Child Prodigy - Nature Versus Nurture in The Development of The Prodigy

Nature Versus Nurture in The Development of The Prodigy

Further information: Nature versus nurture and Heritability of IQ

Some researchers believe that prodigious talent tends to arise as a result of the innate talent of the child, and the energetic and emotional investment that the child ventures. Others believe that the environment plays the dominant role, many times in obvious ways. For example, László Polgár set out to raise his children to be chess players, and all three of his daughters went on to become world-class players (two of whom are grandmasters), emphasizing the potency a child's environment can have in determining the pursuits toward which a child's energy will be directed, and showing that an incredible amount of skill can be developed through suitable training.

But on the other hand George Frideric Handel was an example of the natural talent .... "he had discovered such a strong propensity to Music, that his father who always intended him for the study of the Civil Law, had reason to be alarmed. He strictly forbade him to meddle with any musical instrument but Handel found means to get a little clavichord privately convey'd to a room at the top of the house. To this room he constantly stole when the family was asleep". At an early age Handel became a skillful performer on the harpsichord and pipe organ and later went on to compose music which is listened to to this day.

Read more about this topic:  Child Prodigy

Famous quotes containing the words nature, nurture and/or development:

    “It is the nature of the artist to mind excessively what is said about him. Literature is strewn with the wreckage of men who have minded beyond reason the opinions of others.”
    —Virginia Woolf (1882–1941)

    “Preschool children are more sophisticated than toddlers.... Your goal as a parent is to nurture the child’s desire to be a self-starter and help him begin to adopt some of your attitudes and values, but without humiliating the child or suppressing his newfound assertiveness”
    —Lawrence Balter (20th century)

    “Somehow we have been taught to believe that the experiences of girls and women are not important in the study and understanding of human behavior. If we know men, then we know all of humankind. These prevalent cultural attitudes totally deny the uniqueness of the female experience, limiting the development of girls and women and depriving a needy world of the gifts, talents, and resources our daughters have to offer.”
    —Jeanne Elium (20th century)