By Dr. Fabiano de Abreu Agrela Rodrigues

Children with profound giftedness (IQ above 146 points) have unique thought processes, distinct from those seen in children with moderate giftedness. This singularity is manifested in several areas, such as the perception of complexity, the search for precision and the ability of abstract reasoning at an early age.

A notable feature is the tendency to see the simple as complex. Faced with seemingly trivial questions, these children may present elaborate and multifaceted answers, reflecting a deeper level of analysis and integration than expected. The need for accuracy is also striking, with a constant search for exact answers and a difficulty in accepting “solutions good enough”.

At the same time, the complex can become simple for these children, as they understand the abstract material by identifying the underlying pattern. Once the concept is mastered, additional practice becomes unnecessary. This quick and comprehensive understanding can make it difficult to explain the learning process to others, such as teachers.

In addition, children with profound giftedness demonstrate an early ability to reason abstractly, categorizing data, and establishing logical connections between different types of information. Metaphorical thinking and understanding of complex proverbs are also observed at younger ages than in children with moderate levels of giftedness.

These unique cognitive characteristics, although they represent a great intellectual potential, can also bring challenges for these children, such as the difficulty in adapting to the rhythm and demands of traditional education. It is essential that parents, educators and health professionals understand these differences and offer the necessary support so that these children can develop their full potential in a healthy and happy way.