A parenting practice refers to a specific behaviour that parents uses to rear a child (Spera, 2005). Bornstein, Hahn and Hayne (2011) define parenting practices as language, sensitivity, affection and play. An exploration of the theories of best parenting practices for gifted children was undertaken by Olszewski-Kubilius (2002). She found that family dynamics is the most important factor for gifted children to reach their potential. Parental practices within the family dynamic that were the most beneficial include: practices that encourage and support accelerative learning practices, facilitating learning with others of similar abilities, interests and motivation, mentoring and coaching to deal with stress and criticism (Olszewski-Kubilius). In addition, an important role for parents is to assist their gifted children to establish social networks. Social networks can provide emotional support
for their gifted children’s abilities. Parents can do this by enrolling their gifted children in after-school and holiday programs, which are populated with peers who may help to provide the necessary social and emotional support (Olszewski-Kubilius).
Parents who can demonstrate an enjoyment of learning and undertake work, can positively influence their gifted children (Olszewski-Kubilius, 2002; Olszewski, Kulieke, & Buescher, 1987). Parents who exhibit risk taking and coping skills when problems and failure occur, can show that success requires hard work over a sustained time, and provide valuable models for their gifted children (Olszewski-Kubilius). Notwithstanding, parents who value and encourage their children’s independent thought and expression, together with their children engaging in a range of recreational, cultural and intellectual pursuits, may assist with the development of their children’s potential (Olszewski-Kubilius). The Olszewski-Kubilius study illustrates that raising gifted children can be a costly financial proposition which can add to the burdens a family may experience, but that families which are intact and happy, with moderate levels of stress are more likely to facilitate the
development of children with a high IQ, into productive, competent and well-adjusted individuals (Olszewski-Kubilius, 2002).
Earlier, Bloom (1985) identified that many parents of gifted children emphasise the value of academic performance. Positive home influences include where parents of gifted children encourage their children’s school activities, involve themselves in the child’s educational activities, and provide stimulating opportunities (Pfeiffer & Stocking, 2000). This range of parental involvement challenges their children which helps to develop their children’s talents. Conversely, a risk factor for gifted students can be unrealistic parental expectations, which could develop as over-involvement or enmeshment (Pfeiffer & Stocking).
As discussed earlier, enmeshment can lead to psychological problems and negative outcomes for both parents and children (Pfeiffer & Stocking, 2000). The psychological problems included anxiety, depression and eating disorders. Additionally, gifted students were observed to respond to their parents enmeshed parenting style by lying and stealing as form of rebellion (Pfeiffer & Stocking). It was also reported that some parents of gifted children narcissistically try to experience life rewards by living their lives vicariously through their children. By doing so, undue pressure and excessive parental intrusiveness can be created. The outcomes of such parental intrusiveness include the child rebelling with disobedient, attention-seeking, oppositional-defiant, attention-seeking and aggressive behaviours (Pfeiffer & Stocking). The dangers of parental over-involvement as evidenced in an intrusive authoritarian style of parenting suggest a marker of possible negative outcomes for gifted children. Because gifted children often have additional needs and rely on their parents to assist them, they may be especially vulnerable to their parents,
particularly those who have an authoritarian parenting style (Pfeiffer & Stocking, 2000). The factor of parental enmeshment was omitted from the Bloom (1985) study and the Olszewski-Kubilius (2002) study. Nonetheless, the Olszewski-Kubilius (2002) findings also concur with the Bloom (1985) study, because Olszewski-Kubilius suggests home influences, including parental style and mentor encouragement, have greater importance than school influences on the development of gifted children. In addition, the authoritative parental style, with its emphasis on the listening, and encouragement of children, in an environment with appropriate limits and boundaries, is considered the best parental style to raise gifted children with (Dwairy, 2004). Furthermore, Brooks, Gunn and Marksman (2005) also reported that parental encouragement, discipline and being taught well taught, were of great importance for children to highly achieve.
In addition to parental encouragement, Olszewski (2002), Csikszentmihalyi et al (1997) concluded that there was a second positive factor common amongst families with gifted children. This factor was the family environment which supported their gifted child’s academic pursuits and individual needs. Parents’ opinions regarding their child’s academic performance may also be influenced by the parents’ educational levels, parenting style and ethnic background (Dornbusch et al., 1987; Steinberg, Lamborn, Dornbusch, & Darling, 1992). Parents’ educational levels are a theme in Gustin’s (1985) research.
Gustin’s (1985) study on research mathematicians resonates today. He reported that warm, loving, conscientious parents who encouraged their children’s curious nature and facilitated their education were common in the study. Comments from parents included, “Letting them [the children] become what they want to be”, “I have strong feelings against pressuring children”, and parents advice given to their children such as, “Be your own person”, and “Get the most out of your abilities” (Gustin, p. 273).
Although 70 % of the parents of the mathematicians were generally highly
educated, three fathers and five mothers had levels of high school education. Four types of supportive parent groups emerged from the study. One group were mainly invested in the moral support of their children. A second group ensured sufficient materials were available to support their children’s interests. A third group worked with their children on projects and had discussions in maths or science areas. A fourth group were directly involved in organising specific opportunities, such as summer programs or early college admission (Gustin, 1985).
The majority of the mathematicians were first-born, or only children (Gustin, 1985). This is in keeping with the established literature that an unusually high proportion of gifted children are first born (Gross, 2004; Paulhus, Trapnell, & Chen, 1999; Sulloway, 2007). The findings recognised that a supportive environment in childhood encouraged
curiosity and intellectual pursuits, which was helpful in the development of future eminent mathematicians. Another factor that was suggested as helpful, were high levels of family socio-economic status, which assisted with obtaining the required resources to foster their gifted children’s academic performance (Gustin).
There is little disagreement that gifted children need the appropriate environment to fully develop. Klein (2007) stated, “Giftedness is like a flower that blooms from season to season, dependent on the environment that nurtures and protects it. The better suited the environment for the particular talent; the more likely it is to flourish” (p. 41). A supportive and nurturing familial environment, are vital for gifted children to grow and develop their potential (George, 2012). In order to accomplish this goal, suitable parental practices that encourage and facilitate the gifted child’s learning, such as an authoritative parenting style, are of crucial importance (Dwairy, 2004; Snowden & Christian, 1999; Speirs Neumeister & Finch, 2006). Although there is a general acceptance that suitable environments and supportive parenting is favourable for raising gifted children, appropriately targeted strategies may be helpful for families with gifted children.