CHILD DEV – S.U. 5., CH.10 GIFTEDNESS in the young child LEARNING OUTCOMES: -Definition of concepts (p. 145 – 149) -Criteria for giftedness (p. 149-151) -The identification of the gifted young child (p. 151) -The forming of relationships in the gifted young child (p.152) -Dealing with the gifted child (p. 152-154) -Red flags – problem the gifted young child may experience (p.154 – 155)

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Could it be someone like Ronan?

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Could it be someone like this 2 year old at the Australian Open…

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Could it be someone like Dhanat – 4 years old?

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Giftedness Intelligence Aptitude Talent Genius Creativity

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“Unisa Past Papers Qu” Give a definition of giftedness (5)

GIFTEDNESS

Many different definitions Differs from country to country / society to society Umbrella concept incorporating all forms of

extraordinary achievement. Also indicate a potential which parent and teacher must help realise. It usually involves more than one gift

Traditional thinking: associated with a person's

intelligence (i.e. verbal abilities, memory, problem-solving skills & the ability to adapt to change and meet life’s demands).

Child whose intellectual abilities far exceed those of his own age or peer group

New thinking: A quality limited to those who are

above average. Young child has the potential to

deliver extraordinary achievements

Problem with many defs: they can’t be

simply applied to young children yet –

children are still developing and so

outstanding achievement will only

materialise at a later stage.

GIFTEDNESS

Umbrella concept incorporating all forms of extraordinary achievement. Also indicate a potential which parent and teacher must help realise.

Intelligence

Aptitude

Talent

Genius

Creativity

Intelligence

One of the most NB factors contributing to individual differences

Ability to adapt successfully to the

environment by means of conscious thought

processes

An individuals ability to learn

Ability to deal effectively with symbols in the

mind, to solve problems, see relationships, to

make abstract general principles & to draw

conclusions

To act purposefully

Verbal abilities, memory, problem-solving and the

ability to adapt to change and meet life’s

demands

Gardner's Multiple Intelligences:

Verbal-linguistic, logical-mathematical, musical, visual-spatial, bodily-

kinesthetic; interpersonal;

intrapersonal; naturalist

Aptitude

Inherent ability to achieve a certain task

or activity in the future

To master a certain skills

Latent and potential ability which though

human intervention is brought ot full

realisation

Role of parent and teacher NB to

supporting aptitude

Talent

A high degree of inherited aptitude in a specific direction (e.g.

music)

A natural giftedness or proficiency

A single specific ability in which a person achieves & excels far above

the avg and the child demonstrate a biologically preparedness to master

the domain and displays a passion for doing so at a young age

= a single gift

Genius

A person with a very high intellectual and creative

ability

Usually evident in adults who have already produced noteworthy achievements

Achievements should:

Evoke a feeling of surprise; timeless; retains its value,

validity and utility; compels respect and wonderment

from others

Creativity

Ability to generate a variety of solutions for problem

where there is not necessarily right answers

Ability to see things in a new way and

produce something new or find unusal

solutions

Components:

-intellectual resources

-Knowledge

-Cognitive style

-Personality

-Motivation

_A supportive environment

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“Unisa Past Papers Qu” Name the criteria that can be used to determine

whether a child is gifted or not. (5)

Criteria for Identifying Giftedness

Language ability

Psychomotor skills

Aptitude for Performing

Arts

Leadership

Personality Traits

Creativity

Cognitive abilities

CHARACTERISTICS

COGNITIVE ABILITIES • alert, observant, intensely interested in immediate surroundings from early age

LANGUAGE ABILITY • Learn lang early, use words in correct context, lang rules not a problem

PSYCHOMOTOR SKILLS • Ability evident when child learns to practice skills in play • Skills include: balance, strength, speed, suppleness, ball

control, mobility, endurance, concentration • Notable at early age

APTITUDE FOR PERF. ARTS

• Not easy to recognise in y. child • Enviro & simulation are NB here • Skills: music, art, drama, dancing

LEADERSHIP • In older chn • High level of originality, powers of judgement, alertness &

language fluency, noteworthy sense of responsibility

CREATIVITY • Show signs of originality, ingenuity & creative thought at e.age • Can express selves creatively thru lang at early age.

