ec 305 216 alvino, james - eric 305 216. alvino, james ... topics discussed include how to give...
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AUTHORTITLE
INSTITUTION
SPONS AGENCY
REPORT NOPUB DATECONTRACTNOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
EC 305 216
Alvino, JamesConsiderations and Strategies for Parenting theGifted Child.National Research Center on the Gifted and Talented,Storrs, CT.Office of Educational Research and Improvement (ED),Washington, DC.RM-95218Sep 95R206R00001185p.
NRC/GT, University of Connecticut, 362 FairfieldRoad, U-7, Storrs, CT 06269-2007.Guides Non-Classroom Use (055)
MF01/PC08 Plus Postage.*Child Rearing; Creativity; Critical Thinking;Discipline; Early Childhood Education; *EducationalStrategies; Elementary Education; *EnrichmentActivities; *Family Environment; *Gifted; MathematicsInstruction; Parent Child Relationship; ParentInfluence; *Parents as Teachers; Personality Traits;Play; Science Instruction; Social Studies; StressManagement; Talent; Thinking Skills; WritingInstruction
This monograph offers practical suggestions forinteracting with gifted children at home. Section 1, "ParentingStyles Make a Difference," discusses a study on the differences inparenting styles of parents of gifted and nongifted students,describes four parental personality types that can cause orexacerbate problems in gifted children, and recommends strategies fordisciplining the gifted child. Section 2, "The Enriched Environment,"describes how parents can create surroundings that stimulate theirgifted child. Topics discussed include how to give appropriate praiseand how to recognize and help manage the stress of a gifted child.Section 3, "Nurturing Your Child's Creativity," includes strategieson how to apply creativity to family conflicts, how to fosterinventing, and how to make books or booklets at home to encouragecreativity. Section 4, "Critical Thinking, Research, and StudySkills," describes how parents can help enhance their children'scritical thinking skills, provides homework hints, and offersrecommendations for teaching note taking. Section 5, "Academics atHome: The Core Subjects," presents information on teaching writing,math, science, and social studies. Section 6, "The Value of Play,"highlights the importance of encouraging symbolic play and describesdifferent types of games. A summary of key parenting tips isprovided. (Contains 26 references.) (CR)
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00N
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I 7
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The
Uni
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2
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mes
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ino
& A
ssoc
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nn A
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r R
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218
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
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ovem
ent
ED
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AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
eCE
NT
ER
(E
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doc
umen
t has
bee
n re
prod
uced
as
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it.
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
° P
oint
s of
vie
w o
r op
inio
ns s
tate
d in
this
docu
men
t do
not n
eces
saril
y re
pres
ent
offic
ial O
ER
I pos
ition
or
polic
y.
3
Con
side
ratio
ns a
nd S
trat
egie
s fo
r Pa
rent
ing
the
Gif
ted
Chi
ld
Jam
es A
lvin
o, P
h.D
.Ja
mes
Alv
ino
& A
ssoc
iate
sA
nn A
rbor
, Mic
higa
n
Prod
uctio
n A
ssis
tant
Mar
y R
izza
Uni
vers
ity o
f C
onne
ctic
ut
Sept
embe
r 19
95N
umbe
r R
M95
218
Res
earc
h fo
r th
is r
epor
t was
sup
port
ed u
nder
the
Javi
ts A
ct P
rogr
am (
Gra
nt N
o. R
206R
0000
1) a
s ad
min
iste
red
by th
e O
ffic
e of
Edu
catio
nal
Res
earc
h an
d Im
prov
emen
t, U
.S. D
epar
tmen
t of
Edu
catio
n. G
rant
ees
unde
rtak
ing
such
pro
ject
s ar
e en
cour
aged
to e
xpre
ssfr
eely
thei
rpr
ofes
sion
al ju
dgem
ent.
Thi
s re
port
, the
refo
re, d
oes
not n
eces
sari
ly r
epre
sent
pos
ition
s or
pol
icie
s of
the
Gov
ernm
ent,
and
no o
ffic
ial
endo
rsem
ent s
houl
d be
infe
rred
.
45
TH
E N
AT
ION
AL
RE
SE
AR
CH
CE
NT
ER
ON
TH
E G
IFT
ED
AN
D T
ALE
NT
ED
The
Nat
iona
l Res
earc
h C
ente
r on
the
Gif
ted
and
Tal
ente
d (N
RC
/GT
) is
fun
ded
unde
rth
e Ja
cob
K. J
avits
Gif
ted
and
Tal
ente
d
Stud
ents
Edu
catio
n A
ct, O
ffic
e of
Edu
catio
nal R
esea
rch
and
Impr
ovem
ent,
Uni
ted
Stat
esD
epar
tmen
t of
Edu
catio
n.
The
Dir
ecto
rate
of
the
NR
C/G
T s
erve
s as
the
adm
inis
trat
ive
unit
and
is lo
cate
d at
The
Uni
vers
ity o
f C
onne
ctic
ut.
The
par
ticip
atin
g un
iver
sitie
s in
clud
e T
he U
nive
rsity
of
Geo
rgia
, The
Uni
vers
ity o
fVir
gini
a, a
nd Y
ale
Uni
vers
ity, a
s w
ell a
s a
rese
arch
uni
t at T
he U
nive
rsity
of
Con
nect
icut
.
The
Uni
vers
ity o
f C
onne
ctic
utD
r. J
osep
h S.
Ren
zulli
, Dir
ecto
rD
r. E
. Jea
n G
ubbi
ns, A
ssis
tant
Dir
ecto
r
The
Uni
vers
ity o
f C
onne
ctic
utD
r. F
ranc
is X
. Arc
ham
baul
t, A
ssoc
iate
Dir
ecto
r
The
Uni
vers
ity o
f G
eorg
iaD
r. M
ary
M. F
rasi
er, A
ssoc
iate
Dir
ecto
r
The
Uni
vers
ity o
f V
irgi
nia
Dr.
Car
olyn
M. C
alla
han,
Ass
ocia
te D
irec
tor
Yal
e U
nive
rsity
Dr.
Rob
ert J
. Ste
rnbe
rg, A
ssoc
iate
Dir
ecto
r
Cop
ies
of th
is r
epor
t are
ava
ilabl
e fr
om:
NR
C/G
TT
he U
nive
rsity
of
Con
nect
icut
362
Fair
fiel
d R
oad,
U-7
Stor
rs, C
T 0
6269
-200
7
67
iii
Not
e to
Rea
ders
...
All
pape
rs th
at a
re c
omm
issi
oned
by
The
Nat
iona
l Res
earc
h C
ente
r on
the
Gif
ted
and
Tal
ente
d fo
r th
e R
esea
rch-
Bas
edD
ecis
ion
Mak
ing
Seri
es m
ay b
e re
prod
uced
in th
eir
entir
ety
or in
sec
tions
.A
ll re
prod
uctio
ns, w
heth
er in
par
t or
who
le,
shou
ld in
clud
e th
e fo
llow
ing
stat
emen
t:
Res
earc
h fo
r th
is r
epor
t was
sup
port
ed u
nder
the
Javi
ts A
ct P
rogr
am (
Gra
nt N
o. R
206R
0000
1) a
sad
min
iste
red
by th
e O
ffic
e of
Edu
catio
nal R
esea
rch
and
Impr
ovem
ent,
U.S
. Dep
artm
ent o
f E
duca
tion.
Gra
ntee
s un
dert
akin
g su
ch p
roje
cts
are
enco
urag
ed to
exp
ress
fre
ely
thei
r pr
ofes
sion
al ju
dgem
ent.
Thi
sre
port
, the
refo
re, d
oes
not n
eces
sari
ly r
epre
sent
pos
ition
s or
pol
icie
s of
the
Gov
ernm
ent,
and
noof
fici
alen
dors
emen
t sho
uld
be in
ferr
ed.
Thi
s do
cum
ent h
as b
een
repr
oduc
ed w
ith th
e pe
rmis
sion
of
The
Nat
iona
l Res
earc
h C
ente
r on
the
Gif
ted
and
Tal
ente
d.
If s
ectio
ns o
f th
e pa
pers
are
pri
nted
in o
ther
pub
licat
ions
, ple
ase
forw
ard
a co
py to
:
The
Nat
iona
l Res
earc
h C
ente
r on
the
Gif
ted
and
Tal
ente
dT
he U
nive
rsity
of
Con
nect
icut
362
Fair
fiel
d R
oad,
U-7
Stor
rs, C
T 0
6269
-200
7
89
Abo
ut th
e A
utho
r...
Dr.
Jam
es A
lvin
o is
Pre
side
nt o
f Ja
mes
Alv
ino
Ass
ocia
tesa
man
agem
ent c
onsu
lting
firm
spe
cial
izin
g in
gif
ted
educ
atio
n,ed
ucat
iona
l pub
lishi
ng, s
trat
egic
pla
nnin
g, te
am b
uild
ing,
and
cre
ativ
e pr
oble
m s
olvi
ng.
Sinc
e en
teri
ng th
e gi
fted
fie
ld in
1976
, Dr.
Alv
ino
has
spec
ializ
ed in
issu
es r
elat
ed to
par
entin
g gi
fted
chi
ldre
n. H
e w
aspu
blis
her
and
edito
r-in
-chi
ef o
f th
em
ulti-
awar
d-w
inni
ng G
ifte
d C
hild
ren
Mon
thly
fro
m 1
981-
89. F
rom
199
1-93
he
dire
cted
the
Futu
re P
robl
em S
olvi
ng P
rogr
aman
d, w
ith P
aul T
orra
nce,
dev
elop
ed a
n ad
apta
tion
of th
e FP
S pr
oces
s fo
r us
e in
the
corp
orat
e w
orld
. Rec
ently
Jam
es A
lvin
oA
ssoc
iate
s an
d C
reat
ive
Lea
rnin
g Pr
ess
wer
e aw
arde
d a
cont
ract
to la
unch
a p
aren
t mag
azin
efo
r th
e N
atio
nal A
ssoc
iatio
n fo
r
Gif
ted
Chi
ldre
n.
Thi
s re
sour
ce b
ook
incl
udes
mat
eria
l fro
m: P
aren
t's G
uide
to R
aisi
ng a
Gif
ted
Chi
ld b
y th
eE
dito
rs o
f G
ifte
d C
hild
ren
Mon
thly
and
Jam
es A
lvin
o,
copy
righ
t 198
4 by
Gif
ted
Chi
ldre
n M
onth
ly a
nd J
ames
Alv
ino.
Par
ent's
Gui
de to
Rai
sing
aG
ifte
d T
oddl
er b
y th
e E
dito
rs o
f G
ifte
d C
hild
ren
Mon
thly
and
Jam
es A
lvin
o, c
opyr
ight
198
9 by
Gif
ted
Chi
ldre
n M
onth
ly a
nd J
ames
Alv
ino.
By
perm
issi
onL
ittle
, Bro
wn
and
Com
pany
.
1110
vii
AB
STR
AC
T
Pare
nts
of g
ifte
d ch
ildre
n ar
e ty
pica
lly th
e si
ngle
mos
t im
port
ant i
nflu
ence
in th
eir
child
'sde
velo
pmen
t, ou
tlook
, and
ful
fillm
ent o
f ta
lent
. In
addi
tion
to b
eing
thei
r ch
ild's
pri
mar
yca
regi
vers
, par
ents
of
gift
ed c
hild
ren
alte
rnat
ely
func
tion
as "
men
tor,
" "p
rais
er,"
"dis
cipl
inar
ian,
" "p
laym
ate,
" "t
each
er,"
and
som
etim
es "
best
fri
end"
to n
ame
just
a f
ew.
Pare
nts
are
trul
y th
e gu
ardi
ans
and
nurt
urer
s of
thei
r ch
ildre
n's
tale
nts.
The
hom
e en
viro
nmen
t is
criti
cal i
n nu
rtur
ing
gift
edne
ss a
nd in
still
ing
the
valu
es c
ondu
cive
toits
ful
l blo
ssom
ing.
Thi
s m
onog
raph
, sel
ecte
d fr
om th
e re
sear
ch a
nd w
ork
of m
any
expe
rts
inth
e fi
elds
of
child
dev
elop
men
t and
gif
ted
educ
atio
n, f
ocus
es o
n a
num
ber
of k
ey e
nvir
onm
enta
l,ac
adem
ic, a
nd a
ffec
tive
vari
able
s.
The
mon
ogra
ph o
ffer
s pr
actic
al s
ugge
stio
ns f
or in
tera
ctin
g w
ith g
ifte
d ch
ildre
n at
hom
e, f
orbu
ildin
g th
e ki
nd o
f fo
unda
tion
to s
uppo
rt th
e ed
ific
e of
tale
nt, p
rodu
ctiv
ity, a
nd s
elf-
actu
aliz
atio
n ch
arac
teri
zing
gif
ted
adul
ts. I
t is
not i
nten
ded
to d
eal w
ith a
ll th
e co
ncer
ns th
atpa
rent
s of
gif
ted
child
ren
have
in r
aisi
ng th
eir
youn
gste
rs. T
he s
peci
fic
issu
es a
ddre
ssed
are
som
e of
the
criti
cal o
nes
that
the
auth
or h
as d
iscu
ssed
with
par
ents
dur
ing
his
20 y
ears
in th
efi
eld
of g
ifte
d ed
ucat
ion.
The
pri
mar
y ag
e ra
nge
of c
hild
ren
addr
esse
d in
the
mon
ogra
ph is
todd
ler
thro
ugh
elem
enta
ry s
choo
l. Sp
ecif
ic r
efer
ence
to a
ge is
mad
e as
nee
ded
or a
ppro
pria
te.
Pare
nts
may
use
thei
r di
scre
tion
in a
pply
ing
the
activ
ities
to c
hild
ren
of d
iffe
rent
age
s.
For
the
purp
oses
of
this
mon
ogra
ph, "
gift
ed"
may
be
cons
ider
ed p
rim
arily
as
the
com
bina
tion
ofth
ree
char
acte
rist
icsa
bove
ave
rage
abi
lity,
cre
ativ
ity, a
nd ta
sk c
omm
itmen
tcom
ing
toge
ther
in a
n ar
ea o
f th
e ch
ild's
inte
rest
(R
enzu
lli, 1
977)
. Chi
ldre
n m
ay n
ot d
ispl
ay th
ese
"gif
ted
trai
ts"
all t
he ti
me,
nor
are
they
nec
essa
rily
gif
ted
in a
ll ar
eas.
In
fact
, mos
t chi
ldre
n ar
e no
t.
The
ho
envi
ronm
nt i
scr
itica
l in
nurt
urin
ggi
ftedn
ess
and
inst
illin
g th
eva
lues
con
duci
ve
to it
s fu
llbl
osso
min
g.
1213
ix
x
The
act
iviti
es a
nd s
ugge
stio
ns a
re d
esig
ned
to n
urtu
re ta
lent
dev
elop
men
t, w
heth
er a
cade
mic
orcr
eativ
e. T
hey
are
not f
orm
ally
"di
ffer
entia
ted"
as
one
mig
ht e
xpec
t sch
ool a
ctiv
ities
for
gif
ted
child
ren.
Whi
le a
ll ch
ildre
n m
ight
ben
efit
from
man
y of
thes
e ac
tiviti
es, g
ifte
d ch
ildre
n w
ill te
ndto
exc
el in
thei
r re
spon
ses
(e.g
., qu
antit
y or
qua
lity
of id
eas,
inte
rest
, exc
item
ent)
, or
beco
me
inte
rest
ed in
them
at a
n ea
rlie
r ag
e th
an o
ther
chi
ldre
n. T
his
will
vary
on
an in
divi
dual
bas
is.
Muc
h of
the
mat
eria
l fro
m th
is r
epor
t was
take
n fr
om P
aren
ts' G
uide
to R
aisi
nga
Gif
ted
Chi
ld(1
985)
and
Par
ents
' Gui
de to
Rai
sing
a G
ifte
d T
oddl
er (
1989
) by
Jam
es A
lvin
o an
d th
e ed
itors
of G
ifte
d C
hild
ren
Mon
thly
. It i
s ed
ited
and
repr
inte
d he
re b
y pe
rmis
sion
.
A s
peci
al th
ank
you
goes
to S
andy
Ber
ger
at th
e C
ounc
il fo
r E
xcep
tiona
l Chi
ldre
n (C
EC
) fo
r he
ras
sist
ance
in s
earc
hing
the
liter
atur
e on
the
mai
n to
pics
cov
ered
in th
is m
onog
raph
. Spe
cial
than
k-yo
us a
lso
go to
thos
e w
ho r
evie
wed
the
man
uscr
ipt f
or th
eir
insi
ghtf
ul a
nd h
elpf
ulco
mm
ents
: Don
na R
ae C
lase
n, E
. Jea
n G
ubbi
ns, M
ary
Riz
za, N
ancy
Rob
inso
n, C
arol
Tak
acs,
Shir
ley
Wed
del,
and
Bon
nie
Arn
old
Wen
ngre
n.
14.
