There is also a close, intertwined relationship between emotion and cognition, which sometimes leads to perfectionism and procrastination in gifted children. Elementary classroom teachers see this in children who become frustrated and angry when they do not easily master a difficult skill. 

Children may be well beyond grade level in one area while at grade level in other areas. Or, there may be foundational holes in their learning, or some children’s learning may not have been sequential in nature. For example, a teacher may find a student who can do algebra but not have mastered multiplication facts. 

In the classroom, cognitive asynchrony occurs both between different content areas and within a single area, especially when the content area is in the student’s area of giftedness. Asynchrony in a child’s area of giftedness is less common but very difficult to diagnose and treat in the classroom. 

It is most important that teachers recognize cognitive, academic, and emotional asynchrony and understand that children can be highly gifted, while at the same time thinking, achieving, and feeling or interacting well below their mental age expectancy in specific areas or conditions. 

Gifted individuals are well outside the norm in many ways. They are best served by educators and parents who have a clear understanding of the impact of their possible asynchrony.