Η εξέλιξη της συναισθηματικής ανάπτυξης των χαρισματικών παιδιών στο σχολικό περιβάλλον. Το σχολικό περιβάλλον αυξάνει την ανθεκτικότητα ή την ευπάθεια στην συναισθηματική ανάπτυξη των χαρισματικών παιδιών ;

Abstract

Giftedness is defined as the common point of above-average general capabilities, high levels of commitment to work and great creativity, which may evolve into great achievements, only when there is a health interaction among the family, the school, and the peers. Gifted children are those who have the ability or are able to develop this complex set of features and apply it to any potentially valuable area of human performance. The purpose of this bibliographic review is to study the progress of the emotional development of gifted children and adolescents within the school environment. During childhood there are no emotional difficulties and phycological variations apart from the sense of boredom, created due to lack of challenges. However, during the adolescence, there is a different emotional development that is particularly perceived by the development of the "Ego". The difficulties gifted children may face, might occur from their own characteristics, that end up being a problem, for instance leadership tendencies, or even external factors, for example, excessive expectations from teachers and parents. Friends, teachers, and family are social supporters of high importance, as they contribute to the harmonization with the environment without denying their particularity.  In conclusion, gifted students face several socio-emotional difficulties, such as isolation, exclusion from classmates, anxiety, and perfectionism, when the educational environment is not adjusted according to their needs and this may have a negative impact on the development of their self-esteem and social acceptance.