By: Dr. Fabiano de Abreu Agrela Rodrigues

Introduction:

Identifying and adequately supporting the development of gifted infants requires a deep understanding of the interplay between innate intelligence and intrinsic learning. Innate intelligence, influenced by genetic factors, provides the potential for learning, while intrinsic learning, driven by curiosity and internal motivation, allows the baby to explore the environment and build knowledge autonomously. This dynamic interaction is shaped by neurobiological factors, such as brain plasticity and the formation of neural connections, and is influenced by the experiences and stimuli present in the environment. Based on my experience as a neuroscientist and expert in human behavior, and based on more than 100 published studies on intelligence, here are some essential guidelines for parents and educators who want to support the full development of babies with high abilities.

Educator’s Effort According to the Baby’s Need:

Babies with high cognitive abilities have individual learning needs and rhythms, demanding a personalized educational approach. Studies indicate that the expression of innate intelligence varies among gifted babies, and some demonstrate the ability to learn with less external intervention. However, the role of the educator remains essential to optimize the development of all babies. Educational intervention should be intensified for infants with greater cognitive challenges or with double exceptionality, who need additional support and strategies tailored to their specific needs. This personalized approach, which considers the particularities of each baby, promotes cognitive development and respects the individuality of each child.

Choice of Audiovisual Stimulus Criteria:

Exposure to audiovisual stimuli in babies should be judicious, considering the impact that different types of content can have on brain development. Studies indicate that excessive exposure to animations with fast frames, abrupt transitions, and excessive visual stimuli can overwhelm the developing nervous system and impair sustained attention span. On the other hand, educational programs with a slower pace, clear images, soothing colors, and relaxing sounds can favor the development of concentration, attention, and auditory and visual processing skills. The choice of audiovisual content must consider the balance between stimulation and serenity, prioritizing the well-being and healthy development of the baby.

Limited Screen Time:

The American Academy of Pediatrics (AAP), in its 2016 guidelines, recommends limiting children’s exposure to screens. For children aged 2 to 5 years, screen time should not exceed 1 hour per day, and for children under 18 months it should be avoided, except for video calls. Studies have associated excessive screen time with various damages to children’s health, such as sleep problems, attention difficulties, delayed language development, obesity, myopia, and socio-emotional problems. Limiting screen time allows children to engage in other activities that are essential for their development, such as free play, social interaction, and exploration of the real world. Digital media can be used as complementary learning tools, as long as their use is conscious and balanced.

Self-Taught Development in Infants with High Genetic Predisposition:

Babies with a high genetic predisposition to intelligence often demonstrate a heightened innate curiosity, which drives them to explore their environment, seek new information, and learn autonomously. This tendency towards self-learning contributes to accelerated cognitive development, allowing these babies to acquire knowledge and skills more quickly and independently. This trait can lead to advanced cognitive development without the need for intensive pedagogical interventions.

Specific Dedication for Babies with Double Exceptionality:

Gifted babies with double exceptionality, who simultaneously have high intellectual abilities and some learning or developmental difficulty — such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyslexia or dyspraxia — require specialized attention and individualized support. The double exceptionality generates a unique combination of forces and challenges, demanding adapted educational strategies that consider both the higher cognitive potential and the specific needs associated with the coexisting condition. It is essential that these babies are evaluated by specialized professionals so that their needs are understood and met in a comprehensive way, allowing them to develop their full potential and achieve academic and personal success.

Food Supplementation and Innate Intelligence:

Although food supplementation is a widely debated topic, there is no conclusive scientific evidence that proves the effectiveness of food supplements in increasing innate intelligence. Cognitive development depends on a complex interplay of genetic, environmental, and nutritional factors. A balanced diet, rich in essential nutrients and suitable for each stage of child development, plays a key role in promoting brain health and cognitive performance. Prioritizing the consumption of fresh foods, such as fruits, vegetables, legumes, whole grains, lean meats, and dairy products, ensures an adequate supply of vitamins, minerals, proteins, and essential fatty acids, crucial nutrients for the development and functioning of the brain.

Language Delay as Indicative of Double Exceptionality:

Delay in language acquisition, characterized by difficulty in understanding and using verbal language in an age-appropriate manner, can be a warning sign in infants with high cognitive abilities, indicating the possibility of double exceptionality. In some cases, language delay is associated with conditions such as Autism Spectrum Disorder (ASD), which can coexist with giftedness. It is essential that parents and educators are aware of this sign and seek professional evaluation in case of concerns about language development. The early identification of double exceptionality allows for appropriate intervention, with individualized support and pedagogical strategies adapted to the child’s needs, favoring their full development and well-being.

Motor and Early Intelligence Coordination:

Infants with early intelligence often demonstrate accelerated motor development, acquiring gross motor skills, such as sitting, crawling, and walking, and fine motor skills, such as grasping objects and manipulating toys, earlier than average for their age. This association between early cognitive and motor development can be explained by the accelerated maturation of the nervous system and the innate curiosity that drives the exploration of the environment and the improvement of motor skills. However, it is important to remember that child development is variable, and not all babies with early intelligence will follow this pattern exactly. Significant deviations from the expected motor development pattern can be a warning sign for the presence of double exceptionality, indicating the need for professional evaluation to identify possible difficulties and offer adequate support.

Use of Screens in Babies with Autism:

The use of electronic devices as support tools for children on the autism spectrum (ASD) has shown promise in several studies. Applications, games and educational software, when used in a planned way, can help in the development of social, communicative and cognitive skills. Visual and interactive resources can be especially effective for children with ASD, who often have greater ease of learning through visual channels. It is essential, however, that the use of electronic devices is done in a controlled manner and with professional monitoring. Moderation in screen time is crucial to avoid potential negative effects on a child’s development, such as sleep problems, social isolation, and attention difficulties. In addition, careful content selection is essential to ensure that children are exposed to materials that are appropriate for their age and interests, which promote learning and the development of relevant skills.

Logic Games as an Educational Tool:

Games that stimulate logical reasoning and problem-solving can be valuable tools in the development of children with double exceptionality, especially for those who have difficulties in areas such as planning, organization, and cognitive flexibility. These games challenge children to think strategically, analyze information, identify patterns, and find creative solutions to different situations. By exercising logical reasoning, children with double exceptionality can develop brain regions that help compensate for their specific cognitive deficits, such as those related to executive functions. Hyperfocus, a characteristic often observed in children with double exceptionality, can be an advantage in the context of logic games, allowing the child to concentrate intensely on the activity, explore different possibilities and persist in the search for solutions. However, it is important to recognize that gifted children without double exceptionality can also benefit from logic games, developing valuable cognitive skills while having fun. In addition, gifted children without double exceptionality tend to demonstrate a wider range of interests, exploring different areas of knowledge and engaging in diverse activities

Conclusion:

The education of babies with high cognitive abilities must be based on a deep understanding of neuroscience and human behavior. Knowledge about brain development, neural plasticity and learning mechanisms allows the creation of more effective educational strategies that promote the full development of each child’s potential. It is crucial that education is adjusted to individual needs, recognizing that each baby has a unique learning pace, interests, and ways of interacting with the world. The combination of personalized interventions, which consider the characteristics and needs of each child, with respect for the innate capacity for learning, driven by curiosity and intrinsic motivation, allows maximizing the potential of each baby, preparing him for a future of achievements and significant contributions to society.