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Dyssynchrony : "The times are out of joint."

In a talk before the Second World Conference on Gifted Children, held in San Francisco in 1977, Professor Terrassier of France introduced a term into our vocabulary for the gifted which is singularly appropriate for des- cribing the inconsistency between the child's intellectual maturity and his social, emotional and physical development. He used the term "dyssynchrony" There is a normal or average, pace at which the body grows, such as height and weight. There are estimates of the average ages at which certain aspects of social and emotional maturity can be expected. In the same way, there is a pattern of intellectual growth associated with chronological age that can usually be expected. On the average, these several developmental tracks pro- ceed in approximate harmony with each other, so that we can expect a child to begin walking at about the fourteenth month, to say a few words at that time, to be certain height and weight for his age. The developmental clock of such a child may be said to be "synchronized"

In the gifted child, the developmental clocks are frequently not synchro- nized. There is a dyssynchrony, so that we may have a child whose intellect- ual growth may be comparable to that of a ten year old boy, while he is chron- ologically, physically, socially and emotionally only five years old. This dyssynchrony can lead to complications for the gifted child. He would be fine. if society were not as conscious of the apparent discrepancy and insist on expecting behavior which is consistent, not with the younger age, but with the older age represented by his intellectual ability.

Leta Hollingworth, in describing an exceptionally gifted boy of seven with an IQ of 191. wrote: "Motor control is, of course, far behind abstract thinking, writing is slow and feeble, while reading is rapid and fluent; shop- work is poor but arithmetic is excellent; he can surpass 8 and 9 year olds--- even those of superior intelligence --- in the classroom, but, in playing with them, he cannot catch a ball and is always the last to be selected when sides "choose up", because he is a handicap in any playground competitions."

The problem this inconsistency creates for the gifted child appear in many forms, at home, in school, in the playground, almost everywhere. For ex- ample, it is difficult for teachers to accept the fact that a five year old can read a book that is usually used for a ten year old and yet not be able to write or even form the letters of his own name.

There are gifted youngsters who read very well at early ages. Some of these youngsters may be only four to five years old. Their bodies are not yet developed in the physical eye-hand coordination required in the fine movements of handwriting. Some of these children do not develop handwriting skills for a long time. Trained teachers accommodate this phenomenon, but generally teachers do not recognize the discrepancy.

Another problem is associated with the emotional needs of the child. A five year old has not yet learned or acquired the social inhibitions required to conceal tears or fears. He will cry and pout just like all children, re- gardless of his intellectual ability. If he is hurt or frightened, he will react according to his chronological age. The society commits the ultimate insult by asking, "How can such a smart little boy or little girl cry for such a silly reason? Maybe, because there is no justice in the world and society can be awfully stupid! It hurts just as much with a high IQ as with a low IQ- maybe even more! Tenderness, love and understanding are needed for the gifted in larger doses.

In a talk before the Second World Conference on Gifted Children, held in San Francisco in 1977, Professor Terrassier of France introduced a term into our vocabulary for the gifted which is singularly appropriate for des- cribing the inconsistency between the child's intellectual maturity and his social, emotional and physical development. He used the term "dyssynchrony" There is a normal or average, pace at which the body grows, such as height and weight. There are estimates of the average ages at which certain aspects of social and emotional maturity can be expected. In the same way, there is a pattern of intellectual growth associated with chronological age that can usually be expected. On the average, these several developmental tracks pro- ceed in approximate harmony with each other, so that we can expect a child to begin walking at about the fourteenth month, to say a few words at that time, to be certain height and weight for his age. The developmental clock of such a child may be said to be "synchronized"

In the gifted child, the developmental clocks are frequently not synchro- nized. There is a dyssynchrony, so that we may have a child whose intellect- ual growth may be comparable to that of a ten year old boy, while he is chron- ologically, physically, socially and emotionally only five years old. This dyssynchrony can lead to complications for the gifted child. He would be fine. if society were not as conscious of the apparent discrepancy and insist on expecting behavior which is consistent, not with the younger age, but with the older age represented by his intellectual ability.

Leta Hollingworth, in describing an exceptionally gifted boy of seven with an IQ of 191. wrote: "Motor control is, of course, far behind abstract thinking, writing is slow and feeble, while reading is rapid and fluent; shop- work is poor but arithmetic is excellent; he can surpass 8 and 9 year olds--- even those of superior intelligence --- in the classroom, but, in playing with them, he cannot catch a ball and is always the last to be selected when sides "choose up", because he is a handicap in any playground competitions."

The problem this inconsistency creates for the gifted child appear in many forms, at home, in school, in the playground, almost everywhere. For ex- ample, it is difficult for teachers to accept the fact that a five year old can read a book that is usually used for a ten year old and yet not be able to write or even form the letters of his own name.

There are gifted youngsters who read very well at early ages. Some of these youngsters may be only four to five years old. Their bodies are not yet developed in the physical eye-hand coordination required in the fine movements of handwriting. Some of these children do not develop handwriting skills for a long time. Trained teachers accommodate this phenomenon, but generally teachers do not recognize the discrepancy.

Another problem is associated with the emotional needs of the child. A five year old has not yet learned or acquired the social inhibitions required to conceal tears or fears. He will cry and pout just like all children, re- gardless of his intellectual ability. If he is hurt or frightened, he will react according to his chronological age. The society commits the ultimate insult by asking, "How can such a smart little boy or little girl cry for such a silly reason? Maybe, because there is no justice in the world and society can be awfully stupid! It hurts just as much with a high IQ as with a low IQ- maybe even more! Tenderness, love and understanding are needed for the gifted in larger doses.