100% brain. Barcelona. Grijalbo editorial.

Terrassier, j. C. (1985): Disinchony: irregular development, in Freeman, J. Overactant children: psychological and pedagogical aspects. XXI-SANTILLANA CLASSROOM. Madrid.