Plus è sempre meglio? La sfida dell’alto potenziale cognitivo per le famiglie
L’articolo analizza l’alto potenziale cognitivo attraverso le narrazioni di bambini/adolescenti e delle loro famiglie. Una ricerca qualitativa basata su interviste ha consentito di ricostruire le esperienze, i processi di riconoscimento, le interpretazioni e le dinamiche relazionali che accompagnano tale condizione. I risultati evidenziano disallineamenti tra aspettative, percezioni e pratiche in contesti segnati da fraintendimenti e difficoltà di interazione. Il percorso di valutazione e certificazione rappresenta una discontinuità che consente di rielaborare, interpretare e attribuire senso alla condizione di plusdotazione, attenuando le tensioni nei contesti famigliari e educativi.
Parole-chiave: plusdotazione, alto potenziale cognitivo, minori, inclusione, pratiche educative
This article examines high cognitive potential through the narratives of children and adolescents and their families. Drawing on qualitative interview-based research, it reconstructs the experiences, processes of recognition, interpretations, and relational dynamics associated with this condition. The findings point to mismatches between expectations, perceptions, and practices in contexts marked by misunderstandings and difficulties in interaction. The assessment and certification process marks a turning point, enabling the condition of giftedness to be reconsidered and understood, while easing tensions in family and educational settings.
Keywords: giftedness, high cognitive potential, children and adolescents, inclusion, educational practices
DOI: 10.82031/2281-2652-2026-028
Parole-chiave: plusdotazione, alto potenziale cognitivo, minori, inclusione, pratiche educative
This article examines high cognitive potential through the narratives of children and adolescents and their families. Drawing on qualitative interview-based research, it reconstructs the experiences, processes of recognition, interpretations, and relational dynamics associated with this condition. The findings point to mismatches between expectations, perceptions, and practices in contexts marked by misunderstandings and difficulties in interaction. The assessment and certification process marks a turning point, enabling the condition of giftedness to be reconsidered and understood, while easing tensions in family and educational settings.
Keywords: giftedness, high cognitive potential, children and adolescents, inclusion, educational practices
DOI: 10.82031/2281-2652-2026-028
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