Bloom’s three-phase model of talent development

Benjamin S. Bloom (1985) characterizes three significant phases in youthful talent development:

  1. The student is introduced to the activity in an enjoyable, often playful context. They might demonstrate “promise,” prompting their parents to suggest explicit instruction.
  2. The student embarks on a deliberate program of improvement, engaging in instruction and practice
  3. The student commits to full-time study of that activity, often attending a dedicated academy for that purpose. This phase culminates in the student making a living professionally.

Ericsson et al (1993) suggest a fourth phase: once the student’s a professional practitioner, they work to make unique contributions to that domain (i.e. to become an “eminent” performer).

Q. In Bloom’s model of talent development, what starts the first phase?
A. A student’s introduced to an activity in a playful or enjoyable context

Q. In Bloom’s model of talent development, how does a student transition from the first phase to the second?
A. The student decides to embark on explicit development, i.e. through instruction or practice

Q. In Bloom’s model of talent development, what happens in the second phase?
A. The student engages in serious practice and instruction, though not yet with full-time focus.

Q. In Bloom’s model of talent development, how does a student transition from the second phase to the third?
A. They make a commitment to full-time involvement in that domain, usually investing in much more serious instruction.

Q. In Bloom’s model of talent development, how does a student complete the third phase?
A. They become a professional.

References

Bloom, B. S. (1985). Generalizations about talent development. In B. S. Bloom (Ed.), Developing talent in young people. Ballantine Books.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363. Ericsson et al - The Role of Deliberate Practice in the Acquisition of Expert Performance