ABSTRACT
Part 1 explored in some detail the issues that may arise when children's development is precocious or where their level of understanding and skill is far in advance of that of their peers. The evidence shows how difficult it can be for these children to form friendships with children of their own age and how vulnerable they can become to being rejected by their peer group. It is understandable how they can easily become bored and frustrated in class and this in turn poses a danger for the development of poor attitudes to learning and an inappropriate self-concept. It can be seen that some children develop a punishing self-image where success in their work becomes inextricably embedded in their feeling of self-worth, producing a fear of failure that may result in the need to strive continually to be a top performer at all times. Children who are prevented from demonstrating or using their abilities because of the limiting effect of a disability or through some other personal circumstances are especially at risk.