15
fT
able
of
Con
tent
s
AB
STR
AC
Tix
Pare
ntin
g St
yles
Mak
e a
Dif
fere
nce
1
Res
ults
of
the
Stud
yT
empe
r O
verb
eari
ng P
erso
nalit
y T
raits
3
Dis
cipl
ine:
Bac
kdro
p fo
r E
mer
genc
e of
Cre
ativ
e T
alen
t4
Lov
e is
Ess
entia
l4
Enf
orci
ng R
ules
6
The
Enr
iche
d E
nvir
onm
ent
8
The
Enr
iche
d E
nvir
onm
ent "
Insi
de"
and
"Out
side
"8
Hel
p C
hild
ren
Inte
grat
e T
heir
Bra
in P
ower
9
App
ropr
iate
Pra
ise:
The
Cor
ners
tone
of
Enc
oura
gem
ent
12
In P
rais
e of
Pra
ise
12
Som
e M
ore
Do'
s an
d D
on'ts
14
Dis
play
ing
Wor
k15
Stre
ss: C
ause
s an
d C
ures
in G
ifte
d K
ids
(and
The
ir P
aren
ts)
15
At H
igh
Ris
k fo
r B
urno
ut16
Perf
ectio
nist
Ten
denc
ies
16
Exc
essi
ve A
chie
vem
ent D
eman
ds16
Inte
llect
ual/S
ocia
l Dev
elop
men
t Gap
17
Hei
ghte
ned
Sens
itivi
ty to
Adu
lt Pr
oble
ms
17
How
Str
ess
Tak
es it
s T
oll
17
The
AB
Cs
of S
tres
s M
anag
emen
t18
The
Str
ess
Man
agem
ent T
rian
gle
18
Atti
tude
19
Beh
avio
r20
Env
iron
men
t22
Nur
turi
ng Y
our
Chi
ld's
Cre
ativ
ity24
App
lyin
g C
reat
ivity
to F
amily
Con
flic
ts27
Inve
ntin
g29
Boo
kmak
ing
32
Alp
habe
t Boo
ks33
Wei
rd Q
uest
ions
Wha
t Wou
ld H
appe
n if
..
. ?
11\
34 34
Cri
tical
Thi
nkin
g, R
esea
rch,
and
Stu
dy S
kills
35
Cri
tical
Thi
nkin
g35
Philo
soph
ical
Thi
nkin
g36
Stud
y Sk
ills:
Sec
rets
for
Sch
ool S
ucce
ss38
Hom
ewor
k H
ints
39
Rea
ding
to R
emem
ber
39
Mem
ory
Skill
s an
d M
nem
onic
Dev
ices
40
Not
e T
akin
g42
Aca
dem
ics
at H
ome:
The
Cor
e Su
bjec
ts44
Wri
ting
44
Nur
turi
ng W
ritin
g A
bilit
y at
Hom
e45
Mat
h47
Pare
nts
Can
Ide
ntif
y E
arly
Mat
h A
bilit
y47
Mak
ing
it A
dd U
p fo
r Y
oung
Kid
s48
Tak
e it
in S
mal
l Bite
s50
Mak
ing
Mat
h a
Nat
ural
Ple
asur
e51
Shap
es A
ll A
roun
d U
s52
Mor
e A
t-H
ome
Mat
h A
ctiv
ities
54
Mea
sure
men
t55
Bac
k to
Bas
ics
56
Rat
io, P
erce
nt, a
nd P
roba
bilit
y56
Stat
istic
s57
Log
ic a
nd P
robl
em S
olvi
ng57
On
You
r O
wn
58
Scie
nce
59
Dev
elop
Sci
entif
ic A
ttitu
des
61
Som
e M
isce
llane
ous
Thi
ngs
to D
o61
Som
e E
xper
imen
ts62
Mak
ing
an E
lect
rom
agne
t63
Kitc
hen
Che
mis
try
64
Bac
kyar
d B
iolo
gy65
Am
ateu
r M
icro
biol
ogy
66
1617
I xi
fSo
cial
Stu
dies
67Fa
mily
His
tory
67H
ow to
Rec
ord
the
Inte
rvie
w69
Aft
er th
e In
terv
iew
69
The
Val
ue o
f Pl
ay70
Max
imiz
e th
e V
alue
of
Play
70W
ord
Gam
es71
No-
Cos
t Fam
ily G
ames
71Fi
ctio
nary
/Dic
tiona
ry72
Supe
r-du
per-
ghos
t72
Safa
ri73
The
Min
iste
r's C
at73
In th
e M
anne
r of
the
Adv
erb
73H
ow to
Hav
e (C
halle
ngin
g) F
un T
oget
her
74C
onfl
uenc
e75
In S
um: H
ow T
o75
Sum
mar
y of
Key
Par
entin
g T
ips
77
Ref
eren
ces
80
Lis
t of
Figu
res
1.St
ress
man
agem
ent t
rian
gle.
19
2.A
naly
zing
dot
s.50
3.Sh
apes
all
arou
nd u
s.53
xii
1819
I
PP
aren
ting
Sty
les
Mak
e a
Diff
eren
ce
Res
earc
hers
at t
he U
nive
rsity
of
Illin
ois
Inst
itute
for
Chi
ld B
ehav
ior
and
Dev
elop
men
tfo
und
man
y m
ore
com
mon
aliti
es th
an d
iffe
renc
esbe
twee
n pa
rent
s of
gif
ted
child
ren
and
pare
nts
ofch
ildre
n w
ith a
vera
ge o
r ab
ove-
aver
age
inte
llige
nce.
How
ever
, the
re w
ere
som
esi
gnif
ican
tdi
ffer
ence
s in
thei
r st
yles
of
pare
ntin
g. K
arne
s, S
hwed
el, a
nd S
tein
berg
(19
84)
com
pare
d tw
o
grou
ps o
f m
iddl
e- to
upp
er-m
iddl
e-cl
ass
pare
nts:
par
ents
of te
n gi
fted
pre
scho
oler
s an
d th
ose
ofte
n av
erag
e or
abo
ve-a
vera
ge p
resc
hool
ers,
as
mea
sure
d by
IQ.
Bot
h gr
oups
of
pare
nts
had
sim
ilar
inco
mes
and
a s
imila
r di
stri
butio
n of
occu
patio
ns a
mon
g th
efa
ther
s. F
ive
of th
e m
othe
rs o
f th
e gi
fted
chi
ldre
n w
orke
d fu
ll-tim
e, c
ompa
red
toon
ly o
ne o
f th
eot
her
mot
hers
. Eac
h pa
rent
was
inte
rvie
wed
indi
vidu
ally
. The
stu
dy s
ough
t to
dete
rmin
ew
heth
er th
ere
wer
e m
eani
ngfu
l dif
fere
nces
in "
attit
udes
, val
ues,
and
beh
avio
rs"
betw
een
the
two
grou
ps o
f pa
rent
s vi
s-a-
vis
thei
r pa
rent
ing
styl
es.
Res
ults
of
the
Stud
y
As
to s
choo
l-re
late
d ac
tiviti
es, t
he p
aren
ts o
f th
e gi
fted
tend
ed to
spen
d m
ore
time
read
ing
to th
eir
child
ren
than
par
ents
of
the
nong
ifte
d, a
nd m
othe
rs o
f th
e gi
fted
wer
e m
ore
likel
y to
enc
oura
ge la
ngua
gede
velo
pmen
t (th
roug
h rh
ymes
, non
sens
e so
ngs,
and
othe
r "c
reat
ive
verb
al a
ctiv
ity")
, lov
e, a
nd f
reed
om in
thei
r ch
ild. O
nly
fath
ers
of th
e no
ngif
ted
child
ren
indi
cate
d th
at th
ey h
ad li
ttle
infl
uenc
e on
thei
r ch
ild's
lear
ning
,in
tere
sts,
and
deve
lopm
ent.
All
the
pare
nts
repo
rted
that
they
took
thei
r ch
ild to
chi
ld-o
rien
ted
activ
ities
;pa
rent
s of
the
gift
ed, h
owev
er, w
ere
muc
h m
ore
likel
y to
use
res
ourc
es n
otde
sign
ed f
or a
spe
cifi
c ag
e gr
oups
uch
as a
rt m
useu
ms,
nat
ure
wal
ks, a
ndna
tura
l-hi
stor
y
Che
ckY
our
pare
ntin
gS
tyle
The Res
earc
hSa
ys...
2021
1
Che
ck'c
urpa
rent
ing
Sty
le
mus
eum
s. A
ll pa
rent
s re
port
ed o
nly
light
TV
vie
win
g at
hom
e (t
he m
edia
n w
as 1
.5 h
ours
a da
y).
How
ever
, par
ents
of
the
gift
ed w
ere
mor
e lik
ely
to p
rohi
bit w
atch
ing
viol
ent
prog
ram
s; p
aren
tsof
the
nong
ifte
d w
ere
mor
e lik
ely
to tu
rn o
ff s
ex-o
rien
ted
prog
ram
s.
In th
e af
fect
ive
area
s, m
othe
rs in
bot
h gr
oups
tend
ed to
talk
to th
eir
child
ren
abou
t fee
lings
and
em
otio
ns. B
oth
pare
nts
of th
e gi
fted
add
ition
ally
use
dpr
aise
and
"doi
ng s
omet
hing
spe
cial
" fo
r th
e ch
ildas
a w
ay o
f en
hanc
ing
the
child
'sse
lf-c
once
pt.
Pare
nts
had
high
asp
irat
ions
for
thei
r ch
ildre
n, w
ith th
ose
of th
e gi
fted
lean
ing
tow
ard
prof
essi
onal
or
scie
ntif
ic c
aree
rs a
nd th
ose
of th
e no
ngif
ted
mor
e lik
ely
toci
te a
ltrui
stic
or
crea
tive
care
ers.
Pare
nts
of th
e gi
fted
wer
e m
uch
mor
e in
tere
sted
in b
eing
invo
lved
in th
eir
child
'ssc
hool
ing.
For
exa
mpl
e, 9
0 pe
rcen
t of
the
mot
hers
of
the
gift
ed w
ante
dto
be
invo
lved
in te
ache
r se
lect
ion,
com
pare
d to
onl
y 40
per
cent
of
the
mot
hers
of
the
nong
ifte
d.
Inte
llect
ual c
apab
ilitie
s w
ere
view
ed a
s an
are
a of
str
engt
h by
all
of th
epa
rent
s of
the
gift
ed, b
ut b
y on
ly 3
5 pe
rcen
t of
thos
e of
the
nong
ifte
d;pa
rent
s of
the
nong
ifte
d w
ere
mor
e pl
ease
d w
ith s
ocia
l abi
litie
s an
d ps
ycho
mot
or a
bilit
ies o
fth
eir
child
ren
than
wer
e th
e pa
rent
s of
the
gift
ed.
Nea
rly
half
of
the
pare
nts
of th
e gi
fted
wis
hed
thei
r ch
ildre
nw
ere
mor
ein
depe
nden
t of
them
. Few
par
ents
cite
d di
scip
line
as a
wor
riso
me
prob
lem
;ho
wev
er, a
sig
nifi
cant
ly la
rger
per
cent
age
of th
e pa
rent
s of
non
gift
ed c
hild
ren
said
they
spa
nked
thei
r ch
ildre
n as
a d
isci
plin
ary
tech
niqu
e co
mpa
red
to p
aren
tsof
the
gift
ed.
222
23
4* I
Tem
per
Ove
rbea
ring
Per
sona
lity
Tra
its
Wri
ting
in a
n is
sue
of P
edia
tric
Ann
als,
McG
uffo
g (1
985)
des
crib
es f
our
pare
ntal
per
sona
lity
type
spar
entin
g st
yles
, rea
llyth
at c
an c
ause
or
exac
erba
te p
robl
ems
in g
ifte
d yo
ungs
ters
. You
may
wis
h to
exa
min
e yo
ur o
wn
pare
ntin
g st
yle
and
stri
ve to
mak
e ad
just
men
ts a
s ne
cess
ary.
The
Ove
rly
Cri
tical
Par
ent:
Such
a p
aren
t im
pose
s hi
ghly
unr
ealis
ticex
pect
atio
ns o
n th
e gi
fted
chi
ld, a
nd c
onse
quen
tly, t
he c
hild
may
fee
l he
or s
heca
n ne
ver
live
up to
thos
e ex
pect
atio
ns. S
uch
pare
nts
mus
t lea
rn to
focu
s on
the
man
y po
sitiv
e as
pect
s of
thei
r ch
ild's
beh
avio
r.
The
Ove
rly
Dom
inat
ing
Pare
nt: S
ome
gift
ed c
hild
ren
com
e to
fee
l the
"the
y do
not
ow
n th
eir
own
gift
edne
ss."
Thr
ough
ass
ertiv
enes
s or
man
ipul
atio
n,th
ese
pare
nts
dom
inat
e th
e ch
ild, a
nd th
e ch
ild's
dec
isio
ns a
re b
ased
on
the
pare
nts'
nee
ds a
nd d
esir
es. S
uch
pare
nts
mus
t bec
ome
awar
e of
the
unfa
ir b
urde
ns th
ey a
repl
acin
g on
thei
r gi
fted
chi
ld
The
Ove
rly
Con
scie
ntio
us P
aren
t: A
n ov
erly
dri
ven
pare
nt "
very
oft
enfi
lls e
very
min
ute
of th
e ch
ild's
day
with
str
uctu
red
lear
ning
act
iviti
es,"
thus
deny
ing
the
child
"he
alth
y, a
ge-a
ppro
pria
te o
ppor
tuni
ties.
" Pa
rent
s ne
ed to
see
the
valu
e of
uns
truc
ture
d tim
e an
d se
lf-i
nitia
ted
play
with
pee
rs.
The
Ove
rly
Dir
ectiv
e/Pe
rmis
sive
Par
ent:
Alth
ough
ove
rly
dire
ctiv
ein
pla
y an
d ve
rbal
inte
ract
ions
, the
se p
aren
ts a
re e
xtre
mel
y la
x, e
ven
unco
mfo
rtab
le, a
bout
set
ting
limits
and
impo
sing
dis
cipl
ine,
usu
ally
with
the
excu
se th
at th
ey d
on't
wan
t to
inhi
bit c
reat
ivity
. How
ever
, res
earc
hha
s sh
own
that
aut
hori
tativ
epa
rent
ing
can
lead
to b
ette
r sc
hool
per
form
ance
and
bet
ter
conc
entr
atio
n on
stu
dies
than
oth
erpa
rent
ing
styl
es (
Stei
nber
g, 1
992)
. Par
ents
mus
t lea
rn th
at a
bal
ance
is b
est f
or th
e ch
ild, w
ith
A p
aren
t of
a gi
fted
child
wro
te: "
Iha
ve tr
oubl
eba
lanc
ing
my
desi
re to
giv
e m
ygi
fted
son
ple
nty
ofro
om f
orex
peri
men
tatio
nan
d in
depe
nden
cew
ith m
y in
sist
ence
that
he
follo
w th
eru
les
of th
eho
useh
old.
He
cons
tant
lyqu
estio
ns m
yde
cisi
ons
and
trie
s to
nego
tiate
chan
ges.
How
can
pare
nts
nurt
ure
inde
pend
ence
and
impo
sedi
scip
line
atth
e sa
me
timer
(Alv
ino,
1 9
8 5
)
I
2425
3
Che
ckY
our
pare
ntin
gS
tyle
the
child
lead
ing
in p
lay,
for
exa
mpl
e, a
nd th
e pa
rent
poi
ntin
g th
ew
ay o
n w
hat i
s ac
cept
able
and
unac
cept
able
beh
avio
r.
Dis
cipl
ine:
Bac
kdro
p fo
r E
mer
genc
e of
Cre
ativ
e T
alen
t
Dis
cipl
ine,
as
Hol
lings
wor
th (
cite
d in
Alv
ino,
198
5) p
oint
s ou
t, is
an e
mot
iona
lly lo
aded
wor
dw
hich
is o
ften
ass
ocia
ted
with
aut
hori
tari
anis
m, c
oerc
ion,
and
pun
ishm
ent.
Tho
se w
ho c
onsi
der
them
selv
es to
be
enlig
hten
ed a
nd f
air-
min
ded
may
wel
l rea
ct n
egat
ivel
yto
the
notio
n of
impo
sing
dis
cipl
ine
on a
chi
ld. I
t may
be
argu
ed th
at th
em
ore
impo
rtan
t con
side
ratio
ns w
hen
rais
ing
a gi
fted
chi
ld in
clud
e fo
ster
ing
dive
rgen
t thi
nkin
g, in
quis
itive
ness
,a
need
-to-
know
, and
an in
depe
nden
ce o
f sp
irit.
Lov
e Is
Ess
entia
l
The
prim
ary
fact
ors
in r
aisi
ng a
n em
otio
nally
hea
lthy
child
are
quite
bas
ic:
the
child
mus
t kno
w th
at h
e or
she
is lo
ved,
and
the
child
mus
t kno
w th
e "r
ules
of t
hega
me.
" D
isci
plin
e pl
ays
an im
port
ant r
ole
in b
oth
of th
ese
area
s.
Lov
e is
som
ethi
ng to
o of
ten
take
n fo
r gr
ante
d. A
par
ent m
ight
say,
"O
f co
urse
I lo
ve m
y ch
ild,"
and
exp
ect t
hat a
ttitu
de to
be
com
mun
icat
ed to
the
child
inso
me
way
, or
expe
ct th
at th
e ch
ild "
just
kno
ws"
he
or s
he is
love
d. T
his
is n
ot e
noug
h.C
hild
ren
mus
t hav
e pa
rent
al lo
ve d
emon
stra
tedt
hem
ore
the
bette
r. J
ust a
s im
port
ant,
the
dem
onst
ratio
n m
ust b
e ap
prop
riat
e to
the
child
's d
evel
opm
enta
lag
e.
Spen
ding
tim
e w
ith th
e ch
ild is
a v
ery
impo
rtan
t fac
tor.
Par
ents
of
infa
nts
shou
ld s
pend
tim
e ho
ldin
g, r
ocki
ng, a
nd ta
lkin
g to
thei
r ch
ildre
n. A
s th
e ch
ildbe
com
es a
todd
ler,
enc
oura
gem
ent a
nd d
escr
iptiv
e pr
aise
gai
n im
port
ance
.
