Children are no longer what we knew them to be. We are presented with a new world in which children at age 7 or 8 are already completing algebraic equations and by the time they reach 9 or 10 they are ready for university education. Across the world many parents and educators are startled by young kids who are already inventing things using basic resources.

One of them , Jacob Bradd (11) from Australia, already tries to find new algebraic equations , at university level, while his age mates are learning how to tie their shoe laces.

Many parents of such gifted children are faced with great dilemma and are increasingly worried about the life their children will live noting the impact of accelerating their children to university at tender ages. They are more concerned about the social well being of these children.

As a matter of fact there are those children that terribly failed to fit in the university systems and just ran away. Some had huge social problems later in life.

Whereas there are many arguments for and against acceleration of gifted kids in the education ladder, there is growing scientific evidence that indeed these children are socially growing faster than their peers. So it may not be quite difficult to get them along with adults but with some caution.

New Research reveals that these gifted kids required a completely different approach, while being accelerated. Yes it was good to accelerate them because that would bring in stimulation and challenge necessary to match their hungry potentials. But the manner in which it was done brought a conflict between their natural growth, social intelligence and intellectual demand.

This is the reason The World Talent Federation has recognized the role of Talent Based Learning that it has set across the world as Talent and Academic Clinics. Talent Based Learning ensures that learning is part of talent development which match specific “Talent Genres” of these children.

The World Talent University builds on this work of the Federation and ensures that the children not only achieve intellectually but equally socially. It further engages member universities to take “moderated” approaches in ensuring that such children become protected and allowed to break their own records.

Transitioning: Jacob Bradd, pictured at 13 in 2012 when he completed his first HSC maths extension exam. Photo: Kirk Gilmour