THE NATlONAL FOUNDATION FOR
GIFTED AND CREATlVE CHlLDREN
395 DlAMOND HlLL ROAD
WARWICK. RHODE lSLAND 02886

April 9, 1977

CREATlVE GROWTH CENTER PHILOSOPHY OBJECTIVES :

The purpose of the Center is to assist children in becoming happy, productive American Citizens. We feel that the educated American has an appetite for learning, speaks clearly in the mother tongue reads and writes efficiently, has keen observation, understands on health and disease, solves the problem of counting and calculating, listens receptively, protects his/her own health, participates in physical pastimes, appreciates beauty and directs his/her own life responsibly.

We urge parental involvement as we consider the family as a strong instrument in a child's whole life. We stress democratic family re- lationships. Our purpose is not to fill a child with inert ideas. An educated American learns to safeguard his/her interests, uses money wisely, respects the law, and has a fierce understanding of democratic ideals. One of our main goals is to encourage our children to respect human differences, and to act out against injustices.

We believe "The child is not the mere creature of the State; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize and prepare him for additional obligations."

United States Supreme Court -- 1925

Our main thrust is to solve the problems of the gifted/creative child. Most of our youngsters have encountered great difficulty achieving emotional and academic success in the traditional learning situations. We know that these youngsters have preferred ways of learning -- often requiring a one to one situation in developing academic skills.

We find that the most critical need for these special children is to help then develop strong mental health concepts. They require psy- chological safety before they can learn. Therefore it is necessary to have a staff familiar with the psychology and education of the gifted. Many of our children have excessive creative energy. When thwarted and miseducated, this energy is frequently destructively channeled. When a sensitive, knowledgeable counselor-tutor works with such a child, the creative energy becomes constructive. A creatively gifted child exhibits the following characteristics:

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Requires time to be imaginative.
Does not work well under pressure.
Requires firm but fair guidance.
Needs to feel personally involved in his/her learning, has to feel it will be part of life's values.

These children are super, super sensitive. They need to be encouraged to express feelings. They need to understand the difference between assertive and aggressive behavior.

In aiding the child to develop inner strength we encourage humanistic psychological theories. We have an excellent world reknown consultant, Dr. Stanley Krippner, who has a profound interest and input in The Creative Growth Center.

We feel the child learns from the whole environment, in the home and community as well as the Center. No longer can we abdicate the ed- ucation of our children to "buildings" --- these children exhibit high curiosities and need much intellectual and emotional stimulation. There is a strong emphasis upon the Arts in our Center.

Our Center has set up a Learning Exchange System. The parents of the children enrolled in this Center continue to compile a list of people who have offered their services to help develop a child's par- ticular talent. It is a fact that we have some extraordinarily gifted youngsters. When interested, in order to help our gifted, whole commun- ities must become involved. When a child becomes interested in a par- ticular subject, such as astronomy or architecture, it is necessary to have a counselor-tutor with expertise in the subject work with the child.

We encourage saturation learning. Cutting a child off when he/she is interested and deeply involved in a subject is very damaging to the child's motivation. Many of our youngsters are high elaborators and re- quire the time necessary to develop, embroider and extend a subject or idea.

Some of the problems often seen in our children are low frustration Ievels. self-hatred and denial of personal worth and talents. They must have a great deal of support and praise in order for them to develop high self-esteem and self-love.

Another area of concern is the social maladjustment for gifted chil- dren. We value the excellent research findings of experts in the field, such as Dr. John Gowan and Dr. E.Paul Torrance. Dr. Gowan has solutions to the serious problem of the underachieving gifted. Dr. Torranco has written extensively on the problem of the social problems encountered by the gifted/creative child. He urges parents and others involved with these children to "drive across the country" if necessary to find a true peer for the gifted. This practice solves the feelings of alienation so deeply prevalent in these children. By bringing these youngsters together at the Center, we find they often overcome the social unhappiness.