427
Id°
As
the
child
gro
ws
olde
r, o
ther
dem
onst
ratio
ns o
f pa
rent
al lo
ve s
houl
d be
adde
d. F
or e
xam
ple,
giv
ing
child
ren
resp
onsi
bilit
y sh
ows
them
that
they
are
com
pete
nt in
thei
r pa
rent
s' e
yes.
It i
s im
port
ant t
hat t
he r
espo
nsib
ility
be
age-
appr
opri
ate.
A f
ive-
year
-old
is p
erfe
ctly
cap
able
of
setti
ng th
e ta
ble
or d
ecid
ing
whe
ther
to w
ear
his
or h
er r
ed s
hirt
or
blue
shi
rt to
sch
ool.
Tha
t sam
e ch
ild is
not
cap
able
of
deci
ding
wha
tco
nstit
utes
a b
alan
ced
diet
or
whe
ther
the
fam
ily s
houl
d vi
sit A
unt M
ildre
d on
Sat
urda
y.
Giv
ing
a ch
ild c
hild
-siz
e re
spon
sibi
litie
s he
lps
deve
lop
a se
nse
of c
ompe
tenc
ean
d se
lf-w
orth
. Giv
ing
a ch
ild a
dult-
size
res
pons
ibili
ties
lead
s to
inse
curi
ty a
ndin
appr
opri
ate
beha
vior
. Chi
ldre
n ne
ed to
kno
w th
at th
e w
orld
is a
n or
derl
y pl
ace
with
a d
egre
e of
pre
dict
abili
ty to
it. T
hey
depe
nd u
pon
thei
r pa
rent
s fo
r th
at o
rder
lines
s. W
hen
pare
nts
do n
ot f
ulfi
ll th
eir
pare
ntal
rol
es, t
he c
hild
's w
orld
-vie
w b
ecom
esch
aotic
and
the
child
can
beco
me
mal
adju
sted
.
Dem
onst
ratin
g re
spec
t for
you
r ch
ild's
idea
s is
ano
ther
way
of
show
ing
love
.T
here
sho
uld
be ti
mes
for
fam
ily c
onve
rsat
ion,
whe
n th
e ch
ildre
n m
ay e
xpre
ssth
eir
thou
ghts
, fee
lings
, and
opi
nion
s. T
he d
inne
r ta
ble
was
the
trad
ition
al s
ettin
gfo
r su
ch c
onve
rsat
ions
, and
whe
re c
ircu
mst
ance
s pe
rmit,
this
is a
trad
ition
wel
l wor
th p
rese
rvin
g.A
n op
en f
orum
or
brai
nsto
rmin
g at
mos
pher
e sh
ould
pre
vail,
and
gif
ted
child
ren
shou
ld f
eel f
ree
to e
xpre
ss th
eir
own
idea
s on
pol
itics
, rel
igio
n, s
ex, o
r th
e ic
e cr
eam
fla
vor
of th
e,m
onth
with
out
fear
of
ridi
cule
or
cens
ure.
Equ
ally
impo
rtan
t, th
e ch
ild s
houl
d be
taug
ht th
at m
ost c
onve
rsat
ions
that
take
pla
ce a
way
fro
m th
e di
nner
tabl
e ar
e no
t ope
n fo
rum
s an
d th
at it
is a
mat
ter
of c
ourt
esy
not t
o in
trud
e on
oth
ers'
con
vers
atio
ns (
not e
ven
one'
s pa
rent
s).
Perh
aps
the
mos
t com
mon
dis
cipl
ine
prob
lem
s w
ith g
ifte
d ch
ildre
n ar
ere
late
d to
thei
r re
ason
ing
skill
s an
d ve
rbal
fac
ility
. It i
s no
t unc
omm
on to
see
man
y fo
ur-
and
five
-yea
r-ol
ds le
ad th
eir
pare
nts
into
leng
thy
deba
tes
over
mat
ters
that
wer
e qu
ite p
rope
rly
with
in th
e pa
rent
s' s
ole
prov
ince
. Gif
ted
child
ren
lear
n qu
ickl
y th
atth
eir
pare
nts
are
loat
he to
use
the
inte
llect
ually
stif
ling
"bec
ause
I s
aid
so,"
and
ther
efor
e al
mos
t
Che
ckFo
urU
aren
tine
Styl
e
Giv
ing
a ch
ildC
HIL
D-S
IZE
resp
onsi
bilit
ies
help
s de
velo
pa
sens
e of
com
pete
nce
and
self
-wor
th.
2829
5
Che
ckY
cur
pare
ntin
gS
tyle
The
bes
tw
ay to
enfo
rce
aru
le is
lipth
roug
hits
con
-se
quen
ces.
any
edic
t can
be
ques
tione
d, a
rgue
d, a
nd d
ebat
ed, w
ith th
e re
sulti
ng r
einf
orce
men
t of
pare
ntal
atte
ntio
n. H
owev
er, l
imits
are
rea
ssur
ing
to c
hild
ren,
esp
ecia
llyyo
ung
child
ren
who
may
pan
icsh
ould
they
arg
ue f
or a
nd w
in th
e de
gree
of p
ower
and
aut
onom
y.
An
impo
rtan
t par
entin
g sk
ill in
volv
es le
arni
ng to
lim
it an
d st
ruct
ure
ach
ild's
cho
ices
. In
the
prev
ious
exa
mpl
e of
red
shi
rtve
rsus
blu
e sh
irt,
the
pare
ntsh
ould
def
ine
the
rang
e of
cho
ices
: the
chi
ld m
ay c
hoos
eam
ong
styl
es, c
olor
san
d pa
ttern
s, b
ut th
e pa
rent
has
alr
eady
sel
ecte
da
grou
p of
shi
rts
appr
opri
ate
to th
e se
ason
and
occa
sion
. Sim
ilarl
y w
ith b
edtim
e: th
e ch
ild m
ay b
e gi
ven
the
choi
ce o
f ba
thin
gbe
fore
or
afte
r a
favo
rite
pro
gram
, wha
t bed
time
stor
y is
to b
e re
ad, w
hat k
ind
of s
nack
(with
in li
mits
set
by
the
pare
nt),
and
so
on. T
he c
hild
may
eve
n de
cide
whe
ther
to s
leep
or
stay
aw
ake.
But
no
mat
ter
wha
t, it'
s "i
n be
d an
d lig
hts
out"
at a
spe
cifi
c tim
e.
4d°
Sure
, chi
ldre
n w
ill te
st th
e lim
its. T
hey
will
com
plai
n. T
hey
will
try
your
patie
nce.
Tha
t is
thei
r na
ture
. But
des
pite
thei
r pr
otes
ts, c
hild
ren
are
mor
eco
mfo
rtab
le, a
nd th
eref
ore
happ
ier,
whe
n th
eir
pare
nts
are
the
fina
l aut
hori
ty. I
t is
also
a lo
t eas
ier
to r
esis
t pee
r pr
essu
re w
hen
one
can
"bla
me"
one
's p
aren
ts f
or n
ot a
llow
ing
som
ethi
ng.
Enf
orci
ng R
ules
Enf
orci
ng r
ules
is w
hat w
e us
ually
mea
n w
hen
we
talk
abo
ut d
isci
plin
e. T
he b
est w
ay to
enf
orce
a ru
le is
thro
ugh
its c
onse
quen
ces.
Thi
s si
mpl
e pr
inci
ple
has
gain
eda
lot o
f fa
ncy
term
inol
ogy.
The
re a
re b
ooks
abo
ut b
ehav
ior
mod
ific
atio
n, c
ontin
genc
y co
ntra
ctin
g, a
ndpo
sitiv
ere
info
rcem
ent,
but m
uch
of it
is p
lain
old
com
mon
sens
e. R
emem
ber
Gra
ndm
a's
Rul
e? "
You
do
wha
t I w
ant y
ou to
do
befo
re y
ou g
et to
do
wha
t you
wan
t to
do."
The
re a
re s
ome
othe
rco
mm
on-s
ense
pri
ncip
les
wor
th f
ollo
win
g:
630
.31
4d.
A r
ule
is a
rul
e. J
ust a
sk a
ny f
our-
year
-old
whe
ther
it is
OK
to c
hang
e th
e ru
les
of a
gam
e. H
e/sh
e w
ill te
ll yo
uabs
olut
ely
not.
The
refo
re, i
t is
best
to b
eco
nsis
tent
. If
you
give
in to
you
r ch
ild's
cha
lleng
e, y
ou h
ave
taug
ht h
im o
r he
rse
vera
l thi
ngs:
Rul
es c
an b
e br
oken
. If
you
push
long
and
har
d en
ough
you
will
get
you
r w
ay.
Pare
nts
are
not r
eally
in c
harg
e. M
ake
the
rule
s as
few
as
poss
ible
and
stic
k to
them
.
Cho
ose
your
bat
tles.
Whe
n yo
u de
cide
to d
raw
the
line,
be
sure
it is
fai
r an
dap
prop
riat
e. I
t is
appr
opri
ate
to d
eman
d th
at a
fou
r-ye
ar-o
ld s
tay
out o
f th
e st
reet
,or
that
a th
irte
en-y
ear-
old
be h
ome
at a
rea
sona
ble
hour
. On
the
othe
r ha
nd, i
t is
not a
ppro
pria
te to
dem
and
that
a f
our-
year
-old
sta
y ou
t of
pudd
les,
or
that
a th
irte
en-y
ear-
old
conf
orm
to y
our
tast
es in
clo
thes
or
hair
sty
le.
The
re is
a ti
me
and
plac
e fo
r di
scus
sion
. Chi
ldre
n sh
ould
hav
e so
me
say
whe
reru
les
are
conc
erne
d, a
nd o
ften
they
are
toug
her
on th
emse
lves
than
thei
r pa
rent
s.B
ut n
egot
iatio
ns a
nd d
iscu
ssio
ns s
houl
d ta
ke p
lace
at a
tim
e w
hen
calm
and
reas
on c
an p
reva
il. T
his
mea
ns y
ou d
o no
t ren
egot
iate
acu
rfew
whi
le y
our
child
is w
alki
ng o
utth
e do
or.
Let
them
act
thei
r ag
e. G
ifte
d ch
ildre
n w
ith a
dult
voca
bula
ries
are
stil
l jus
t kid
s.D
o no
t pus
h th
em to
be
min
iatu
re a
dults
. Res
pect
the
child
ren'
s de
velo
pmen
tal
leve
l.
Che
ckY
our
IDar
entin
eS
tyle
jusT
as
we
can
exex
cise
oux
e4N
;
130a
leS
TO
mak
e T
hem
(non
e
phys
ical
lyFT
, so
can
we
exex
ase
OU
R M
ains
.
3233
7
E EN
VIR
ON
ME
NT
The
kin
ds o
fac
tiviti
es s
ugge
sted
here
will
hel
p en
rich
the
hom
e
envi
ronm
ent,
optim
ize
/ear
ning
, and
bala
nce
inte
llect
ual
grow
th w
ithem
otio
nal g
row
th.
834
The
Enr
iche
d E
nvir
onm
ent
The
Enr
iche
d E
nvir
onm
ent"
Insi
de"
and
"Out
side
"
Elk
ind
(198
1, 1
987)
has
sta
ted
that
the
maj
or "
adva
ntag
e" a
ny p
aren
t can
giv
ea
child
righ
tfr
om b
irth
is a
n en
rich
ed e
nvir
onm
ent.
Thi
s do
es n
ot m
ean
flas
h ca
rds
or r
eadi
ng in
stru
ctio
n at
age
two,
but
rat
her
surr
ound
ings
that
res
embl
e an
"in
telle
ctua
l bro
th,"
a d
ynam
ic m
ixtu
re o
fst
imul
atin
g in
gred
ient
s fu
ll of
aro
mas
and
fla
vors
that
piq
ue th
e se
nses
.
From
an
envi
ronm
enta
l poi
nt o
f vi
ew (
sinc
e w
e ca
nnot
do
anyt
hing
abo
utou
r ge
nes)
, gif
tedn
ess
is "
born
," e
ncou
rage
d, a
nd a
llow
ed to
dev
elop
thro
ugh
a pr
oces
s th
at s
truc
ture
sa
child
'sco
gniti
on a
s w
ell a
s so
cial
and
em
otio
nal g
row
th. I
ndee
d, th
e st
ruct
ures
of
the
deve
lopm
ent
them
selv
es e
mer
ge f
rom
and
are
nou
rish
ed b
y th
e in
tera
ctio
n of
hom
e, f
amily
, and
env
iron
men
t.
Just
as
we
can
exer
cise
our
bod
ies
to m
ake
them
mor
e ph
ysic
ally
fit,
so
can
we
exer
cise
our
brai
ns.
Whi
le e
ach
of u
s ha
s a
uniq
ue, h
ighl
y co
mpl
ex g
enet
ic p
rogr
am b
uilt
into
our
cells
at o
ur v
ery
begi
nnin
g, a
per
son
will
not
bec
ome
high
ly in
telli
gent
unl
ess
he o
r sh
e is
giv
en o
ppor
tuni
ties
tous
e an
d de
velo
p th
ese
inhe
rite
d pr
ogra
ms.
Int
ellig
ence
doe
s no
t gro
w in
a v
acuu
m. A
t the
sam
etim
e, p
aren
ting
is a
n in
tera
ctiv
e, tw
o-w
ay s
tree
t. C
hild
ren
of d
iffe
rent
tem
pera
men
ts a
ndab
ilitie
s se
em to
dra
w o
ut d
iffe
rent
exp
erie
nces
fro
m th
eir
pare
nts,
whi
ch r
einf
orce
s th
eir
child
ren'
s de
velo
pmen
t. Fr
om c
once
ptio
n, p
aren
ting
is th
e m
ost i
mpo
rtan
t fac
tor
in d
evel
opin
ggi
fted
ness
.
35
Hel
p C
hild
ren
Inte
grat
e T
heir
Bra
in P
ower
Prov
ide
com
plex
and
cha
lleng
ing
expe
rien
ces
for
your
chi
ld in
are
spon
sive
envi
ronm
ent.
In th
e pr
oces
s of
dev
elop
ing
inte
llige
nce,
chi
ldre
n ha
ve a
gre
atne
ed f
or a
res
pons
ive
envi
ronm
ent.
Peop
le a
nd o
bjec
ts in
the
envi
ronm
ent c
an
prom
ote
grow
th if
they
are
mea
ning
ful o
r us
eful
toth
e ch
ild.
Gif
ted
child
ren
ofte
n co
mpl
ain
that
they
are
nev
er r
eally
cha
lleng
ed o
rst
retc
hed
men
tally
.B
rain
teas
ers,
puz
zles
, ope
n-en
ded
ques
tions
, and
eve
nts
can
be f
un to
play
aro
und
with
for
bot
h
you
and
your
chi
ld, a
nd th
ey c
anpr
ovid
e in
tere
st a
nd c
halle
nge.
Inv
entin
g ne
w g
ames
or
new
way
s to
pla
y ol
d on
es a
nd d
isco
veri
ng r
eal
and
wor
kabl
e so
lutio
ns f
or f
amily
or
neig
hbor
hood
prob
lem
s gi
ve a
chi
ld a
sen
se o
f w
orth
and
par
ticip
atio
n.
All
lear
ning
req
uire
s a
peri
od o
f tim
e fo
r th
e le
arne
r si
mpl
y to
enc
ount
erm
ater
ials
with
in th
een
viro
nmen
t. A
rran
ge a
spa
ce in
the
play
room
, you
r ch
ild's
bed
room
, or
in th
e ba
ckya
rd, w
here
a la
rge
quan
tity
of m
ater
ials
orga
nize
dby
type
or
func
tiona
re a
lway
s ac
cess
ible
. Thi
s w
illm
ake
true
inqu
iry
poss
ible
.
Chi
ldre
n up
to th
e ag
e of
thre
e m
ay n
eed
guid
ance
and
ass
ista
nce
with
mat
eria
ls. W
ith f
our-
and
five
-yea
r-ol
ds, a
llow
larg
e bl
ocks
of
unin
terr
upte
d tim
e, a
s th
ese
child
ren
deve
lopm
enta
lly a
re a
t
the
stag
e of
exp
lori
ng o
n th
eir
own.
In a
dditi
on to
the
book
s, a
rt s
uppl
ies,
wri
ting
mat
eria
l,an
d pl
ay m
ater
ial i
n th
e ch
ild's
roo
m,
cons
ider
set
ting
up a
them
e ea
ch w
eek
or s
o. F
or e
xam
ple,
you
mig
ht f
ocus
on
mag
netis
m o
ne
wee
k, m
akin
g av
aila
ble
appr
opri
ate
mat
eria
lsm
agne
ts, p
aper
clip
s, a
nd o
ther
mat
eria
ls to
illus
trat
e w
hat a
mag
net w
ill a
nd w
ill n
ot p
ick
up, a
com
pass
,an
d so
on.
You
r ch
ild m
ay w
ish
to
expl
ore
natu
re. H
elp
your
chi
ld p
ick
them
es h
e or
she
isin
tere
sted
in.
E EN
VIR
ON
ME
NT
Rel
axat
ion
isan
ess
entia
lfir
st s
tep
inop
timiz
ing
ole
arni
ng.
3637
9
10
38
Act
as
a pr
ovid
er, r
esou
rce
pers
on, a
nd f
acili
tato
r. A
fter
set
ting
up g
uide
lines
for
mov
emen
t,ca
re, a
nd u
se o
f m
ater
ials
, let
the
child
exp
lore
fre
ely.
