title: [Intellectually precocious children].
abstract: Equally called gifted, supergifted or with high potential, intellectually precocious children are characterised by a fast rhythm of development which is only achieved by 2 to 5% of children. It is only since 2002 that the French National Education System, following the Delaubier report, has recognized their existence and their abilities but also the difficult answer of the education system facing their specific needs. IQ tests remain the basic mean for identifying intellectual precocity but, better than the place determined by the IQ, the analysis of the developmental profile in terms of level or mental age allows a better understanding of each child in his specificity. These children present an affective and psychomotor development relatively less advanced than their intellectual development. This is named internal dyssynchrony. Besides, the discrepancy between their own rhythm of development compared to that of other children causes a social dyssynchrony, evident in their relationships with other children of the same age and facing the standard pace of progression imposed by the school. In order to help them manage their abilities linked to their intelligence, it matters firstly to identify and recognize them as precocious to help them fully express their personality and achieve their full potential.
authors.affiliation: jc.terrassier@wanadoo.fr
authors.forename: J-C
authors.initials: JC
authors.lastname: Terrassier
mesh_terms: D000223:Adaptation, Psychological; D002648:Child; D002652:Child Behavior; D002672:Child, Gifted; D056348:Emotional Intelligence; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D009048:Motor Skills; D010553:Personality Development