Brandy Chevalier04.760 Education of Children Who are Gifted, Talented and CreativeJune, 2013

Optimizing Your Child’s

Potential

IntelligenceContrary to popular belief, intelligence is not something that you are born with!

Intelligence is:-educable-changeable

(Clark, 2011, pg. 3)

http://www.kiddicaru.com/our-nurseries/plympton-nursery/gallery/kiddi-caru-plympton/

Stimulation Humans have a need

for stimulating activities as well as enriching environments for their entire lives.

(Clark, 2011, pg. 3)http://www.casagv.org/adult-day-health-care

Developing Giftedness Genes do not produce intelligence traits. Genes respond to stimulation and

experiences from the environment.(Clark, 2011, pg.

35)

http://www.psychologytoday.com/blog/radical-teaching/201302/giftedness-not-unwrapped-we-all-lose

Provide Support Strategies that have been shown

to be beneficial to families supporting young children in pursuit of maximizing their potential are:

Allow for the development of empathy Work on clear communication

between family members Display pleasure for family members’

accomplishments Allow young children to be involved in

planning activities and trips for the family (Clark, 2011, pg. 38)

http://www.rickackerly.com/2012/04/10/parents-and-teachers-building-empathy-in-children/

Development of Special Talent or Abilities Early opportunities for the development of abilities

with encouragement from friends and family Early and continued instruction and guidance Opportunity to practice and develop special

abilities Interactions with others of similar ability Opportunities for real accomplishments Allowing for strong experiences of success

combined with recognition for these successes(Clark, 2011, pg. 38)

Values & Interests A child’s parents

and their own values and interests have the ability to determine which traits and qualities will be encouraged.

(Clark, 2011, pg. 38)http://naturalrunningcenter.com/2012/09/12/father-son-freedom-runs-half-marathon/

Identifying & DevelopingSpecial Ability Families where music, the arts, sports and/or

intellectual activity is highly valued Families who believe in the importance of a strong

work ethic A first teacher that is loving, makes lessons fun,

instructs children individually and includes parental interests

A second teacher who places emphasis on skills and self-discipline combined with continued individual instruction

Access to a master teacher(Clark, 2011, pp. 38-39)

Beginning of Giftedness Bright and outgoing

infants are typically the offspring of happy, contented women.

Giftedness begins during pregnancy.

(Clark, 2011, pg. 62)http://bodyfabulous.blogspot.com/2012/06/running-during-and-after-pregnancy.html

A Responsive Learning Environment for Early Learning One of the first steps in optimizing

learning is providing a responsive learning environment.

Lack of stimulation in the environment between the ages of 1 and 3 years can result in a lower IQ and learning ability.

(Clark, 2011, pg. 69)

Responsive Learning Environments for Early Learning(0-3 months)

Respond to the child’s signals Breastfeed Change crib location in the nursery often Hang mobiles over the crib Rock infant Allow skin to skin contact Provide variety in sounds and speech

patterns Sing to the infant Play vocal games Bring baby from room to room when

cleaning and going about daily activities(Clark, 2011, pg. 65)

http://learnboxx.wordpress.com/

Responsive LearningEnvironments for Early Learning(4-10 months)

Once a child is mobile don’t restrict their environment with a play pen

Provide toys of interest Play games with toes and fingers Play, talk and interact Encourage new games Talk about what you see Read books Carry baby for daily activities

(Clark, 2011, pg. 66)

http://www.nytimes.com/2010/10/08/us/08picture.html?pagewanted=all&_r=0

Responsive Learning Environments for Early Learning (11months – 2 years)

Allow for a variety of sensory experiences

Provide a variety of toys Play games with the child Teach the child to be aware of

objects and their names Make books familiar to them Talk to the baby during all

caregiving Take walks and discuss what you

see Include the child in daily activities

as much as possible(Clark, 2011, pg. 68)

http://mumstreet.co.uk/content/your-child/ask-health-visitor/how-can-i-help-my-childs-development-through-play/

Ensuring the Development of High Potential

Between the ages of 2 and 5 years of age, a child’s mental ability shows immense, rapid growth.

The development of speech, mobility and increased social involvement adds to the child’s intellectual development.

(Clark, 2011, pg. 73)

http://www.ucdsb.on.ca/school/css/newsmedia/Pages/FullDayKindergartenComestoCaldwell!!.aspx

Positive Nurture Essentials Encourage exploration Praise accomplishments Help the child with practicing and

expanding basic skills Protect the child from disapproval,

punishment and teasing Provide a rich, responsive language

environment(Clark, 2011, pg. 73)

Pre-School Learning experiences

with other children become important after the age of 3.