Rem
embe
r to
take
tim
e to
dis
cuss
outc
omes
and
wha
t the
chi
ld d
isco
vere
d, to
adm
ire
wha
t he
or s
he h
as p
rodu
ced,
and
to q
uest
ion
and
exte
nd th
e le
arni
ng.
Tea
ch y
our
child
way
s to
rel
ax in
ord
er to
red
uce
tens
ion.
Rel
axat
ion
is a
nes
sent
ial f
irst
ste
p in
opt
imiz
ing
lear
ning
. The
hum
an b
rain
lite
rally
shut
s do
wn
as a
nxie
ty, t
ensi
on, o
r fe
ar in
crea
se. A
s it
mov
es to
war
d re
laxe
daw
aren
ess,
itpr
oces
ses
info
rmat
ion
fast
er a
nd r
emem
bers
it lo
nger
. Rel
axat
ion
allo
ws
the
limbi
car
ea o
f th
ebr
ain
to f
unct
ion
mor
e ef
fect
ivel
y an
d en
hanc
es th
e in
tera
ctio
n be
twee
nth
e ri
ght a
nd le
fthe
mis
pher
es th
roug
hout
the
corp
us c
allo
sum
. Thr
ough
the
cont
inue
dus
e of
rel
axat
ion,
an
indi
vidu
al c
an c
reat
e a
mor
e ba
lanc
ed a
nd c
oher
ent
use
of b
rain
ene
rgy.
(A
nd r
emem
ber
to ta
ketim
e to
rel
ax e
ach.
day
your
self
!)
Hel
p yo
ur c
hild
lear
n ph
ysic
al f
ocus
ing
or c
ente
ring
. Cen
teri
ng, a
s ef
fect
ive
for
inte
llect
ual a
nd e
mot
iona
l bal
ance
as f
or p
hysi
cal e
ndea
vors
, is
the
abili
ty to
rela
x, f
ocus
ene
rgy,
and
mov
e w
ith y
our
own
natu
ral r
hyth
m. T
his
appr
oach
allo
ws
the
brai
n to
ope
rate
in a
mor
e ba
lanc
ed a
nd in
tegr
ated
way
. It h
as th
e sa
me
biol
ogic
alad
vant
ages
as
rela
xatio
n do
es f
or b
alan
ce a
nd c
oher
ence
with
in th
e br
ain.
Chi
ldre
n as
you
ng a
sfo
ur c
an m
anag
e th
is e
xerc
ise.
It w
ill ta
ke f
ive
to te
n m
inut
es a
nd c
an b
e do
neas
nee
ded.
The
re a
re n
o m
ater
ials
req
uire
d an
dpa
rent
s fu
nctio
n as
a g
uide
. Hav
e yo
ur c
hild
sta
nd c
omfo
rtab
ly b
alan
ced
on b
oth
feet
, and
giv
eth
e fo
llow
ing
inst
ruct
ions
in y
our
own
wor
ds,
as y
ou m
ight
do
for
enco
urag
ing
rela
xatio
n:
Imag
ine
bein
g fi
lled
half
way
up
insi
de w
ith p
ure
whi
te s
and
..
.
with
any
mov
emen
t the
san
d w
ill s
hy.
.. n
ow le
an f
orw
ard
with
your
f u
l l w
eigh
t on
your
toes
, l e
t t i
n g
the
sand
s h
i f
t jus
t a li
ttle
..
.
lean
bac
kwar
d w
ith a
ll th
e w
eigh
t on
your
hee
ls a
nd le
t the
sand
shi
ft a
gain
... l
ean
forw
ard
agai
n an
d no
tice
the
sand
39
shif
ting
..
. now
back
aga
in .
.. n
owle
an f
orw
ard
agai
n an
dst
op w
hen
the
sand
is e
xact
ly e
ven,
nei
ther
for
war
d no
r ba
ck .
the
wei
ght i
s ex
actly
bal
ance
d .
..
shif
t you
r w
eigh
t to
the
r i g
h t
f o
o t .
..f
e e
l th
e sa
nd s
h i
f t t
o o
ne s
ide
..
. now
shif
t to
the
left
foo
t and
imag
ine
the
sand
shi
ftin
g ag
ain
... n
owri
ght.
.. n
owle
ft .
.. s
top
whe
n th
e w
eigh
t is
neith
er r
ight
nor
left
, but
exa
ctly
bal
ance
d be
twee
nfr
ont a
nd b
ack,
rig
htan
d le
ft .
..if
you
are
now
sta
ndin
g w
ith y
our
wei
ght e
xact
lyba
lanc
ed b
etw
een
fron
t and
bac
k, r
ight
and
left
, you
are
cent
ered
..
.al
low
you
r kn
ees
to u
nloc
k an
d be
nd s
light
ly .
..
notic
e th
e fe
elin
g of
bei
ng b
alan
ced
and
cent
ered
..
.
notic
e ho
w p
ositi
ve a
nd r
elax
ed y
ou f
eel
Enc
oura
ge a
dis
cuss
ion
of h
ow th
is e
xerc
ise
feel
s, a
nd w
hen
it m
ight
be
usef
ulfo
r ex
ampl
e,ju
st b
efor
e a
test
or
othe
r st
ress
ful s
ituat
ion.
Use
imag
ery
whe
n pl
ayin
g or
wor
king
with
you
r ch
ild. E
ncou
rage
you
r ch
ildto
dev
elop
imag
ery
as a
tool
for
impr
ovin
g th
inki
ng a
nd p
robl
emso
lvin
g. N
oton
ly is
imag
ing
one
of th
e hi
ghes
t int
elle
ctua
l pro
cess
es u
niqu
e to
hum
ans,
iten
rich
es th
e pl
ay o
f th
e ch
ild a
nd is
mar
velo
us f
un. U
se o
f im
ager
y ac
tivat
es th
e in
tuiti
vepr
oces
ses
and
allo
ws
furt
her
inte
grat
ion
of th
e to
tal s
yste
m.
Var
iabl
e am
ount
s of
tim
e ar
e in
volv
ed e
ach
day.
Boo
ks, p
uppe
ts, d
raw
ing,
and
wri
ting
mat
eria
ls
are
all t
hat a
re n
eede
d. O
nce
agai
n, p
aren
tsfu
nctio
n as
gui
des.
Rea
d to
you
r ch
ild, t
ell s
tori
es, a
nd a
llow
you
r ch
ild to
fin
ish
the
stor
ies
you
star
t. U
sing
pupp
ets
(pap
er b
ag o
r fi
nger
pup
pets
are
eas
y), m
ake
up p
lays
orr
etel
l sto
ries
. Usi
ng c
ostu
mes
,so
und
effe
cts,
and
voi
ce c
hang
es, "
pret
end"
a s
tory
. Rea
d po
etry
alo
ud a
nd e
ncou
rage
you
rch
ild
to w
rite
a p
oem
. Tak
e fa
ntas
y jo
urne
ys to
pla
ces
real
(pe
rhap
s to
the
doct
or's
off
ice
to p
repa
re
E EN
VIR
ON
ME
NT
US
E O
F
IMA
GE
RY
AC
TIV
AT
ES
TH
E
INT
UIT
IVE
PR
OC
ES
SE
S A
ND
ALL
OW
S F
UR
TH
ER
INT
EG
RA
TIO
N
OF
TH
E
TO
TA
L S
YS
TE
M
40
I
E EN
VIR
ON
ME
NT
Pra
isin
g yo
ur c
hild
appr
opria
tely
mea
nsof
ferin
g th
e rig
ht k
ind
of p
ositi
vere
info
rcem
ent,
the
kind
that
enc
oura
ges
grow
th,
expl
orat
ion,
and
disc
over
y in
you
ryo
ungs
ter
and
joy
in th
epr
oces
s. (Jor
dan,
191
9)
the
child
for
a c
omin
g vi
sit)
or
imag
inar
y. D
iscu
ss d
ream
s an
den
cour
age
your
chi
ld to
illu
stra
tea
rem
embe
red
drea
m. T
here
is n
o ne
ed to
inte
rpre
t the
dre
am.
Just
sha
re th
e si
ghts
, the
col
ors,
and
the
feel
ings
exp
erie
nced
dur
ing
your
act
iviti
es. S
tret
chin
gth
e im
agin
atio
n is
eas
y an
d ca
n pr
ovid
e a
lot o
f en
joym
ent
as y
our
child
bui
lds
skill
s th
at w
ill b
eim
port
ant i
n fu
ture
pla
nnin
g an
d in
cre
ativ
e pu
rsui
ts.
Rem
embe
r th
at e
ach
child
's b
rain
like
each
sno
wfl
akei
s un
ique
. Wha
t stim
ulat
esan
dnu
rtur
es o
ne c
hild
may
not
wor
k fo
r an
othe
r, e
ven
in th
e sa
me
fam
ily. I
t is
mor
e im
port
ant t
hat
you
prov
ide
a ri
ch a
rray
of
mat
eria
l, ac
tiviti
es, a
nd e
vent
s to
allo
w e
ach
of y
our
child
ren
tobe
com
e in
volv
ed w
ith w
hat i
s ap
prop
riat
e to
his
or
her
need
s an
d in
tere
sts.
The
chi
ldis
the
best
judg
e of
wha
t, ho
w, a
nd w
hen.
App
ropr
iate
Pra
ise:
The
Cor
ners
tone
of
Enc
oura
gem
ent
Adu
lts, p
artic
ular
ly p
aren
ts a
nd te
ache
rs, c
ritic
ally
infl
uenc
ea
child
's a
rtis
tic a
nd c
reat
ive
deve
lopm
ent,
as w
ell a
s hi
s or
her
sel
f-co
ncep
t. W
e do
this
dir
ectly
by
wha
t we
say
abou
t wha
tch
ildre
n dr
aw, w
rite
, or
crea
te. T
he k
inds
of
com
men
ts a
nd p
rais
ew
e gi
ve c
an m
ake
the
diff
eren
ce b
etw
een
enco
urag
ing
a ch
ild's
cre
ativ
e im
puls
esor
nip
ping
them
in th
e bu
d. A
seem
ingl
y in
noce
nt c
omm
ent m
ay c
arry
hid
den
mes
sage
s th
at in
hibi
t cre
ativ
e de
velo
pmen
t.
Whe
ther
con
side
ring
a c
hild
's e
arly
art
wor
k or
any
othe
r sk
ill, a
ctiv
ity, o
r be
havi
or, a
com
mon
mis
take
whe
n ap
plyi
ng p
rais
e is
an
erro
r of
foc
us: p
rais
e th
e ch
ild in
stea
d of
the
act.
In P
rais
e of
Pra
ise
Prai
sing
you
r ch
ild a
ppro
pria
tely
mea
ns o
ffer
ing
the
righ
t kin
d of
pos
itive
rei
nfor
cem
ent,
the
1242
43
Fki
nd th
at e
ncou
rage
s gr
owth
, exp
lora
tion,
and
dis
cove
ry in
you
r yo
ungs
ter
and
joy
in th
e pr
oces
s(J
orda
n, c
ited
in A
vino
, 198
9).
Prai
se th
e pr
oces
s as
wel
l as
the
prod
uct.
A ty
pica
l inc
iden
t mig
ht in
volv
e a
pres
choo
ler
show
ing
Mom
a p
ictu
re h
e or
she
has
dra
wn.
If
the
mot
her
mer
ely
says
how
muc
h sh
e lik
es it
, the
n ha
ngs
it up
, the
chi
ld's
eff
orts
,fee
lings
, and
thou
ghts
that
wen
tin
to th
e pi
ctur
e ar
e ig
nore
d. O
n th
e ot
her
hand
, if
you
let a
chi
ld k
now
that
you
car
e ab
out s
uch
thin
gs, h
e or
she
will
glo
w w
ith e
nthu
sias
m. E
mph
asis
on
how
som
ethi
ng is
don
e ca
n ta
kepr
essu
re o
ff a
chi
ld w
ho m
ay b
e ov
erly
con
cern
ed a
bout
wha
t is
done
.
Em
phas
ize
the
child
's p
leas
ure.
Whe
n a
child
dra
ws
a pi
ctur
e or
per
form
sso
me
task
or
skill
, it c
an b
ring
ple
asur
e to
bot
h ch
ild a
nd p
aren
ts.
But
the
child
'spl
easu
re s
houl
d be
pri
mar
y, a
s it
guid
es th
e ch
ild's
eff
ort a
nd h
elps
him
or
her
brin
g th
e ef
fort
toco
mpl
etio
n. D
on't
emph
asiz
e yo
ur o
wn
plea
sure
; thi
s co
nditi
ons
child
ren
to p
erfo
rm a
ccor
ding
to o
ther
s' e
xpec
tatio
ns. I
nste
ad, o
ffer
com
men
ts li
ke "
I ca
n se
e ho
w p
leas
ed y
ou a
re,"
or
"You
mus
t be
prou
d of
you
rsel
f."
Of
cour
se, f
ollo
w th
ese
com
men
ts b
y "I
sur
e am
pro
ud o
f yo
u,to
o."
Doi
ng th
e jo
b is
the
rew
ard.
If
you'
ve e
ver
notic
ed th
e de
light
in th
e ey
es o
f a
child
who
has
just
lear
ned
how
to r
ide
a bi
ke o
r ha
s m
aste
red
a di
ffic
ult w
ord,
you
know
you
don
't ne
ed to
rew
ard
the
effo
rt w
ith c
andy
or
mon
ey. I
n fa
ct, a
ddin
g so
met
hing
extr
insi
c to
the
achi
evem
ent c
an s
erve
to d
istr
act t
he c
hild
fro
m e
njoy
ing
the
intr
insi
c sa
tisfa
ctio
nin
mas
teri
ng s
omet
hing
. Pra
ise
can
be u
sed
to h
elp
your
chi
ld p
ause
and
ref
lect
, ver
baliz
e ab
out
wha
t wen
t int
o th
e go
od p
erfo
rman
ce, a
nd r
eexp
erie
nce
the
plea
sure
of
a jo
b w
ell d
one.
Be
spec
ific
whe
n yo
u pr
aise
. Gen
eral
ly th
anki
ng y
our
child
for
cle
anin
g up
his
or h
er r
oom
is m
ore
diff
use
than
say
ing
than
ks f
or p
icki
ng u
p th
epe
ncils
, the
book
s, a
nd th
e ot
her
thin
gs s
catte
red
abou
t. D
etai
led,
spe
cifi
c pr
aise
sho
ws
that
you
rea
lly n
otic
eyo
ur c
hild
's e
ffor
ts. I
t mak
es k
ids
feel
they
've
earn
ed th
e ri
ght t
obe
pro
ud. I
nste
ad o
f "y
ou a
resu
ch a
fan
tast
ic d
raw
er,"
say
: "I
know
how
muc
h tim
e yo
u pu
t int
o th
at p
ictu
re a
nd I
'm n
otsu
rpri
sed
thos
e lin
es c
ame
out s
o st
raig
ht."
E EN
VIR
ON
ME
NT
Det
aile
d,sp
ecif
icpr
aise
show
sth
at
vou
reat
iv
notic
eyo
ur
child
'sef
fort
s.
4445
13
E EN
VIR
ON
ME
NT
You
are
hel
pful
toyo
ur c
hild
ren'
scr
eativ
e de
velo
pmen
tw
hen
your
com
men
tsfo
cus
on th
eir
need
sfo
r at
tent
ion,
enco
urag
emen
t,se
lf-e
xplo
ratio
n, a
ndpr
ide
in th
eir
wor
k.
Des
crip
tive
prai
se is
pra
ise
that
goe
s w
ith s
omet
hing
in p
artic
ular
. "I
like
the
way
you
'resi
tting
," o
r "I
'm h
appy
to s
ee y
ou p
layi
ng s
o ni
cely
with
your
bro
ther
" ar
e m
uch
mor
e us
eful
toth
e ch
ild th
an s
impl
y sa
ying
"Y
ou're
a g
ood
boy
toda
y,"
beca
use
it te
lls h
im w
hat h
e's
doin
g th
atea
rned
the
prai
se.
Som
e M
ore
Do'
s an
d D
on'ts
Get
ting
back
to th
at y
oung
art
ist o
f yo
ursa
nd m
ost p
resc
hool
ers
areh
ere
are
a fe
w m
ore
sugg
estio
ns to
hel
p yo
u en
cour
age
his
or h
er a
rtis
tic a
nd c
reat
ive
activ
ity w
ithap
prop
riat
e pr
aise
.R
emem
ber,
als
o, th
at th
ese
exam
ples
can
be
appl
ied
gene
rally
to a
ny o
f yo
ur c
hild
's a
ctiv
ities
or
acco
mpl
ishm
ents
.
DO
mak
e a
stat
emen
t tha
t is
help
ful,
supp
ortiv
e, p
ositi
ve, a
ndab
ove
all
appr
opri
ate.
You
are
hel
pful
to y
our
child
ren'
s cr
eativ
e de
velo
pmen
t whe
nyo
urco
mm
ents
foc
us o
n th
eir
need
sfor
atte
ntio
n, e
ncou
rage
men
t, se
lf-e
xplo
ratio
n,an
d pr
ide
in th
eir
wor
k. Y
ou a
re s
uppo
rtiv
e an
d po
sitiv
e w
hen
you
acce
pt th
edr
awin
gs a
s th
ey d
id th
em a
nd s
ay s
omet
hing
com
plim
enta
ry. Y
ouar
eap
prop
riat
e w
hen
your
com
men
ts r
elat
e to
the
actu
al w
ork
done
. A f
eebl
e"T
hat's
nice
" w
ill n
ot s
uffi
ce.
4d°
DO
N'T
cri
ticiz
e th
e w
ork
by a
skin
g "W
here
's th
e su
n?"
or "
Whe
re is
her
oth
erea
r?"
