Maximizing the potential of gifted learners through a developmental framework of affective curriculum

Abstract

There is a growing demand for equal support of social–emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. Cavilla’s Taxonomy of Affective Curriculum for Gifted Learners was developed to provide a framework that reduces the disparity in focus between cognitive and social–emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. The taxonomy leads gifted learners, whose identification and supporting services result from their display of academic aptitude within the top 10% of their peers or performing two standard deviations above the mean, or higher, on a personal intelligence test as defined by the National Association for Gifted Children toward their full potential through the eventual development of specific social–emotional abilities, such as harmonious passion, acceptance of ambiguity, willingness to view failure as opportunity for growth, and an increased ability to set and attain meaningful goals.