Praise in Gifted Education: Analyses on the Basis of the Actiotope Model of Giftednesss

Abstract

In contrast to alternative theories of giftedness, the Actiotope Model of Giftedness focuses on actions. Praise presents an excellent opportunity to encourage and reinforce the appearance of new or more effective actions. However, several investigations have shown that, in practice, the opportunities which arise to grant praise are not fully taken advantage of, and that praise is often given in inappropriate, dysfunctional manners. Frequent consequences of this are detrimental influences on the development of gifted individuals. In this contribution we will first, on the basis of the Actiotope Model of Giftedness, offer theoretical background information pertaining to the praise of gifted individuals. Afterward, practical advice will be proposed, and the most frequent errors made in the practice of praise will be addressed in conjunction with alternative actions.