You
may
be
told
that
the
sun
is n
ot s
hini
ngor
that
she
onl
y ha
s on
e ea
r.("
Wha
t's th
e m
atte
r, D
ad, c
an't
you
see?
")
4,1
DO
N'T
den
y th
e ch
ild's
ver
sion
of
real
ity b
y sa
ying
"I
neve
r sa
w a
red
cow
befo
re,"
or
"Whe
n di
d yo
u ev
er s
ee o
ne?"
4dD
ON
'T a
sk w
hat i
t is.
The
y m
ay n
ot k
now
.
4dD
ON
'T c
ompa
re it
to th
e w
ork
of a
noth
er c
hild
, exc
ept i
na
non-
judg
men
tal w
ay.
1446
47
("O
kay,
you
mad
e re
d ci
rcle
s. B
illy
mad
e bl
ue o
nes.
I'm
gla
d yo
u bo
th u
sed
the
colo
rs y
ou li
ke."
)D
ON
'T ig
nore
the
wor
k of
art
, hop
ing
the
child
will
not
not
ice
and
will
go
away
.T
he c
hild
will
not
ice
and
will
go
away
dev
asta
ted.
(D
e lis
le, c
ited
in A
lvin
o, 1
989)
If ti
tles
are
to b
e ap
plie
d, le
t the
chi
ld d
o it.
You
sho
uld
supp
ort t
he c
hild
's p
erce
ptio
nsan
d ta
stes
as v
alid
inte
rpre
tatio
ns o
f re
ality
and
sho
uld
enco
urag
efu
rthe
r cr
eativ
e ex
pres
sion
.
Dis
play
ing
Wor
k
The
re a
re tw
o th
ings
to k
eep
in m
ind
abou
t dis
play
ing
fam
ily a
rtw
ork.
Fir
st, p
aren
tssh
ould
set
an e
xam
ple
by d
ispl
ayin
g so
me
of th
eir
own
hand
iwor
kwha
teve
r th
e m
ediu
m. I
f yo
u do
not
,tw
o ne
gativ
e m
essa
ges
are
tran
smitt
ed to
you
r ch
ild: "
I'm n
otpr
oud
of a
nyth
ing
I've
done
" an
d"I
t's im
mat
ure
for
adul
ts to
take
pri
de in
thei
r w
orko
nly
kids
do
it."
Seco
nd, d
o no
t han
gth
ech
ild's
wor
k on
ly o
n th
e re
frig
erat
or d
oor.
By
enga
ging
in th
is p
ract
ice,
you
giv
e yo
ur c
hild
the
mes
sage
that
his
or
her
wor
k is
sec
ond-
rate
. It g
oes
in th
e ki
tche
n. T
he q
ualit
y w
ork
hang
s on
the
wal
l of
the
fam
ily r
oom
or
livin
g ro
om.
Stre
ss: C
ause
s an
d C
ures
in G
ifte
d K
ids
(and
The
ir P
aren
ts)
Mos
t adu
lts a
re f
amili
ar w
ith th
e ph
ysic
al a
nd e
mot
iona
l sym
ptom
s of
str
ess:
irri
tabi
lity,
head
ache
s, in
som
nia,
ulc
ers,
hig
h bl
ood
pres
sure
, hea
rt d
isea
se, a
ggre
ssiv
enes
s, d
epre
ssio
n,w
ithdr
awal
, ten
sion
, sub
stan
ce a
buse
, rig
id th
inki
ng, f
orge
tful
ness
, los
s of
app
etite
, ove
reat
ing,
inte
nse
anxi
ety,
and
inse
curi
tyto
nam
e so
me
com
mon
one
s.
Gif
ted
child
ren
are
part
icul
arly
sus
cept
ible
to s
tres
s, w
hich
if n
ot c
heck
ed m
ay r
esul
t in
any
num
ber
of c
hron
ic m
alad
ies
or "
burn
out"
(Fi
mia
n, 1
989)
. Thi
s is
cha
ract
eriz
ed b
y a
stat
eof
men
tal a
nd p
hysi
cal e
xhau
stio
n fr
om p
rolo
nged
, unr
elie
ved
stre
ss th
at c
an le
ad to
with
draw
al,
Cau
ses & C
ures
Gift
ed c
hild
ren
are
part
icul
arly
susc
eptib
le to
stre
ss, w
hich
if n
otch
ecke
d m
ay r
esul
tin
any
num
ber
ofch
roni
c m
alad
ies
or"b
urno
ut."
(Fim
ian,
198
9)
49
4815
Cau
ses & C
ures
Ple4
d(vi
e ed
aded
4 ex
e ao
teea
da4
e&m
aael
4 aj
eavu
t ea
ua4&
agtz
elle
ya
gite
at a
owte
e ad
eifa
eet*
Avg
9eite
dad
ebt&
t.
hope
less
ness
, and
inac
tivity
. Far
rell
(198
9) r
epor
ts th
at s
uici
de h
as b
ecom
e th
e so
lutio
nto
an
incr
easi
ng n
umbe
r of
gif
ted
yout
h's
inab
ility
to c
ope.
At H
igh
Ris
k fo
r B
urno
ut
The
rea
sons
gif
ted
child
ren
are
at h
igh
risk
for
str
ess
and
burn
out
are
mul
tifac
eted
, ran
ging
fro
mex
cess
ive
envi
ronm
enta
l dem
ands
to n
egat
ive
self
-per
cept
ion
habi
ts a
nd c
opin
gpa
ttern
s to
unde
velo
ped
stre
ss m
anag
emen
t ski
lls. A
lso,
gif
ted
child
ren
are
ofte
n m
ulti-
tale
nted
and
tend
tobe
pul
led
in to
o m
any
dire
ctio
ns o
r in
to to
o m
any
activ
ities
. Som
e de
velo
pmen
tal a
ndbe
havi
oral
fact
ors
lead
ing
to s
tres
s ar
e lis
ted
belo
w.
frPe
rfec
tioni
st T
ende
ncie
sL
eani
ngs
tow
ard
perf
ectio
nism
may
be
lear
ned,
bra
in-b
ased
(pa
rt o
fan
indi
vidu
al's
psy
chol
ogic
al-n
euro
logi
cal m
akeu
p), o
r bo
th. C
hild
ren
who
suf
fer
from
per
fect
ioni
sm a
re in
a c
onst
ant s
tate
of
frus
trat
ion
beca
use
of th
eev
erpr
esen
t gap
bet
wee
n ho
w th
ey f
eel t
hey
are
actu
ally
per
form
ing
and
thei
rso
met
imes
unr
ealis
tic, s
omet
imes
sel
f-im
pose
d ac
hiev
emen
t goa
ls. K
apla
n an
d G
eoff
roy
(199
3)re
port
that
sel
f-in
flic
ted
stre
ss c
an le
ad to
bur
nout
or
unde
rach
ieve
men
t. T
his
can
lead
tope
rfec
tioni
stic
"fr
eeze
-up,
" w
hich
is a
type
of
inte
rnal
sta
ge f
righ
t or
fear
of
failu
re a
ssoc
iate
dw
ith a
ny n
ew, p
erha
ps th
reat
enin
g ch
alle
nge.
On
the
othe
r ha
nd, p
erfe
ctio
nism
is n
ot th
e sa
me
as s
ettin
g hi
gh b
ut a
ttain
able
sta
ndar
dsfo
ron
esel
f. I
n th
e la
tter
case
, cal
cula
ted
risk
s an
d ch
alle
nges
are
acce
pted
, acc
ompl
ishm
ents
are
cele
brat
ed, a
nd m
ista
kes
or f
ailu
res
are
seen
as
lear
ning
exp
erie
nces
.
Exc
essi
ve A
chie
vem
ent D
eman
dsPr
essu
re c
ause
d by
the
ambi
tious
dem
ands
of
othe
rs is
und
oubt
edly
a gr
eat
sour
ce o
f an
xiet
y fo
r gi
fted
chi
ldre
n. A
gen
eral
"ac
hiev
emen
t anx
iety
" ca
n be
gene
rate
d in
chi
ldre
n by
wel
l-m
eani
ng a
dults
who
wan
t the
ir k
ids
to d
o th
eir
best
all t
he ti
me.
Rat
her
than
"ac
hiev
ing
to li
ve"
a sa
tisfy
ing,
pro
duct
ive
life,
gif
ted
1016
5051
child
ren
over
burd
ened
in th
is m
anne
r m
ay le
arn
to "
live
to a
chie
ve."
Ach
ieve
men
t-an
xiou
sch
ildre
n ar
e of
ten
plag
ued
by s
uch
fear
s an
d im
plic
it qu
estio
ns a
s "C
an I
mai
ntai
n th
is le
vel o
fac
hiev
emen
t?"
and
"Will
onl
y m
ore
be e
xpec
ted
of m
e on
ce I
ach
ieve
thes
e go
als?
" T
hey
som
etim
es c
amou
flag
e th
emse
lves
beh
ind
a fa
cade
of
unde
rach
ieve
men
t (G
leas
on, 1
988)
.
fInt
elle
ctua
l/Soc
ial D
evel
opm
ent G
apA
gif
ted
child
of
four
may
wel
l hav
e th
e in
telle
ctua
l int
eres
ts a
nd a
bilit
ies
of a
nei
ght-
year
-old
, but
obv
ious
ly w
ill n
ot h
ave
the
phys
ical
/soc
ial d
evel
opm
ent o
f an
olde
r ch
ild. T
he e
ffor
ts o
f a
brig
ht y
oung
ster
to s
ocia
lize
with
old
er c
hild
ren
will
quite
oft
en b
e bl
ocke
d by
the
olde
r ch
ildre
n's
reje
ctio
n of
the
"litt
le k
id."
Thu
sth
e gi
fted
pre
scho
oler
fee
ls "
out o
f it"
with
his
or
her
own
agem
ates
as
wel
l as
with
old
er k
ids
who
pay
no
atte
ntio
n. S
ocia
l iso
latio
n ca
n ca
use
stre
ss.
Hei
ghte
ned
Sens
itivi
ty to
Adu
lt Pr
oble
ms
Gif
ted
kids
tend
to b
e "i
nfo-
man
iacs
" ab
out w
hat i
s go
ing
on in
thei
ren
viro
nmen
t, ev
eryt
hing
fro
m f
amily
pro
blem
s to
glo
bal i
ssue
s, a
nd th
is, t
oo c
ancr
eate
str
ess.
The
y of
ten
wor
ry a
bout
pro
blem
s th
at m
ay n
ot a
ffec
t the
m d
irec
tly(e
xcep
t tha
t the
wor
ry d
oes
affe
ct th
em),
or
over
whi
ch th
ey h
ave
no c
ontr
ol.
How
Str
ess
Tak
es it
s T
oll
An
optim
al le
vel o
f st
ress
ene
rgiz
es th
e sy
stem
. How
ever
, alm
ost w
ithou
t exc
eptio
n, e
xces
sive
stre
ss d
ecre
ases
the
acad
emic
per
form
ance
of
child
ren
and
thei
r m
aste
ryof
new
ski
lls. T
oom
uch
stre
ss a
t an
earl
y ag
e ca
n se
vere
ly a
ffec
t dev
elop
men
t.
But
it is
a c
hild
's c
reat
ive
thin
king
an e
ssen
tial h
allm
ark
of g
ifte
dnes
stha
t see
ms
to s
uffe
rm
ost.
Tor
ranc
e an
d G
off
(199
0) o
bser
ved
that
by
the
four
th g
rade
it is
ver
ydi
ffic
ult t
o re
vers
eth
e ea
rly
harm
ful e
ffec
ts o
f st
ress
and
anx
iety
on
crea
tive
thin
king
. Chi
ldre
n so
aff
licte
d ar
e
Cau
ses & C
ures
An
opru
nal l
evel
stre
ssen
exqu
esT
he
sysT
em.
1.
5253
17
Cau
ses & C
ures
1854
unab
le to
rel
ax. T
hey
begi
n to
dis
play
Typ
e A
per
sona
lity
char
acte
rist
ics:
tens
ion,
ext
rem
eco
mpe
titiv
enes
s, im
patie
nce,
and
the
like.
In
addi
tion
to p
reve
ntin
ga
gift
ed c
hild
's c
reat
ive
juic
es f
rom
flo
win
g, s
tres
s ca
n le
ad to
cer
tain
psy
chos
omat
ic il
lnes
ses
like
head
ache
s,st
omac
hach
es, a
nd d
epre
ssio
n. The
AB
Cs
of S
tres
s M
anag
emen
t
The
fol
low
ing
chec
klis
t of
exce
ssiv
e-st
ress
war
ning
sig
ns w
ill h
elp
you
dete
rmin
e ho
w "
stre
ssed
out"
you
r ch
ild is
. The
mor
e sy
mpt
oms
a ch
ild h
as, t
he m
ore
likel
y he
or
she
is s
uffe
ring
fro
mex
cess
ive
stre
ss. (
Phys
ical
com
plai
nts
shou
ld b
e in
vest
igat
edto
iden
tify
or e
limin
ate
poss
ible
som
atic
cau
ses.
) A m
ajor
cha
nge
in a
ttitu
de o
r te
mpe
ram
ent (
irri
tabi
lity,
lack
of
enth
usia
sm,
depr
essi
on, c
arel
essn
ess)
With
draw
al, o
utbu
rsts
, or
tant
rum
s fo
r lit
tle o
rno
app
aren
t rea
son
Hyp
erac
tive
beha
vior
(fi
dget
ing,
ner
vous
tics
, jum
ping
fro
m ta
skto
task
, tro
uble
conc
entr
atin
g)Su
spic
ious
com
plai
nts
of f
atig
ue a
ndva
gue
illne
sses
"con
veni
ent"
sic
knes
s to
avoi
d ce
rtai
n ta
sks
or s
ituat
ions
Inso
mni
a or
ref
usal
to g
et o
ut o
f be
dSt
omac
hach
es o
r he
adac
hes
An
incr
ease
in a
llerg
ic/a
sthm
atic
atta
cks
Elim
inat
ion
prob
lem
s
The
Str
ess
Man
agem
ent T
rian
gle
Stre
ss m
anag
emen
t can
be
acco
mpl
ishe
d th
roug
h re
laxa
tion
trai
ning
that
take
s a
"who
le-c
hild
appr
oach
"one
that
pay
s at
tent
ion
to a
ttitu
de, b
ehav
ior,
and
env
iron
men
t,as
illu
stra
ted
by th
e
55
acco
mpa
nyin
g di
agra
m (
Alv
ino,
198
9).
Figu
re 1
. Str
ess
man
agem
ent t
rian
gle.
Atti
tude
Atti
tude
for
ms
one-
thir
d of
the
equi
late
ral t
rian
gle
and
refe
rs to
that
set
of
belie
fs, v
alue
s, a
ndre
spon
ses
that
mak
e up
a p
erso
n's
gene
ral o
utlo
ok, c
ompo
sure
, and
com
port
men
t. A
lthou
gh a
very
you
ng c
hild
may
not
be
awar
e of
suc
h fa
ctor
s ex
plic
itly,
you
can
gui
de h
im o
r he
r fr
omne
gativ
e to
pos
itive
atti
tude
s (f
or in
stan
ce, f
rom
pes
sim
ism
to o
ptim
ism
, fro
m d
isbe
lief
in s
elf
tobe
lief
in s
elf)
, or
to c
ircu
mve
nt th
e ne
gativ
e on
es a
ltoge
ther
, by
build
ing
an `
Inte
rnal
locu
s of
cont
rol"
in y
our
child
.
Cau
ses & C
ures
Prob
ably
the
mos
t im
port
ant
thin
g to
rem
embe
r in
ast
ress
man
agem
ent
prog
ram
is to
mod
el th
ere
laxe
dbe
havi
ors
you
are
tryi
ng to
culti
vate
in y
our
youn
gste
r.
19
56-
0*
Cau
ses & C
ures
AT
TIT
UD
E
Acc
ordi
ng to
Cla
rk (
1983
, 198
6) f
eelin
g th
at o
ne h
asno
con
trol
ove
r a
situ
atio
n ca
n be
qui
tean
xiet
y-pr
oduc
ing.
In
her
wor
k w
ith th
e N
ew A
ge S
choo
l, C
lark
has
fou
nd th
at c
hild
ren
asyo
ung
as tw
o-ye
ars-
old
have
beg
un to
exp
erie
nce
stre
ss a
nd te
nsio
n ov
er e
xpec
tatio
ns a
bout
thei
rpe
rfor
man
ce.
On
the
othe
r ha
nd, C
lark
say
s, c
hoic
e is
ver
y em
pow
erin
g. W
hen
child
ren
are
alw
ays
told
wha
tto
do,
how
to d
o it,
and
whe
n to
do
it, th
ey f
eel o
ut o
f co
ntro
l; an
d th
ey d
o no
t dev
elop
the
abili
tyto
mak
e go
od d
ecis
ions
. Par
ents
and
teac
hers
can
pro
vide
cle
ar a
ltern
ativ
es, i
nfor
mat
ion
abou
tth
e co
nseq
uenc
es o
f th
ose
alte
rnat
ives
, and
a c
hanc
e to
pra
ctic
e ch
oosi
ngam
ong
them
. In
this
way
, gif
ted
child
ren
can
com
e to
fee
l in
cont
rol o
f th
eir
abili
ties,
thei
r tim
e, a
nd th
eir
ener
gy.
The
y be
gin
to b
elie
ve in
them
selv
es a
nd in
thei
r po
wer
to h
andl
e st
ress
ful s
ituat
ions
.