PERSONALITY TRAITS • Innovative style of thinking • Tolerance of ambiguity & perseverance • Willingness to take risks • The courage of one’s convictions

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What behaviour characterises a child as gifted?

displays leadership in problem-solving & id. Problems @ an early stage

perseveres in new acts & completes them

great interest in reading & often teaches self

enjoys complicated games

initiates own activities

healthy & physically strong

creative & imaginative

exceptional memory recall

great drive & determined

good sense of humour

many friends & sociable

very energetic, little sleep

Olivier (1984) – Id of Gifted y.

child

general desire to achieve

hobbies = pastime

shows great interest in detail

insatiable curiosity, meddles & wants to know how things work

searches for objectives & is goal-orientated

Self-confidence & willing to tackle new things

Exceptional control of lang @ early age

Shows ingenuity in preventing & surmounting problems

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The forming of relationships in the gifted young

child

Observing relationship forming in gifted chn, age should be taken into acc:

-INTELLECTUAL AGE -CHRONOLOGICAL AGE -EMOTIONAL AGE

Lack of conformity in age on

the various levels is noticeable

- Form social relationships with chn CHRONOLOGICALLY older than selves because of superior intellectual abilities

Colvin (1915) Goertzel & Goertzel

(1962)

Terman (1925) Hollingworth (1942) &

Fowler (1962)

Early stimulation has +ve influence on the development of

giftedness in the y.child

Dealing with the gifted child

Role of the parent

Role of the school & teacher

In the classroom…

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• 00-07.56 (r.year, year 1,2)

Dealing with the gifted child

Role of the parent

• spend quality time:

• Read, encourage lang & vocab dev

• encourage exploration and freedom of movement,

• expose chn to variety of exps (e.g. trips to museums, nature walks, music, fine arts and literature)

• Dev fine motor skills (e.g. writing, drawing, cutting out/pasting)

• Communicate and encourage questions

• Encourage independence

• Stimulate child intellectually

• Conversations

• Sharing

• Humour

• World together/play together

• Exposure to cultural institutions

• Activities (concerts, theatre, exhibitions)

• Shared family interests – singing, playing musical instruments, sport, gardening, etc)

Child is 1stly a child, 2ndly gifted

Discipline is necessary

Home = knowledge to be held in high regard

Narrow margin between encouragement & pressurising

Praise = needs encouragement

Be a role model

Help y.chn to recognise & express their emotions

Encourage y. child to socialise

Be aware of signs of stress & learn how to deal with them.

Parents handling of the gifted child (Kokot 1990)

Dealing with the gifted child

Role of the

school &

teacher

• Allow each child to develop his/her full potential

• Make programme for each child as meaningful as possible & balanced – That includes different aspects

» Physical

» Emotional

» Sensorimotor

» Normative

» Social

» Cognitive

» perceptual

• Resp. to create an enviro & perceptions to enhance child’s self-confidence – Encourages various interests

– Promotes creativity

– Facilitates achievements

– Promotes critical thinking

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How would you guide gifted learners in

your class?

How would you

as a teacher

guide gifted

learners in your

class?

Enthusiastic about working with gifted chn

Have broad general knowledge & expert knowledge in specific direction

Flexibility in thinking

diligence

Be avail to l’s outside of cl=rm

Know the child & all aspects of the education occurrence well

A good sense of humour

Be self-confident

The ability to inspire

Teachers handling of the gifted child

Lots of patience

Ability to communicate effectively

Emphasise discovery learning

Provide stimulation & challenges

Support parents

Learning materials: open-ended/self directed acts

Problems gifted chn

may exp