Needs of gifted and creative children can be addressed by

Concept: Educational psychology holds that gifted and creative learners are marked by high ability, curiosity, and a strong need for autonomy and complexity; when tasks are too easy or too rigidly structured, they disengage and can become bored or restless. The core intervention principle is therefore enrichment: providing tasks of appropriately higher challenge, open-ended in structure, that stretch their reasoning and allow divergent (multiple-solution-path) thinking.

Application: Among the offered strategies, only "giving challenging tasks and activities to prevent boredom" matches this enrichment principle directly — it raises the cognitive demand and keeps gifted and creative learners engaged and stimulated, which is exactly what their profile requires.

Contrast:

• Convergent-thinking questions push learners toward one predetermined correct answer, which narrows rather than nurtures the divergent, multiple-pathway thinking that creativity depends on.

• Specific step-by-step instructions remove the autonomy and exploratory space gifted learners need to apply their own problem-solving strategies.

• Memory-based tests assess rote recall of facts, not the higher-order reasoning or creative production that these learners need to be challenged on.