An
effe
ctiv
e at
titud
e-en
hanc
ing
activ
ity in
volv
es p
ositi
ve s
elf-
talk
. Chi
ldre
n w
ho h
abitu
ally
mak
e ne
gativ
e as
sert
ions
in th
e fa
ce o
f ch
alle
nge
or u
nkno
wn
outc
omes
("I
can
't do
this
." "
Thi
sis
stu
pid.
" "I
'm n
o go
od."
) ne
ed h
elp
seei
ng th
eir
stre
ngth
s an
d pr
actic
e sa
ying
"I c
an d
o th
is."
"Thi
s is
fun
." "
I'm p
retty
goo
d at
this
!" "
I'll t
ry it
!"
The
tech
niqu
e of
men
tal r
ehea
rsal
can
be
espe
cial
ly h
elpf
ul w
ith c
hild
ren.
Enc
oura
geyo
ur c
hild
to v
isua
lize
each
ste
p an
d de
tail
of a
n up
com
ing
anxi
ety-
prod
ucin
g ev
ent.
Rem
embe
r, w
hat
even
t cau
ses
anxi
ety
will
var
y fr
om c
hild
to c
hild
. It m
ight
be
goin
g to
pre
scho
ol, a
ttend
ing
abi
rthd
ay p
arty
, or
play
ing
a co
mpe
titiv
e ga
me
or s
port
. Pic
ture
the
plac
e, p
eopl
e, a
nd p
ossi
ble
happ
enin
gs. E
ncou
rage
you
r ch
ild to
see
him
self
or
hers
elf
carr
ying
out
the
task
, dea
ling
with
any
prob
lem
s or
obs
tacl
es th
at a
rise
, and
bri
ngin
g it
to a
suc
cess
ful c
ompl
etio
n. T
oget
her,
wor
kou
t alte
rnat
ive
way
s of
han
dlin
g th
e ev
ent s
o he
or
she
will
hav
e m
axim
um f
lexi
bilit
y w
hen
itdo
es o
ccur
.
Beh
avio
rB
ehav
ior
form
s an
othe
r th
ird
of th
e st
ress
man
agem
ent t
rian
gle.
It i
nvol
ves
lear
ning
rel
axat
ion
20
58
1111
1111
1059
resp
onse
s to
str
ess
and
tens
ion.
You
r ch
ild's
goa
l in
stre
ss m
anag
emen
t is
tore
cogn
ize
the
attit
udes
and
beh
avio
rs c
onne
cted
with
str
esse
d st
ates
and
with
rel
axed
sta
tes,
and
to le
arn
that
he
or s
he c
an c
ontr
ol s
tres
s le
vels
. The
tips
bel
ow w
ill h
elp
you
with
the
beha
vior
al a
spec
tsof
the
stre
ss m
anag
emen
t tri
angl
e.
Enc
oura
ge "
one-
thin
g-at
-a-t
ime"
thin
king
. Tea
ch y
our
child
to c
once
ntra
te o
n on
eth
ough
t or
actio
n at
a ti
me.
A u
sefu
l con
cent
ratio
n te
chni
que
is to
hav
e hi
m o
r he
rim
agin
e (w
ith e
yes
clos
ed)
a si
ngle
dig
it, s
culp
ted
out o
f w
ood.
The
n ha
ve y
our
child
rep
eat t
his
num
ber
sile
ntly
for
abo
ut a
min
ute.
Whe
n di
stra
ctin
g th
ough
ts e
mer
ge d
urin
g th
is e
xerc
ise,
sim
ply
inst
ruct
you
r ch
ild to
wat
ch th
em "
flow
dow
nstr
eam
like
a le
af tr
avel
ing
dow
n a
rive
r."
Prac
tice
mus
cle
rela
xatio
n. A
key
pri
ncip
le in
str
ess
man
agem
ent i
s th
at a
nxie
ty a
ndde
ep m
uscl
e re
laxa
tion
cann
ot c
oexi
st. B
y de
eply
rel
axin
g te
nse
mus
cles
, anx
iety
sta
tes
can
be r
educ
ed. A
utog
enic
trai
ning
invo
lves
alte
rnat
ely
tens
ing
then
rela
. Try
this
with
you
ryo
ungs
ter.
With
gui
danc
e ev
en a
fou
r-ye
ar-o
ld c
an f
ollo
w.
Firs
t, fr
om a
sta
ndin
g po
sitio
n, m
ake
a fi
st w
ith y
our
righ
t han
d. A
s yo
u sq
ueez
e yo
ur f
ist s
hut,
push
you
r ar
m a
way
fro
m y
our
body
. Con
tinue
pus
hing
and
squ
eezi
ng u
ntil
you
feel
dis
com
fort
in y
our
arm
, the
n qu
ickl
y re
leas
e al
l ten
sion
and
allo
w y
our
arm
to h
ang
besi
de y
our
body
.N
otic
e ho
w y
our
hand
and
arm
fee
l. B
e aw
are
that
you
can
rel
ax th
em e
ven
mor
e. A
llow
you
rha
nd a
nd a
rm to
rel
ax m
ore
deep
ly. N
otic
e ho
w th
at f
eels
. Allo
w y
our
hand
to f
eel v
ery
heav
y,ev
en a
littl
e w
arm
; now
not
ice
the
diff
eren
ce b
etw
een
your
rig
htha
nd a
nd a
rm a
nd th
e le
ft s
ide.
[To
avoi
d m
uscl
e im
bala
nce,
use
the
sam
e pr
oced
ure
on th
e le
ft h
and
and
arm
.]
Prog
ress
ive,
who
le-b
ody
rela
xatio
n is
ano
ther
tech
niqu
e, in
whi
ch y
ou tr
y to
rel
ax th
e w
hole
body
(w
ithou
t ten
sing
) st
artin
g w
ith th
e fe
et a
nd p
rogr
essi
ng u
p to
the
jaw
s by
maj
or b
ody
sect
ions
: fee
t, an
kles
, leg
s, h
ips,
sto
mac
h, c
hest
, bac
k, s
houl
ders
, nec
k, s
calp
, fac
ial m
uscl
es,
and
jaw
s.
Cau
ses & C
ures
60:
6121
4,
Cau
ses & C
ures
AT
TIT
UD
E
In g
uidi
ng y
our
youn
gste
r th
roug
h re
laxa
tion
exer
cise
s, it
is h
elpf
ulto
"su
gges
t" th
e de
sira
ble
beha
vior
. For
exa
mpl
e, "
Rel
ax y
our
feet
[an
kles
, leg
s, a
ndso
on]
. Fee
l you
r m
uscl
es b
ecom
ing
loos
e, li
mp,
hea
vy, a
nd w
arm
. Fee
l the
war
mth
ext
end
upw
ard
thro
ugh
your
hip
s [s
tom
ach,
ches
t, an
d so
on]
." P
roce
ed s
low
ly, p
ausi
ng 1
0 to
15
seco
nds
afte
r ea
ch m
ajor
body
sec
tion.
Aft
er a
bout
10
min
utes
of
this
, int
rodu
ce a
con
cent
ratio
n ex
erci
se (
like
repe
atin
g a
sing
le d
igit)
,so
chi
ldre
n ca
n re
esta
blis
h th
eir
norm
al, f
ocus
ed c
onsc
ious
ness
.
APr
actic
e de
ep b
reat
hing
. The
re a
rem
any
kind
s of
dee
p br
eath
ing
met
hods
that
als
oen
hanc
e re
laxa
tion
and
redu
ce te
nsio
n. I
nstr
uct y
our
child
as
follo
ws:
"Si
t com
fort
ably
with
bot
h fe
et o
n th
e fl
oor.
Put
you
r ha
nds
over
you
r st
omac
h as
you
r br
eath
e, d
eepl
y. L
et y
our
stom
ach
push
out
whe
n yo
u br
eath
e in
and
pul
l in
whe
nyo
u br
eath
e ou
t. C
lose
you
r ey
es a
ndsl
owly
bre
athe
in, s
tom
ach
out.
Hol
d yo
ur b
reat
h to
the
coun
t of
four
, and
slo
wly
bre
athe
out
.O
ne. T
wo.
Thr
ee. F
our.
[B
e su
re y
our
child
's c
hest
cav
ity r
emai
ns b
asic
ally
mot
ionl
ess,
with
only
the
abdo
men
mov
ing
in a
nd o
ut.]
Im
agin
ean
y w
orri
es o
r up
set l
eavi
ng y
our
body
thro
ugh
your
arm
s an
d le
gs a
nd y
our
mou
th a
s yo
u br
eath
e ou
t. B
reat
he in
thro
ugh
your
nos
e an
d ou
tth
roug
h yo
ur m
outh
."
AR
emem
ber
good
old
-fas
hion
ed e
xerc
ise!
Not
hing
hel
ps r
elea
se te
nsio
nan
d an
xiet
ybe
tter
and
prom
otes
men
tal h
ealth
at t
hesa
me
time.
Do
not p
ush
your
chi
ld in
toor
gani
zed
spor
ts, h
owev
er. T
hat w
ill ju
st a
dd to
his
or h
er s
tres
s. W
hat's
impo
rtan
t is
som
e ki
ndof
reg
ular
phy
sica
l act
ivity
, par
ticul
arly
for
you
ngst
ers
who
may
be
earl
y, h
eavy
rea
ders
or
enga
ged
in o
ther
hig
hly
cere
bral
pur
suits
muc
h of
the
time.
Sim
ple
calis
then
ics
(jum
ping
jack
s,to
e to
uchi
ng),
bik
e ri
ding
, hop
scot
ch, t
agth
e cl
assi
c ga
mes
of
child
hood
thes
ear
e al
l goo
dso
urce
s of
exe
rcis
e.
Env
iron
men
tE
nvir
onm
ent,
whi
ch f
orm
s th
e th
ird
leg
of th
e st
ress
man
agem
ent t
rian
gle,
ref
ers
to th
ose
aspe
cts
of th
e ch
ild's
life
that
mak
e up
the
perv
asiv
e co
nditi
ons,
pri
mar
ilyat
hom
e, u
nder
whi
ch th
ech
ild's
bio
logi
cal,
cogn
itive
, and
em
otio
nal g
row
thar
e be
ing
nurt
ured
. Her
e ar
e so
me
tips:
2262
1111
1111
1111
10
63
IE
ncou
rage
a s
tres
s-re
duci
ng d
iet.
Man
y do
ctor
s an
d nu
triti
onis
ts h
ave
sugg
este
d th
atex
cess
ive
caff
eine
and
sug
ar in
take
str
ess
out t
he a
dren
al g
land
s an
d in
duce
tens
ion.
The
refo
re, y
ou m
ay w
ish
to e
ncou
rage
you
r ch
ild to
lim
it (i
f no
t elim
inat
e) c
onsu
mpt
ion
of f
oods
with
thes
e su
bsta
nces
. It i
s al
way
s ad
visa
ble
to c
onsu
lt a
pedi
atri
cian
or
nutr
ition
ist b
efor
eal
teri
ng a
chi
ld's
die
t.
Allo
w th
e "s
pace
" fo
r da
ydre
amin
g ...
And
for
rel
axat
ion,
doi
ng n
othi
ng, a
nd e
ven
just
bei
ng a
lone
. Bui
ld le
isur
e in
to y
our
child
's li
fe a
nd a
ctiv
ities
. Cur
b th
e ne
ed to
beac
com
plis
hing
som
ethi
ng e
very
min
ute.
Cul
tivat
e re
spec
t for
a s
low
er p
ace.
Enc
oura
ge y
our
child
to p
ursu
e a
hobb
y of
his
or
her
choo
sing
. Tak
e fa
mily
vac
atio
ns.
Res
pect
you
r ch
ild's
hei
ghte
ned
sens
itivi
ties.
Hel
ping
gif
ted
child
ren
both
dea
l with
and
resp
ond
to th
eir
emot
ions
and
sen
sitiv
ity to
cer
tain
glo
bal,
"adu
lt" is
sues
take
s a
spec
ial e
ffor
t. Su
ch th
ings
mus
t be
addr
esse
d on
the
child
's le
vel,
so th
at th
e se
emin
gly
enor
mou
s an
d in
surm
ount
able
bur
den
is li
fted
. For
exam
ple,
if a
chi
ld is
esp
ecia
lly s
ensi
tive
tow
orld
hun
ger,
hel
p hi
m o
r he
r fi
nd a
n ou
tlet f
or s
uch
"car
ing"
that
is c
oncr
etes
uch
asco
ntri
butin
g so
me
allo
wan
ce m
oney
to a
n ap
prop
riat
e ca
use
or d
eliv
erin
g fo
od b
aske
ts to
the
loca
l nee
dy.
Be
a ro
le m
odel
. Pro
babl
y th
e m
ost i
mpo
rtan
t thi
ng to
rem
embe
r in
a s
tres
s m
anag
emen
tpr
ogra
m is
to m
odel
the
rela
xed
beha
vior
s yo
u ar
etr
ying
to c
ultiv
ate
in y
our
youn
gste
r.St
ress
is v
ery
cont
agio
us. Y
our
nonv
erba
l beh
avio
rs (
rush
ing,
alw
ays
seem
ing
pres
sed
for
time,
bein
g im
patie
nt)
will
aff
ect y
our
child
mor
e th
an y
our
assu
ring
"R
elax
, don
't w
orry
."H
ere
is a
clea
r ca
se w
here
act
ions
spe
ak lo
uder
than
wor
ds. I
n ad
ditio
n, le
t you
r ch
ild k
now
that
it's
fun
bein
g an
adu
lt, h
ow s
atis
fyin
g yo
ur w
ork
is, a
nd h
ow g
ratif
ying
it is
to h
elp
othe
rs.
Giv
e th
em
this
to lo
ok f
orw
ard
to!
Cau
ses Sr
Cur
es
\b.
6465
23
0
No4
.14.
44i
0 0,
4,44
4y,
Res
pons
ibili
ty is
an e
ssen
tial
ingr
edie
nt fo
rm
atur
ity a
ndcr
eativ
e se
lf-di
rect
ion.
Nur
turi
ng Y
our
Chi
ld's
Cre
ativ
ity
Que
stio
ns c
ontin
ue to
pla
gue
pare
nts
and
teac
hers
abo
ut h
ow to
edu
cate
youn
gste
rs w
ho a
boun
din
ene
rgy,
thri
ve o
n ri
sk, a
nd e
xude
inqu
isiti
vene
ss, w
ithou
t kill
ing
thei
r ca
paci
ty f
or c
reat
ive
imag
es, i
nsig
ht, a
nd f
anta
sy o
n no
nver
bal l
evel
s. A
ll be
havi
ors
high
ly r
elat
edto
cre
ativ
ity m
ust
be li
nked
toge
ther
in s
ome
lear
ning
pat
tern
uni
que
to e
ach
child
.
Tor
ranc
e an
d G
off
(199
0) s
ugge
st th
at p
aren
ts g
ive
child
ren
oppo
rtun
ities
for
cre
ativ
e ex
pres
sion
and
prob
lem
sol
ving
; fin
d cr
eativ
e w
ays
to r
esol
ve f
amily
con
flic
ts, e
nsur
ing
that
eac
h fa
mily
mem
ber
rece
ives
indi
vidu
al a
ttent
ion
and
resp
ect;
and
help
chi
ldre
n de
al w
ith c
hang
e an
dst
ress
cons
truc
tivel
y.
The
fol
low
ing
at-h
ome
stra
tegi
es f
or e
lem
enta
ry-s
choo
l-ag
e ch
ildre
n w
illse
rve
to c
hann
el a
ndnu
rtur
e th
is v
ital h
uman
pot
entia
l of
crea
tivity
.
.401
111r
t Est
ablis
h a
resp
onsi
ve a
nd e
xpre
ssiv
e cl
imat
e lo
aded
with
mat
eria
ls a
nd a
dive
rsity
of
oppo
rtun
ities
for
exp
lori
ng. T
he m
ater
ials
nee
d no
t be
expe
nsiv
e,bu
t the
re s
houl
d be
ple
nty
of th
em. I
nclu
de lo
ts o
f ol
d m
agaz
ines
, boo
ks, n
ewsp
aper
s, g
ames
,ol
d cl
othe
s, a
nd g
adge
ts. B
y gi
ving
chi
ldre
n "s
pace
" to
peru
se a
nd e
xplo
re s
uch
thin
gs o
n th
eir
own,
you
'll b
e cr
eatin
g an
env
iron
men
t tha
t stim
ulat
es, c
halle
nges
, sup
port
s id
eas,
mov
emen
t,di
scov
erie
s, a
nd q
uest
ions
. Cre
ativ
ity r
equi
res
free
dom
to ju
st "
mes
s ar
ound
." A
t the
sam
e tim
e,it
requ
ires
som
e st
ruct
ure,
org
aniz
atio
n, a
nd a
rea
sona
bly
orde
rly
envi
ronm
ent.
Prov
ide
enco
urag
emen
t for
sel
f-re
lianc
e. I
nsis
t and
exp
ect c
hild
ren
to d
oso
met
hing
and
pro
duce
on
thei
r ow
n, s
o th
ey c
an e
xper
ienc
e fe
elin
gs o
f se
lf-
este
em a
nd o
f be
ing
resp
onsi
ble
to a
nd f
or th
emse
lves
. Res
pons
ibili
ty is
an
esse
ntia
l ing
redi
ent
for
mat
urity
and
cre
ativ
e se
lf-d
irec
tion.
It i
s w
ell r
ecog
nize
d th
at c
hild
ren
are
sign
ific
antly
mor
epr
oduc
tive
in d
iver
gent
way
s as
thei
r se
lf-s
uffi
cien
cy in
crea
ses.
