Parents’ Perspectives on Participation Among Gifted and Typically Developing Children: A Pilot Study

<b>Background/Objectives</b>: Despite growing interest in giftedness, the differences in daily participation between gifted and typically developing children remain understudied and insufficiently understood. Exploring these differences may provide valuable insights into the unique needs and support required for gifted children compared to their typically developing peers. This comparative exploratory study aims to examine the differences between gifted and typically developing children's daily participation patterns in home, school, and community environments and their parents' perspectives and explore underlying developmental characteristics that may predict their participation. <b>Methods</b>: Parents of 215 children (8-18 years; 53% boys) in a gifted group (<i>n</i> = 136) and a matched typically developing children group (<i>n</i> = 79) completed the Five-to-Fifteen-revised questionnaire and the Child and Adolescent Scale of Participation. <b>Results</b>: We found no significant between-group differences in daily participation. However, we noted significant correlations in each group between the questionnaires' participation domains (<i>r</i> = -0.243 to -0.460 in the gifted group, and <i>r</i> = -0.57 to -0.78 in the typically developing children group). Social and memory skills predicted 24% of the gifted children's participation, and social and mental skills predicted 65% of the typically developing children's participation. <b>Conclusions</b>: The results indicate similar participation patterns of gifted children and typically developing children. Social skills are a key element enabling daily participation among children in both groups.