| Abstract: | The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardation. When giftedness is equated with potential for success in adult life, it engenders backlash from those who believe that they are denied equal opportunity in the competition for fame and fortune. Asynchrony is not a competitive concept: More asynchrony is not better. Giftedness as asynchrony offers both an understanding of the inner experience of gifted individuals throughout the life span and a sound framework for responding to the developmental differences of this group. |
