DO YOU HAVE A SUPERBABY?

When a baby first smiles, sits up, takes a step or babbles words, parents often proclaim the child a genius.

Every once in a while the parents are right, and a baby will grow up to have exceptional talents. But how can parents tell?

Experts say labeling a child genius, academically talented or gifted isn't particularly important, especially at an early age. But parents may want to know how best to stimulate a child to reach his or her potential.

Dr. Helen Nevitt, an assistant professor at Southeast Missouri State University, teaches graduate courses in gifted education. She also coordinates the university's governor's scholars program for bright, college students. Previously she coordinated a school program for gifted children.

If a parent suspects their baby or toddler is exceptional, Nevitt suggests the first step shouldn't be an IQ test. Parents and teachers become obsessed with IQ scores, she said. The score should only be part of the process, and for very young children an IQ test probably isn't necessary at all.

Parents should do the same things with bright children that they do with other children. "Communicate with them. Talk to them," she said, and "Read to them. Read to them. Read to them."

Not much research has been done concerning very young children. Most research begins at preschool or school age. Some indicators of above-average skills for tots have emerged.

Nevitt said parents can ask themselves: What does the average child of this age do? Is this child doing things typical of older children?

The toddler may remember things from long before or ask probing questions.

"The questions are not just `Why?" but `What's the dog eating?' or `Why is Mr. Jones cutting his grass,'" Nevitt said.

Children who make connections other children don't make see something is like something else.

When it seems apparent that a child is talented, parents and teachers must remember that a child may be advanced in one area but not every area.

"Part of that child is still a child, and sometimes parents and teachers have a hard time remembering," Nevitt said.

Being gifted can be tough for some children. They can be frustrated because they see something in their minds and can't get their hands to reproduce it.

Sometimes children see themselves as different from their peers. They may have different interests and more advanced skills.

Experts have found that children, especially girls, reach a point in their maturation when they don't want to seem too smart.

"They recognize that being attractive is more desirable than being bright," Nevitt said.

To help children excel and accept their talents, Nevitt recommends that parents talk about likenesses and differences.

"Almost everyone is good at something: Some children find it easy to read; others are good at building," Nevitt said. "People are different from each other, not better than."

Parents should compliment children on specific behaviors. Instead of saying, "Oh, you are the smartest little kid," say, "You did a good job putting that puzzle together" or, "You remembered all the colors of the flowers in the flower garden."

Nevitt said when parents comment on a child's intelligence, they may give the child the impression that being bright is most important.

Buy toys that help children think and be creative. Nevitt recommends old standbys like paper and crayons, blocks, cars, dolls and balls.

When they ask how something works, answer in language the child understands.

Be willing to say, "I don't know." Then try to find the answer.

Let the child be independent when possible. Let the child experience lots of different things.

Nevitt thinks nurturing talented children is essential because they are likely to be leaders of tomorrow.

"So many incredible problems are not being solved," she said. "These are the kids with the greatest potential to do that problem-solving."

Parents of gifted and talented children are interested in starting a local chapter of the Gifted Association of Missouri, Nevitt said. For more information about the organization, call her at 651-2443.

THE GIFTED CHILD

When compared with peers, the gifted child:

-- Learns more rapidly; retains information more easily.

-- Has stronger need to know; is more curious; isn't satisfied with simple answers.

-- Has more intense interests and longer attention span.

-- Has superior abstract thinking skills.

-- Is more independent, non-conforming.

-- May be a "perfectionist."

-- Has superior vocabulary and communication skills.

-- Is more perceptive and observant.

-- Is intellectually playful; enjoys jokes, puns, etc.

-- Often reads extensively.

-- May be very sensitive; disturbed by social injustices.

Things to notice about children's behavior

-- Uses advanced vocabulary correctly.

-- Uses metaphors or analogies.

-- Spontaneously makes up songs or stories, particularly when these elaborate on new experiences, or when they involve "playing" with the pronunciation of words, rhymes, rhythms.

-- Modifies his/her language for less mature children by appropriately shortening sentences, using less sophisticated words or changing pitch.

-- Displays skill in putting together new or difficult puzzles, particularly if the child examines the shape of the puzzle pieces or seems to know where to place them without trial or error.

-- Expresses an understanding of abstract concepts such as death, time, electricity.

-- Masters new skills, concepts, songs or rhymes with unusual speed.

-- Displays interest and/or skill in ordering and grouping items.

-- Takes apart and reassembles things with unusual skill.

-- Carries out complex instructions to do several things in succession, or absorbs several new concepts in a single session.

-- Uses verbal skills to handle conflict or to influence other children's behavior.