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Young Gifted Times

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Rebekah Cordeiro

on 5 June 2014

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Transcript of Young Gifted Times

Anala Beevers, age 4, invited to MENSA
www.younggifted.weebly.com
Identifying the Young and Gifted
MENSA TODDLER TAKEOVER
• fast-­paced learning
• engaging teaching strategies
• flexible classroom organization
• challenging learning experiences which are in-­depth, open-­ended and extend thinking
• provision of a range of experiences, resources and materials to extend children's knowledge and provide motivation
• a stimulating and interactive environment that is relevant and meaningful to the child's life experiences, learning style and advanced level of development
• the opportunity to develop independent learning skills
• a recognition and development of individual potential.

New Orleans, LA- 4-year-old Anala Beevers has been invited to join MENSA with an IQ of over 145. She knew the alphabet at 4 months and knew numbers in Spanish at 18 months.


http://www.people.com/people/article/0,,20721049,00.html
Priceless
Thursday, June 5, 2014
PLC-S
Who are the Young and Gifted?
Cassandra Creighton, age 5, gives TED Talk
5-YEAR-OLD GIRL DEVELOPS VIDEO GAME
Young and Gifted News
Serving the Young and Gifted
What does Young Gifted look like?

My child is young gifted…Help!!

Accept your child as different
Use developmental timetables; be careful, they are only used as guides
Take suggestions from family, neighbors, and friends “with a grain of salt”
Balance needs of the rest of family, family time, and family budget when meeting the needs of your gifted child.


Advanced humor, creative play, and sensitivity to discrepancies

Task motivation, persistence, and curiosity

Advanced language and abstract thinking

Greater social-emotional maturity than other children

Children within the Pre-K through 2nd grade age group

• 70% of children were accurately identified by their parents are gifted. Some parents underestimate rather than overestimate.
• Observed characteristics:
o Early verbal expression
o Long attention span
o A good memory
o High level of curiosity
o Creativity
• Identification processes should include a combination of objective and subjective approaches to be effective.




Steps to identify young gifted:
1. Parent interview
2. Make observations in natural settings.
3. Gather information from child’s teacher
4. Standardized and informal measures to get a more complete picture of child’s strength and weakness
5. Aggregate the information into a picture of the child.
Learning environment should be characterized by:
• variety
• flexibility
• more and varied resources
• sophisticated equipment
• warmth and trust
• non-­threatening situations for testing views, risk taking
• provision of situations to promote creative and divergent thinking
• student centeredness.
• Competition encourages and motivates gifted children to perform to the best of their high ability, and the recognition they receive for their success provides the motivation for continued competition.
o Some side effects are: stress, failure, and sibling rivalry

• Television watching should be monitored and limited
• Overstimulation can confuse children and detract from active involvement, concentration, and learning.
• Teach the child basic writing skills
• Daily alone time is also important
• Require flexibility and tolerance of ambiguity.
Advice to Parents:
Toronta, CA- Cassandra, with the help of her father, designed the ideas, illustrations, and voices of a video game called Sissy's Magical Ponycorn Adventure.

http://www.tedxtoronto.com/speakers/ryan-henson-creighton-and-cassandra-creighton/

• Identification processes should be inclusive to ensure gifted and talented students are not disadvantaged on the basis of gender, racial, cultural or socioeconomic backgrounds,
physical or sensory disability or geographic location.
• Identification should be a flexible, continuous process to allow for the recognition of gifts and talents which may not at first be apparent as they are yet to emerge from educational practices.
• Identification should begin early to avoid recurring patterns of underachievement in later years.
Full transcript