Look for pre-schools that focus on planned exploration and development of learning skills.

(Clark, 2011, pg. 74)

http://gracioushandslearning.com/category/preschool/

Gifted Students A gifted or talented student can be

identified as an individual who is advanced in one or many areas of development.

These students exceed teacher and parent expectations in specific developmental areas or in the school curriculum.

Only 2-5% of school-aged children are identified as gifted.

(Hutchinson, 2010, pg. 73)

High-Ability Learner Needs Educators can utilize a simple equation to assist

in the development of programming and special services for students with high abilities to guide them.

Characteristics + Needs = Curriculum Implications

(Dettmer, Knackendoffel & Thurston, 2013, pg. 302)

http://www.underthegoldenappletree.com/2012/04/six-things-to-consider-when-choosing.html

Tailoring Curriculum Four types of modifications to consider

when tailoring curriculum are: Release from repetition Removal of ceilings Flexible pacing Self-directed learning and production

(Dettmer, Knackendoffel & Thurston, 2013, pg. 302)

Differentiated Curriculum Accelerated Curriculum = Enrichment

(Dettmer, Knackendoffel & Thurston, 2013, pp. 302-303)

http://www.openarmsofblueridge.org/campaigns/child-enrichment-fund.aspx

What Classroom Teachers Can Do for Gifted Students Provide enrichment and acceleration

opportunities Allow gifted students to pursue individual projects Become involved in organizations that assist

teachers of gifted students Take courses specific to instructional strategies

for gifted students Encourage students to be active participants in

events that showcase their skills(Hardman, Drew & Egan, 2011, pp. 432-433)

Planning for Gifted Students Compact curriculum to allow for extended learning in

other areas Make cross-curricular connections Provide authentic problems Encourage students to pursue their personal interests Encourage critical thinking Listen to student ideas Provide an engaging environment Use collaborative learning Consider student interest when designing assignments

(Hutchinson, 2004, pg. 39)

Living With Gifted Children Listen and let your child know they are valuable Allow for individual time with each child Include your child in the activities that you like to do Participate in things with your child that they are interest in Allow your child to be an individual and accept them

unconditionally Treat your child with dignity and respect Allow your child to make decisions that they are capable of Assist in understanding and dealing with belonging and conformity

needs Show that you value reflection and day dreaming Help with identifying time and energy priorities Help them appreciate difference and understand others capabilities

(Clark, 2011, pg. 45)

Parent & Teacher Resources1) Gifted and Talented Education

http://www.cbv.ns.ca/giftededucation/-This website is an excellent resource for both educators andparents of gifted students. It provides guiding principles, definesgiftedness, a process for identification, teaching strategies, andten things to know about gifted students.

2) 50 Essential Links for the Parents of Gifted Children

http://oedb.org/library/beginning-online-learning/50-essential-links-for-the-parents-of-gifted-children/

-This website provides an extensive list of resources for parents of giftedchildren that can be beneficial to the further development of advancedchildren.

3) Traits and Characteristics of Gifted Childrenhttp://www.giftsforlearning.com/traits.htm-Cognitive traits, behaviors, characteristics and traits of young gifted childrenare provided on this site. As well as problems of gifted kids, informationabout gifted adults, books and toys for gifted kids.

ReferencesCape Breton-Victoria Regional School Board. (2013). Gifted and talented education in CBVRSB. Retrieved on June 8, 2013,

from http://www.cbv.ns.ca/giftededucation/

Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home. (8th ed.). Upper Saddle

River, NJ: Pearson Education.

Dettmer, P., Knackendoffel, A., & Thurston, L.P.. (2013). Collaboration, consultation, and teamwork: For students with

special needs. (7th ed.). Upper Saddle River, NJ: Pearson Education.

Gifts for Learning. (2011). All about gifted kids. Retrieved on June 8, 2013, from http://www.giftsforlearning.com/about_gifted_kids.htm

Hardman, M.L., Drew, C.J., & Egan, M.W. (2011). Human exceptionality: School, community, and family.

(10th ed.). Belmont, CA: Wadsworth.

Hutchinson, N.L. (2010). Inclusion of exceptional learners in canadian schools: A practical handbook for teachers.

(3rd ed.). Toronto, ON: Pearson Canada.

Hutchinson, N.L. (2004). Teaching exceptional children and adolescents: A canadian casebook. (2nd ed.). Toronto, ON: Pearson Canada.

Open Education Database. (2013). 50 essential links for the parents of gifted children. Retrieved on

June 8, 2013, from http://oedb.org/library/beginning-online-learning/50-essential-links-for-the-parents-of-giftedchildren/