2416
667
Rec
ogni
ze, r
espe
ct, a
nd g
ive
emot
iona
l sup
port
for
que
stio
ns, m
enta
lm
anip
ulat
ions
, or
unus
ual t
hink
ing.
Wat
ch f
or ti
mes
whe
n yo
ur c
hild
put
sth
ings
toge
ther
in s
ome
uniq
ue, c
leve
r w
ay. T
o sh
ow th
at y
ou c
are,
list
en v
ery
care
fully
to y
our
child
's id
eas
and
thou
ghts
. Be
cons
tant
ly a
lert
to th
e un
ique
ness
of
his
or h
er b
ehav
ior.
It i
sim
port
ant t
o sh
ow in
tere
st a
nd a
ppro
val,
but s
omet
imes
just
list
enin
g or
sile
nce
can
be th
e be
stfo
rm o
f em
otio
nal a
ppro
val.
Exp
ect a
nd a
llow
for
com
fort
able
reg
ress
ion
in g
row
th p
atte
rns
of y
our
child
,ev
en th
ough
he
or s
he is
gif
ted.
You
will
hel
p ch
ildre
n pr
epar
efo
r oc
casi
onal
anxi
ety
and
failu
re b
y te
achi
ng th
em to
acc
ept m
ista
kes,
to la
ugh
at th
em, b
ut to
cap
italiz
e up
onth
em a
nd le
arn
from
them
. Allo
w ti
me
for
cont
empl
atio
n, d
aydr
eam
ing,
and
use
of
the
imag
inat
ion,
or
just
for
bei
ng q
uiet
or
doin
g no
thin
g. B
e pa
rtic
ular
ly r
ecep
tive
and
aler
t to
plat
eaus
in g
row
th, w
hile
no
appa
rent
pro
gres
s is
bei
ng m
ade,
and
cre
ativ
ity m
ay e
ven
decl
ine.
Som
etim
es c
hild
ren
will
app
ear
leth
argi
c or
will
com
plai
n of
bor
edom
dur
ing
thes
e pe
riod
s.T
his
is n
atur
al, u
nles
s th
e co
nditi
on e
xten
ds f
or w
eeks
.
Do
not e
xpec
t you
r ch
ild a
lway
s to
act
logi
cally
and
be
prod
uctiv
e. G
ive
him
orh
er s
pace
toco
me
to te
rms
with
lim
itatio
ns a
s w
ell a
s ab
ilitie
s.A
lway
s be
rea
dy to
dis
cuss
suc
h th
ings
with
your
chi
ld; d
urin
g lo
w ti
mes
in p
artic
ular
, giv
e yo
urch
ild o
ppor
tuni
ties
to w
ork
thin
gs o
ut a
lone
.
One
way
to a
llow
you
r ch
ild th
e ne
eded
spa
ce f
or r
egre
ssio
n an
d co
ntem
plat
ion
is to
pro
vide
an
unus
ed "
pige
on lo
ft,"
"th
ink
tank
," "
offi
ce,"
or
"qui
et p
lace
" so
mew
here
in th
e ho
me
orou
tdoo
rs. I
t can
be
a cl
oset
, a c
upbo
ard,
und
erne
ath
a be
d, o
r an
unf
requ
ente
d co
rner
. Thi
spl
ace
will
ser
ve a
s a
psyc
holo
gica
lly s
afe
have
n w
here
he
or s
he c
an g
o to
fan
tasi
ze o
r ju
st to
sit
and
won
der.
It s
houl
d be
acc
epte
d as
you
r ch
ild's
spe
cial
pla
ce a
nd n
ot in
terp
rete
d as
a "
hidi
ng"
plac
e. B
e su
re h
e or
she
kno
ws
that
whi
le in
ther
e, th
ere
is n
o ex
pect
atio
n to
be
prac
tical
or
prod
uctiv
e. A
llow
tim
e fo
r es
cape
to th
e "s
peci
al p
lace
" at
leas
t onc
e a
day.
Man
y cr
eativ
eth
ough
ts f
ollo
w s
uch
incu
batio
n pe
riod
s se
para
ted
from
act
ion
and
prog
ress
in p
riva
cy w
ith
68
Do
not e
xpec
tyo
ur c
hild
alw
ays
to a
ct lo
gica
llyan
d be
pro
duct
ive.
6925
N04
.144
.4i
0e4,
444/
%at
auda
telit
mec
e44a
4f ?
ohch
ikhe
#tje
elco
otia
4taZ
ieta
haff
414
1:4,
Za4
ic e
dem
eoil
oi
one'
s se
lf.
Allo
w a
nd p
rovi
de s
ome
bala
nce
betw
een
inte
rper
sona
l and
sol
itary
""11
011
expe
rien
ces.
Cer
tain
ly s
ocia
lizat
ion
is im
port
ant f
oryo
ur c
hild
, but
so
is ti
me
alon
e fo
r in
ner
expl
orat
ion.
If
child
ren
are
host
ile a
t tim
es b
ecau
se th
eyar
e un
able
to f
ace
them
selv
es, t
hey
are
cert
ainl
y no
t will
ing
or r
eady
to f
ace
you
or o
ther
s. B
uild
ing
pers
onal
sel
f-w
orth
and
sel
f-re
spec
t mus
t tak
e pr
iori
ty o
ver
a fo
rced
toge
ther
ness
. If
child
ren
are
to b
e fr
ee to
be c
reat
ive
they
mus
t be
secu
re in
sep
arat
ing
from
you
or th
e gr
oup
with
out g
uilt
or r
ejec
tion.
Do
not b
e su
spic
ious
of
your
chi
ld's
tim
e al
one
or c
onst
antly
mon
itor
it. W
ith s
uch
free
dom
,ch
ildre
n ar
e m
ore
pron
e to
wor
k ou
t the
ir h
ostil
ities
qui
etly
, and
hos
tility
can
be a
maj
orro
adbl
ock
to c
reat
ive
prod
uctiv
ity. A
t the
sam
e tim
e, b
e se
nsiti
ve to
your
chi
ld's
nee
d to
talk
out
prob
lem
s.
Est
ablis
h w
ell-
defi
ned
stan
dard
s of
dis
cipl
ine
and
cond
uct.
You
r ch
ild s
houl
dha
ve n
o do
ubts
abo
ut w
hat y
ou r
egar
d as
rig
ht a
nd w
rong
. Wha
t rul
es th
ere
are
(and
rul
es s
houl
d be
few
, as
they
are
gen
eral
ly c
onfo
rmis
t in
natu
re a
nd s
tiflin
gto
cre
ativ
ity a
ndin
depe
nden
ce)
mus
t be
enfo
rced
con
sist
ently
with
ful
ly p
redi
ctab
leco
nseq
uenc
es. A
t tim
esch
ildre
n sh
ould
be
expe
cted
to b
e "o
n ta
sk"
prac
ticin
g m
usic
, tak
ing
out t
he g
arba
gesu
chtim
esan
d ta
sks
deci
ded
on a
nd r
egul
ated
by
the
pare
nt (
or te
ache
r w
hen
in s
choo
l). B
utth
ere
shou
ldal
so b
e fr
ee ti
mes
for
chi
ldre
n to
be
invo
lved
with
thei
r ow
n ta
sks
dete
rmin
ed b
y th
eir
own
inte
rest
s. I
n ei
ther
cas
e, c
reat
ivity
and
hig
h pr
oduc
tivity
req
uire
dis
cipl
ine.
Exh
ibit
an a
ttitu
de o
f ba
sic
trus
t tha
t you
r ch
ild w
ill d
o w
hat i
s re
ason
able
in"4
1111
1111
111W
7a
resp
onsi
ble
way
. Tru
st is
abs
olut
ely
nece
ssar
y fo
r ch
ildre
n to
fee
l com
fort
able
taki
ng r
isks
, a b
asic
ele
men
t of
crea
tivity
. Par
ents
mus
t not
bec
ome
dist
ress
ed b
y th
em
any
anxi
etie
s an
d st
ress
es o
f to
day'
s gr
owin
g ch
ild. T
rust
can
best
be
built
by
notic
ing
the
posi
tive
way
s ch
ildre
n op
erat
e in
spi
te o
f al
l the
obs
tacl
es th
ey f
ace:
thei
r w
illin
gnes
s an
d de
sire
, for
exam
ple,
to p
leas
e, to
do
wha
t's r
ight
, and
to m
eet t
heir
res
pons
ibili
ties
at h
ome
and
at s
choo
l.G
ivin
g th
em p
ositi
ve r
ecog
nitio
n fo
r w
hat t
hey
do is
vita
l. "I
rea
lize
you'
ve h
ada
very
str
essf
ulda
y, a
nd I
app
reci
ate
your
cle
anin
g up
aro
und
here
as y
ou p
rom
ised
."
267\
071
Kee
p tr
ack
of th
e tim
es y
ou a
llow
you
r ch
ild to
see
k al
tern
ativ
es a
nd m
ake
choi
ces.
Gua
rdag
ains
t alw
ays
dict
atin
g to
you
r ch
ild w
hat n
eeds
doi
ng a
nd h
ow to
do
it."B
rain
stor
m"
with
him
or h
er, a
skin
g ho
w m
any
diff
eren
t way
sso
met
hing
can
be
done
. Allo
w y
our
child
to m
ake
ach
oice
and
act
on
itwhe
ther
this
invo
lves
cut
ting
the
Law
n in
an
unor
thod
ox p
atte
rn o
rde
sign
or d
ecid
ing
whi
ch il
lust
ratio
n be
stac
com
pani
es a
n or
igin
al s
tory
. Sup
port
ing
your
chi
ld b
ytr
ustin
g hi
m o
r he
r to
mak
e ch
oice
s is
the
best
way
to h
elp
build
a g
ood
self
-con
cept
. The
chi
ldw
ho f
eels
goo
d in
side
will
ris
k th
e un
know
ns in
atte
mpt
ing
to p
ursu
ecr
eativ
e pa
ths.
App
lyin
g C
reat
ivity
to F
amily
Con
flic
ts
Cre
ativ
ity c
an b
e ap
plie
d in
res
olvi
ng f
amily
bic
keri
ng a
nd c
onfl
icts
.W
ith th
e ri
ght k
inds
of
inte
ract
ion
and
prac
tice,
you
can
ach
ieve
won
derf
ul r
esul
ts. W
hen
your
gif
ted
child
ren
lear
n th
e
follo
win
g te
chni
ques
of
"cre
ativ
e pr
oble
m-s
olvi
ng"
alon
g w
ith y
ou,t
hey
will
be
intr
igue
d, a
ndte
nsio
ns a
mon
g fa
mily
mem
bers
oft
en v
anis
h as
all
wor
k to
geth
er to
fin
dso
lutio
ns.
The
re a
re m
any
vari
atio
ns o
f th
e cr
eativ
e pr
oble
m-s
olvi
ng p
roce
ss, b
ut h
ere
is a
mod
ific
atio
n of
one
that
is w
idel
y us
ed a
ll ov
er th
e w
orld
(Tre
ffin
ger,
Isa
ksen
, & D
orva
l, 19
94).
Step
1. R
ecog
nizi
ng P
robl
ems.
The
fir
st b
ig s
tep
in th
e cr
eativ
epr
oble
m-s
olvi
ng p
roce
ssis
rec
ogni
zing
and
adm
ittin
g th
at th
ere
is a
pro
blem
. A p
erso
n w
ill n
otbe
mot
ivat
ed to
thin
k of
poss
ible
sol
utio
ns f
or a
pro
blem
and
then
to c
arry
out
a s
olut
ion
until
he o
r sh
e re
cogn
izes
that
apr
oble
m e
xist
s an
d ac
cept
s re
spon
sibi
lity
for
mee
ting
the
chal
leng
e.If
the
fam
ily is
invo
lved
, all
mem
bers
mus
t rec
ogni
ze th
at th
e pr
oble
m e
xist
s an
d ac
cept
res
pons
ibili
tyfo
r do
ing
som
ethi
ngab
out i
t. C
onfl
icts
in f
amili
es a
bout
the
use
of s
pace
and
equ
ipm
ent,
resp
ectin
g on
ean
othe
r'spr
oper
ty, a
nd w
aitin
g tu
rns
are
the
kind
s of
pro
blem
s th
ataf
fect
all
mem
bers
of
a fa
mily
and
7227
N44
4444
4i
0a11
4444
,
the
crea
tive
prob
lem
-so
lvin
gpr
oces
s
whi
ch n
eed
to b
e re
cogn
ized
and
acc
epte
das
fam
ily p
robl
ems.
Step
2. F
igur
ing
out W
hat t
he "
Rea
l" P
robl
em is
. The
sec
ond
step
in th
e cr
eativ
epr
oble
m-s
olvi
ng p
roce
ss is
fig
urin
g ou
t the
rea
l pro
blem
. As
a fa
mily
sea
rche
s fo
r in
form
atio
nab
out a
pro
blem
and
look
s at
the
diff
icul
ties
invo
lved
in it
, a "
mes
s" o
f da
ta w
ill a
ccum
ulat
e.H
owev
er, i
t is
very
impo
rtan
t to
keep
an
open
min
d an
dpo
stpo
ne ju
dgm
ent u
ntil
ther
e ha
s be
en a
thor
ough
job
of f
act f
indi
ng a
nd p
robl
em d
efin
ition
. You
mus
t det
erm
ine
wha
t spe
cifi
c pr
oble
m,
if s
olve
d, w
ould
cle
ar u
p or
elim
inat
e "t
he m
ess.
" It
is u
sual
lya
good
idea
to s
tate
this
pro
blem
in th
e fo
rm o
f a
ques
tion
that
, if
satis
fact
orily
ans
wer
ed, w
illre
mov
e al
l or
mos
t of
the
diff
icul
ties.
It i
s ve
ry h
elpf
ul to
beg
in th
e st
atem
ent w
ith "
In w
hat w
ays
mig
ht th
is f
amily
..
.?"
or "
How
mig
ht o
ur f
amily
kee
p th
e fl
oors
cle
ar o
f to
ys a
nd g
ames
?"
Step
3. P
rodu
cing
Alte
rnat
ive
Solu
tions
. The
thir
dst
ep in
the
crea
tive
prob
lem
-so
lvin
g pr
oces
s is
to p
rodu
ce m
any
alte
rnat
ive
solu
tions
. Dur
ing
this
step
, it i
s im
port
ant t
opo
stpo
ne ju
dgem
ent a
nd r
emov
e th
e us
ual b
lock
s to
cre
ativ
e th
inki
ngha
bits
, con
vent
ions
, and
conf
orm
ity. T
he f
ollo
win
g fo
ur r
ules
dev
elop
ed b
y cr
eativ
ity r
esea
rche
r O
sbor
n(1
957)
are
usef
ul in
doi
ng th
is:
a.R
ule
out c
ritic
ism
, at l
east
whi
le y
ou tr
y to
thin
k of
pos
sibl
e so
lutio
ns.
b.W
elco
me
wild
idea
s. E
ven
offb
eat,
impr
actic
al, s
illy
idea
sm
ay tr
igge
r a
prac
tical
"br
eakt
hrou
gh"
idea
that
mig
ht n
ot o
ther
wis
eoc
cur.
c.T
he m
ore
idea
s th
e be
tter.
The
mor
e id
eas
prod
uced
, the
bet
ter
the
chan
ces
offi
ndin
g us
eful
, new
idea
s.d.
Seek
com
bina
tion
and
impr
ovem
ent o
f id
eas.
Enc
oura
gegr
oup
or f
amily
mem
bers
to "
hitc
hhik
e" o
n on
e an
othe
r's id
eas:
for
exa
mpl
e, c
ombi
netw
o or
mor
e su
gges
tions
into
a s
ingl
e so
lutio
n.
Step
4. E
valu
atin
g Id
eas.
Whe
n fa
mily
mem
bers
def
er ju
dgm
ent,
all k
inds
of
idea
s oc
cur.
The
ir e
valu
atio
n of
thes
e id
eas
beco
mes
the
next
maj
or ta
sk. T
o se
lect
the
best
, dev
elop
crite
riac
oncr
ete
stan
dard
s fo
r ju
dgin
g th
e po
ssib
le s
olut
ions
. The
sem
ay in
clud
e su
ch th
ings
as
2874
75
cost
, tim
e re
quir
ed, u
sefu
lnes
s, s
ocia
l acc
epta
bilit
y, a
nd o
ther
con
side
ratio
ns. T
he a
pplic
atio
n of
crite
ria
help
s to
iden
tify
the
mos
t pro
mis
ing
solu
tion.
In
som
e ca
ses,
eve
n w
hen
the
idea
s fo
rso
lutio
ns a
re s
orte
d ou
t, it
still
may
, be
poss
ible
to c
ombi
ne tw
o or
mor
e so
lutio
ns to
cre
ate
abe
tter
one.
Step
5. D
evel
opin
g a
Plan
of
Act
ion.
Aft
er th
e m
ost p
rom
isin
g so
lutio
n ha
s be
ende
term
ined
, the
re is
the
chal
leng
e to
mak
e it
wor
kabl
e. I
n im
plem
entin
g th
e so
lutio
n, f
urth
erch
ange
s an
d ad
ditio
nal p
ossi
bilit
ies
may
occ
ur. I
t is
nece
ssar
y to
thin
k of
the
poss
ible
cons
eque
nces
of
the
appl
icat
ion
of th
e so
lutio
n, a
s w
ell a
s th
e po
ssib
le o
bsta
cles
to it
sim
plem
enta
tion.
All
of th
ese
cons
ider
atio
ns s
houl
d re
sult
in a
suc
cess
ful p
lan
of a
ctio
n.
