The talents that the Creator has endowed with the bulk of his ability to the human being begins with the beginning of life as latent preparations or potential potentials that grow and mature as the child grows in the early stages of his life, and there are driving forces that discover these preparations and potentials, and show them, which pushes the gifted child to bring out his talents, and help him in its development to reach creativity And innovation.
The mental development of the young person is related to many factors, some of which are inherited and others shaped by the environment in which he is born, including family, friends and education. Talent does not appear in a vacuum, but rather needs a social climate characterized by wealth, positivity and openness, whether in the family, in the school, or among peers, and in content. Also, these factors surrounding the child may enhance or frustrate his motivations and his freedom of expression or creative thinking.
Likewise, there is no contradiction between talent and creativity, for talent is a natural innate predisposition, and creativity is how to bring talent into existence, and a talented creator has a desire to show his tendencies towards what he loves, whether literature, drawing, scientific invention, or any other field .
From this it becomes clear to us that there are motive forces and influencing factors that push the gifted child to creativity, so let us review the following opinions to know them:
First: The family is a basic, vital and important source in developing the behavior of creativity and talent for gifted children, as it is the mediator that provides them with a family environment that stimulates creativity and talent, and creates an appropriate atmosphere for them that allows them the freedom of expression and expression of opinion, which enables them to unleash and liberate their potentials and energies. Experiences and research have shown that creative abilities grow in a family atmosphere that nurtures, understands and encourages creativity, and parents are among the most important sources for discovering talent, getting to know it, and their expectations are often correct, especially the mother being the main custodian of the child. However, Hearst believes that only 20% of gifted children are the most able to truly develop their abilities to the degree in which they make a contribution to society, and the reason for this is due to the family environment in which children grow up, children from families with a low social level, often They fail to develop their capabilities due to lack of opportunities and incentives, and this may also apply to higher socio-economic levels (Stewart, 1996)
Second: The school and providing comprehensive care programs for gifted children. Jarwan (2008) believes that gifted students need educational programs and services that are distinct from the traditional programs and services available in regular schools, based on this on a set of justifications for the philosophy of establishing special programs to educate and educate the gifted. This is what he also went to some regarding the necessity of caring for the talented, in order to help them develop their capabilities and develop their preparations on the one hand, and in order to make good use of their creative abilities and talents, so that they do not wither and become extinguished on the other hand, as they represent a resource A significant human being is more valuable than any other material resource. Jarwan (2002) also emphasized that the best programs for gifted care are those that are characterized by a holistic nature of service, as they consist of the three main elements of care, namely: acceleration, enrichment, and guidance, because the application of this type of program necessarily results, if the environmental conditions are met. Appropriate, to meet all the individual needs of the gifted in cognitive, emotional, creative and psycho-kinetic aspects.
Third: The role of the rest of society's institutions during the study of the gifted and after his graduation, he must continue to pay attention to him throughout his life, he mentioned some. Perhaps everyone believes to a large extent in the axiom that states that human wealth is better and more beneficial, and more returns than all material wealth. Therefore, it is noticeable today that societies race and the efforts of nations and countries to uncover and care for outstanding, talented and creative children, as these countries have realized that their capabilities are superior to their talents and creators, and that they are ahead of other countries with the minds of their scholars, thinkers, and inventors.
In light of the above opinions, I see that talent is an innate capacity and aptitude that is not sufficient on its own but needs to be discovered and nurtured, and that there are driving forces for talent represented in the family, school and society. Their environment is like joyful and attractive environments, and a fertile breeding ground for production, work, and creativity. On the contrary, whenever these environments are unprepared, ineffective and lacking in integration between them, they become in their view gloomy and repulsive environments, a land of drought and desertification.
In conclusion,
the talented person is considered a national wealth, a treasure for his nation, and a factor in the renaissance of his society in the fields of scientific, professional and artistic life. Therefore, the exploitation of his capabilities is an intellectual and educational exploitation is an imperative. The talented and distinguished people in most societies are the ones whose renaissance is based on their shoulders, as they are their masterminds, their conscious hearts, goal-makers and planners to achieve those goals, and among them the leaders in various fields of economic, social, industrial, political and service life appear.
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