A sensitivity to the special needs
of young gifted children can make a significant difference to their future development and happiness.
If a child exhibits several of these characteristics, parents may wish to have the child assessed by a child development professional with experience in
evaluating young gifted children.
These pedagogical approaches
invite young gifted children and their families into strong and collaborative learning partnerships that can grow understanding and celebrate diversity and difference within early childhood settings.
Ability grouping and grade advancement can be of invaluable assistance in the early years of school to
young gifted children whose accelerated conceptions of friendship are urging them to seek the sure shelter of a relationship of trust, fidelity and authenticity, at ages when their age - peers are seeking play partners or casual conversation.
The results of this study raise, once again, the question as to why schools both in Australia and the United States so often reserve programs of ability grouping for students in the upper years of primary school, and why teachers are so reluctant to
allow young gifted children to grade advance.
General Principles for Teaching
Young Gifted Children Many schools today have chosen to serve their gifted student population by enabling teachers to provide educational alternatives for them within the existing curriculum and in the regular classroom.
Young Gifted Children present special challenges, because they are sometimes not yet able to explain the differences they feel, and the pressures and priorities of being a gifted child.
Gifted and talented: Inclusion and exclusion concludes with the consideration of pedagogical approaches and learning
with young gifted children including:
Teaching
Young Gifted Children in the Regular Classroom: Identifying, Nurturing, and Challenging Ages 4 - 9 by Joan Smutny, Sally Walker, Elizabeth Meckstroth
The answers to all those questions are quite obvious to adults, but not to
the young gifted child.
Archibald is
a young gifted child whose idea of fun is to read and learn about science.
Imagine that
your young gifted child tells you one day that the work at school is too hard.
And for information on giftedness in Young Children, read
The Young Gifted Child for telltale signs that young gifted children often exhibit.
A more complete picture of giftedness in
young gifted children would involve observations of behavior and verbal ability in different classroom settings, anecdotal information from parents, and child products (art work, diagrams, inventions, lego buildings, stories - written or told).
Joan Franklin Smutny is Director, The Center for Gifted, National - Louis University, Evanston IL, coauthor of Teaching
Young Gifted Children in the Regular Classroom, and editor of The Young Gifted Child: Potential and Promise, An Anthology.
Teaching
Young Gifted Children in the Regular Classroom: Identifying, Nuturing, and Challenging Ages 4 - 9.
Teaching
Young Gifted Children in the Regular Classroom: Identifying, Nurturing, and Challenging Ages 4 - 9.
Young gifted children are intensely curious, produce a constant stream of questions, learn quickly and remember easily, and think about the world differently than their age - mates.
Young gifted children are at risk for boredom, frustration, and depression.
The Young Gifted Child: Potential and Promise, An Anthology.
Teaching
young gifted children in the regular classroom.
Early identification and intervention are essential for the growth and development of
young gifted children.
Young gifted children: A practical guide to understanding and supporting their needs.
Approaches to identifying and profiling the play and learning of
young gifted children are outlined and strategies for responding to, and engaging with, young gifted children and their families are discussed.
In this edition of the Research in Practice Series, Cathie Harrison raises awareness of the nature of giftedness and the learning and affective strengths and needs of
young gifted children.