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Review
. 2024 Aug 2;12(8):76.
doi: 10.3390/jintelligence12080076.

A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity

María Leonor Conejeros-Solar  1 , Sandra Catalán  1 , María Paz Gómez-Arizaga  2 , Tatiana López-Jiménez  1 , Natalie Contador  1 , Katia Sandoval-Rodríguez  1 , Cristóbal Bustamante  1 , Josefa Quijanes  1
Affiliations
Review

A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity

María Leonor Conejeros-Solar et al. J Intell. .

Abstract

Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.

Keywords: early indicators; educational programs; giftedness; intellectual precocity; systematic review.

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Conflict of interest statement

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the writing of the manuscript; or in the decision to publish the results.

Figures

Figure 1
Figure 1
PRISMA flow diagram describing the results of the literature review adapted from Page et al. (2021).
See this image and copyright information in PMC

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