Özet:

Abstract: In addition to biological factors, various environmental factors such as school, family, teacher and friend environment influence the education and intelligence of gifted children. The cognitive and emotional development of these gifted children forms via interacting with these environmental factors . In addition to supporting and strengthening the social and emotional development of a gifted child, the need for guidance about issues such as parental sense of responsibility, loneliness in the community and lack of knowledge about communication within the family should be met because of having a gifted child. It is also true that in addition to their social and emotional development, gifted children also have a special potential for high-level moral development, and that they need to be supported in order for this potential, called moral promise, to be developed and improved. Gifted students have a much wider knowledge base, and they are more successful in using their knowledge to their advantage, prefer more complex and more challenging environments, are quicker to solve problems, but they spend more time in the planning process and identify problems more effectively. It is very important for the students to work with teachers who have the necessary qualifications in education. The influence of the institutions as well as the teachers can not be denied. These institutions are gathered under the name of BİLSEM. In our country, gifted chidren who are the most neglected group among the special educationgroups are directed to BİLSEM through schools. This, in turn, indicates that they are throwing a great deal of work into the schools. One of the major advantages of BİLSEM is that children are not alienated from their friends in their schools. In their spare times after school , they continue education in BİLSEM.

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