STaN 2020Paper
For more than 30 years of STaN's operation, we have known the stories of gifted children from their young childhood to adulthood.
They result in patterns that affect how a gifted individual will perform not only at school age, but also later in life. What significantly affects the development of the child's talents and personalities include in particular: the education system and its approach to the gifted; the degree of management of the gifted child in the family and at school; related to this is building the child's self-confidence and mental resilience. In practice, we most often find that the accompanying phenomena of problems are corrected, but the causes are not addressed. We also want to show the opposite examples of the child's potential being realized, despite the obstacles that the "system" and the distrust of experts put in their way. We will mention the benefits of international exchange of experience and cooperation with foreign colleagues. And we invite practitioners to work with the Potential Trust. See https://www.highlearningpotential.eu/.