A primary indicator of high ability is the non-linear path to learning. It’s common for a young math whiz to want to explore Geometry before mastering the times table, or for a young musician to try pieces that are much too hard. Parents and teachers worry about this because we can’t picture this child’s development with so many holes in it.
Certainly when my son Lewis was three and learning to play the cello, I didn’t see what he’d gain from trying to read the music in my most advanced orchestral excerpt books.
I wish I’d had somebody to reassure me that the point of what he wanted to do was not primarily to learn about music. Rather, he thrived on advanced material because his mind craved it.
Like physical hunger, when a craving is satisfied, then your mind is free to think of something else. After that you can pay attention to many things that you couldn’t before.
So the gaps in a gifted child’s development are less serious than the futile struggle of trying to force him or her into sequential learning.