Inve
ntin
g
If y
ou w
ant t
o he
lp y
our
gift
ed c
hild
dev
elop
cre
ativ
e th
inki
ng s
kills
and
spe
nd ti
me
toge
ther
enga
ged
in a
fas
cina
ting
activ
ity, t
ry in
vent
ing.
Par
ents
and
chi
ldre
n ca
n le
arn
it to
geth
er u
sing
ast
ep-b
y-st
ep te
chni
que.
Lea
rnin
g th
e pr
oces
s of
inve
ntin
g is
esp
ecia
lly v
alua
ble
for
gift
ed y
oung
ster
s be
caus
e it
deve
lops
thei
r pr
oble
m-s
olvi
ng a
bilit
ies
and
crea
tivity
in th
e br
oade
st s
ense
. The
y le
arn
to th
ink
syst
emat
ical
ly b
y co
rrel
atin
g id
eas
rapi
dly.
The
y le
arn
to r
ecog
nize
a s
peci
fic
prob
lem
and
sol
veit.
The
out
com
e is
pra
ctic
al, a
nd th
e pr
oces
s is
exc
iting
.
Do
not b
egin
with
com
plex
idea
s or
com
plex
mec
hani
cal d
evic
es. C
hild
ren
can
impr
ove
such
thin
gs a
s a
penc
il, c
omb,
bla
ckbo
ard,
cha
lk, e
rase
r, h
amm
er, o
r sc
rew
driv
er. A
com
plex
labo
rato
ry is
not
nec
essa
ry. I
f a
child
act
ually
wan
ts to
man
ufac
ture
his
or
her
inve
ntio
n, th
is c
anof
ten
be d
one
with
sim
ple
mat
eria
ls a
nd c
an s
tart
with
a r
ough
ske
tch.
The
mai
n pu
rpos
e of
inst
ruct
ion
is to
see
that
chi
ldre
n le
arn
the
thou
ght p
roce
ss th
at u
nder
lies
step
-by-
step
inve
ntin
g.It
doe
sn't
real
ly m
atte
r w
heth
er th
e in
vent
ion
is s
omet
hing
that
has
alr
eady
bee
n in
vent
ed; i
t is
76
Nox
044.
i
Lea
rnin
g th
epr
oces
s of
inve
ntin
g is
espe
cial
lyva
luab
le f
or g
ifte
dyo
ungs
ters
beca
use
itde
velo
ps th
eir
prob
lem
-sol
ving
abili
ties
and
crea
tivity
in th
ebr
oade
st s
ense
.
7729
A p
ract
ical
"co
urse
" on
inve
ntio
n in
clud
es s
ixm
ain
divi
sion
s:
Intr
oduc
tion,
Iden
tific
atio
n,F
ound
atio
n,D
ata,
Imag
inat
ion,
Lim
itatio
ns.
3078
nove
l to
them
.A
pra
ctic
al "
cour
se"
on in
vent
ion
incl
udes
six
mai
n di
visi
ons:
Intr
oduc
tion,
Ide
ntif
icat
ion,
Foun
datio
n, D
ata,
Im
agin
atio
n, a
nd L
imita
tions
. The
se c
onsi
st o
f a n
umbe
r of
ste
ps th
at s
houl
dbe
app
lied
to a
ny p
robl
em in
ord
er to
arr
ive
ata
usab
le in
vent
ion
that
will
sol
ve it
(Sh
lesi
nger
,19
73).
Intr
oduc
tion.
Beg
in y
our
intr
oduc
tion
by d
evel
opin
ga
defi
nitio
n of
"in
vent
ion"
with
you
rch
ild. Y
ou m
ay s
tart
by
look
ing
up th
e w
ord
in th
e di
ctio
nary
.O
ne f
irst
gra
der
in a
n in
vent
ing
clas
s sa
id, "
It is
mak
ing
som
ethi
ng th
at h
asne
ver
been
mad
e be
fore
." T
his
is a
n as
tute
defi
nitio
n. A
lthou
gh b
reak
thro
ughs
(X
-ray
, ato
mic
ener
gy, t
he la
ser)
do
occu
r, m
ost i
nven
tions
are
base
d on
the
impr
ovem
ent o
f ex
istin
g co
nditi
ons,
dev
elop
men
ts, d
evic
es,
or te
chno
logy
.
The
intr
oduc
tion
will
als
o in
clud
e a
gene
ral h
isto
ry o
f th
ede
velo
pmen
t of
inve
ntio
n, w
hich
will
show
how
a s
peci
fic
need
for
an
inve
ntio
nm
ay a
rise
. Sta
rt b
y di
scus
sing
that
ther
e ar
e ei
ght
maj
or a
reas
of
inve
ntio
n: s
helte
r, f
ood,
clo
thin
g, c
omm
unic
atio
n,tr
ansp
orta
tion,
hea
lth,
wea
pons
, and
cul
ture
. For
exa
mpl
e, s
ee if
you
r ch
ild c
an th
ink,
in a
gen
eral
way
, of
how
inve
ntio
n ha
s af
fect
ed th
e de
velo
pmen
t of
clot
hing
fro
m p
rim
itive
times
to th
e pr
esen
tfor
exam
ple,
sew
ing,
wea
ving
, iro
n ne
edle
s, c
otto
n gi
n, s
ewin
g m
achi
ne, w
ashi
ng, a
nd s
ynth
etic
fabr
ics.
Iden
tific
atio
n. T
his
sim
ply
mea
ns b
ecom
ing
awar
e of
the
thre
e w
ays
to r
ecog
nize
pro
blem
sth
at c
an b
e so
lved
by
inve
ntio
n. T
hese
incl
ude:
1) li
sten
ing
for
com
plai
nts,
2)
look
ing
for
.
diff
icul
t and
inco
nven
ient
situ
atio
ns, a
nd 3
) be
ing
awar
e of
bre
akdo
wns
and
inju
ries
to p
erso
nsor
thin
gs. B
y ke
epin
g in
min
d th
ese
thre
e m
etho
ds o
f fi
ndin
g pr
oble
ms,
your
chi
ld w
ill s
oon
have
a lo
ng li
st o
f pr
oble
ms
to s
olve
and
will
be
able
to s
elec
t an
area
in w
hich
to w
ork.
Foun
datio
n. T
o he
lp y
our
child
gai
n a
foun
datio
n of
kno
wle
dge
for
the
part
icul
ar a
rea
inw
hich
he
or s
he w
ants
to in
vent
, hav
e hi
mor
her
dev
elop
a g
ener
al h
isto
ry o
f an
item
that
may
79
be im
prov
ed. S
ay it
is a
sim
ple
spoo
n. Y
our
child
can
i:ra
ce th
e sp
oon'
s de
velo
pmen
t fro
m th
ecr
ude
ladl
es u
sed
by p
rim
itive
soc
ietie
s to
sm
all s
poon
s su
ch a
s te
aspo
ons,
and
then
to la
rge
"spo
ons"
suc
h as
ste
am s
hove
ls.
An
exce
llent
res
ourc
e, w
hich
is f
asci
natin
g to
chi
ldre
n, is
"T
he S
tory
of
the
U.S
. Pat
ent a
ndT
rade
mar
k O
ffic
e."
It li
sts
inve
ntor
s, b
rief
ly d
escr
ibes
thei
r in
vent
ions
, and
giv
es th
e da
tes
whe
nth
ese
wer
e pa
tent
ed. Y
ou c
an o
btai
n a
copy
by
wri
ting
to th
e Su
peri
nten
dent
of
Doc
umen
ts, U
.S.
Gov
ernm
ent P
rint
ing
Off
ice,
Was
hing
ton,
DC
204
02.
Dat
a. T
his
cate
gory
is d
esig
ned
to te
ach
the
youn
g in
vent
or to
cor
rela
te in
form
atio
n. H
e or
she
lear
ns to
obt
ain
data
and
rea
ch s
olut
ions
by
aski
ng th
e ri
ght q
uest
ions
. Tea
ch y
our
child
toas
k m
any
deta
iled
and
spec
ific
que
stio
ns a
bout
a p
robl
em a
rea
in w
hich
he
or s
he w
ould
like
toin
vent
. Fir
st: "
Wha
t is
it?"
For
inst
ance
, if
you
wer
e tr
ying
to s
olve
a p
robl
em a
bout
am
atch
book
to p
rodu
ce a
bet
ter
resu
lt, y
ou w
ould
bre
ak d
own
the
maj
or p
hysi
cal c
ompo
nent
s of
the
book
: the
cov
er, s
trik
er, m
atch
, and
fas
tene
r. W
hat a
re th
ey m
ade
of?
Wha
t abo
utap
pear
ance
? W
eigh
t? A
cha
nge
in w
eigh
t can
lead
to a
new
inve
ntio
n. I
f th
e w
eigh
t of
abl
ackb
oard
era
ser
is r
educ
ed b
y ho
llow
ing
the
uppe
r ha
ndgr
ip, a
slid
ing
cove
r ca
n be
add
ed to
prov
ide
a re
cept
acle
for
hol
ding
cha
lk.
The
nex
t que
stio
n in
dat
a ga
ther
ing
is "
Why
doe
s it
exis
t?"
Onc
e th
e yo
ung
inve
ntor
unde
rsta
nds
wha
t nee
d an
inve
ntio
n se
rves
, he
or s
he c
an a
ntic
ipat
e an
d cr
eate
impr
ovem
ents
.B
e su
re y
our
child
doe
s no
t tak
e an
ythi
ng f
or g
rant
ed a
nd d
escr
ibes
the
devi
ce in
det
ail.
How
does
eac
h pa
rt f
unct
ion?
Und
er w
hat c
ondi
tions
? Fo
r ex
ampl
e, r
ealiz
ing
that
tryi
ng to
ligh
tm
atch
es in
the
win
d is
dif
ficu
lt, th
e in
vent
or m
ight
con
side
r co
nstr
uctin
g a
mat
chbo
ok w
ith a
win
d gu
ard.
Rec
ogni
zing
the
limita
tions
of
a de
vice
pro
duce
s th
e ra
tiona
le f
or a
n ad
ditio
n or
impr
ovem
entth
e "w
hy"
of th
e ne
w in
vent
ion.
Imag
inat
ion.
Onc
e yo
ur c
hild
has
col
lect
ed r
elev
ant i
nfor
mat
ion
by a
skin
g an
d an
swer
ing
the
ques
tions
, he
or s
he is
rea
dy to
use
the
imag
inat
ion
to d
evel
op s
olut
ions
to p
robl
ems.
A g
ood
8081
31
Ale
N44
4104
.4i
0041
,444
4/
way
to b
egin
thin
king
imag
inat
ivel
y is
to c
reat
e al
tern
ativ
e im
ages
of,
or
chan
ge th
e w
ords
use
dfo
r, a
tool
or
prob
lem
are
a. C
onsi
deri
ng s
ynon
yms
for
blac
kboa
rd e
rase
rera
dica
tor,
wip
er,
scru
bber
can
lead
to th
e ge
nera
tion
of n
ew id
eas
that
mig
ht e
nabl
e th
e yo
ung
inve
ntor
to th
ink
of c
hang
ing
the
stru
ctur
e of
the
eras
er to
inco
rpor
ate
a liq
uid,
a c
hem
ical
com
poun
d, o
r an
elec
tron
ic d
evic
e fo
r re
mov
ing
the
wri
ting
from
the
blac
kboa
rd. T
he y
oung
inve
ntor
rea
lizes
that
he o
r sh
e ca
nnot
foc
us o
n on
ly o
ne a
spec
t of
the
prob
lem
.
App
roac
hes
lead
ing
to a
new
inve
ntio
n ca
n in
clud
e co
mbi
natio
ns o
f tw
o or
mor
e in
vent
ions
,su
bstit
utio
n of
one
par
t for
ano
ther
, the
rea
rran
gem
ent o
f pa
rts,
or
the
addi
tion
or d
elet
ion
ofpa
rts.
For
exa
mpl
e, a
win
d gu
ard
on a
pac
k of
mat
ches
wou
ld r
epla
ce th
e st
anda
rd c
over
(del
etio
n, s
ubst
itutio
n), a
nd a
t the
sam
e tim
e fu
nctio
n as
a c
over
(co
mbi
natio
n).
Lim
itatio
ns. O
nce
your
chi
ld h
as d
ecid
ed to
pur
sue
the
deve
lopm
ent o
f a
spec
ific
inve
ntio
n,it
is im
port
ant t
hat h
e or
she
con
side
rs a
ny li
mita
tions
that
mig
ht b
e im
pose
d by
law
, mat
eria
l,tim
e, s
pace
, or
use,
in o
rder
to c
reat
e th
e m
ost e
ffic
ient
dev
ice
for
the
inte
nded
pur
pose
. For
exam
ple,
wou
ld th
e w
ind
guar
d be
too
cost
ly to
mak
e or
cau
se th
e pa
ck o
f m
atch
es to
be
too
cum
bers
ome
to c
arry
in a
shi
rt p
ocke
t?
Boo
kmak
ing
Mak
ing
book
s or
boo
klet
s at
hom
e is
an
idea
l act
ivity
for
gif
ted
child
ren
of a
ll ag
es a
nd th
eir
pare
nts,
and
off
ers
unlim
ited
oppo
rtun
ities
for
fam
ily to
geth
erne
ss. C
reat
ing
a pr
oduc
t giv
es th
egi
fted
chi
ld a
nec
essa
ry o
utle
t for
sel
f-ex
pres
sion
. If
your
chi
ld is
too
youn
g to
wri
te c
ompl
ete
sent
ence
s or
par
agra
phs,
sim
ply
jot d
own
wha
t he
or s
he s
ays.
The
impo
rtan
t exp
erie
nce
gain
edfr
om m
ost o
f th
e bo
ok to
pics
to b
e di
scus
sed
is th
at o
f ge
nera
ting
idea
s, n
ot th
e ph
ysic
al a
ct o
fw
ritin
g (P
erry
, cite
d in
Alv
ino,
198
5).
The
siz
e an
d fo
rmat
you
r ch
ild d
ecid
es to
use
will
dir
ectly
aff
ect t
he b
ookm
akin
g pr
oces
s its
elf.
3282
'83
I
In f
act,
it is
a v
ery
aest
hetic
pro
cess
, whi
ch r
equi
res
(and
can
dev
elop
) a
sens
e of
pro
port
ion
and
som
e un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e w
hole
, its
par
ts, a
nd th
e bo
ok's
fun
ctio
n. F
orex
ampl
e, a
tiny
boo
klet
mad
e of
sev
eral
3-
by 5
-inc
h sl
ips
of p
aper
fol
ded
over
and
sta
pled
lend
sits
elf
to a
sen
tenc
e pe
r pa
ge w
ith p
erha
ps a
sim
ple
draw
ing
per
thou
ght.
An
8 1/
2 by
11-
inch
page
giv
es s
pace
for
muc
h m
ore:
one
or
mor
e pa
ragr
aphs
or
seve
ral d
etai
led
illus
trat
ions
. An
even
larg
er s
ize
is a
scr
apbo
ok-l
ike
crea
tion,
with
pho
tos
or c
utou
ts g
lued
in a
s th
e ar
t.
The
boo
k co
vers
them
selv
es c
an b
e w
orks
of
art.
Art
istic
ally
gif
ted
child
ren
may
enj
oyde
sign
ing
the
outs
ide
mor
e th
an c
ompo
sing
the
cont
ents
. For
you
nger
chi
ldre
n yo
u ca
n pr
ovid
ea
wal
lpap
er s
ampl
e bo
ok f
rom
whi
ch to
cho
ose
appr
oprh
ate
patte
rns
for
book
cov
ers,
or
use
colo
red
cons
truc
tion
pape
r, a
dhes
ive
cont
act p
aper
, or
Sund
ay c
omic
s fo
r pa
stin
g on
car
dboa
rd.
The
idea
of
crea
ting
colla
ge c
over
s w
ill in
trig
ue th
e bu
ddin
g au
thor
-illu
stra
tor.
Pie
ces
ofm
agaz
ine
phot
os a
nd a
ds c
an b
e cu
t and
pas
ted
to f
orm
an
inte
rest
ing
patte
rn th
at r
elat
es in
som
ew
ay to
the
subj
ect o
f th
e bo
ok. B
ig le
tters
fro
m a
ds c
an b
e cu
t out
for
a v
arie
ty o
f bo
ok ti
tles.
Onc
e pr
ovid
ed w
ith s
ome
choi
ces,
gif
ted
child
ren
ofte
n kn
ow e
xact
ly h
ow th
ey w
ould
like
topu
rsue
a p
roje
ct. T
hey
mig
ht p
refe
r to
wri
te th
e bo
ok o
n se
para
te s
heet
s of
pap
er u
ntil
the
idea
sru
n ou
t or
the
subj
ect s
eem
s ad
equa
tely
cov
ered
then
sta
ple
the
page
s to
geth
er (
or s
ew th
em,
punc
h ho
les
and
use
pape
r fa
sten
ers,
or
desi
gn s
ome
orig
inal
way
of
putti
ng th
e m
ater
ial
toge
ther
). O
r so
met
imes
it m
ay w
ork
to p
repa
re th
e m
echa
nics
of
the
book
fir
st, t
hen
wri
te it
you
know
it is
don
e w
hen
the
page
s ar
e us
ed u
p.
The
ran
ge o
f bo
okm
akin
g op
tions
is v
ast.
Man
y of
the
follo
win
g su
gges
tions
for
topi
cs a
rehu
mor
ous,
sin
ce g
ifte
d yo
ungs
ters
del
ight
in g
ivin
g th
eir
uniq
ue a
nd a
dvan
ced
sens
e of
hum
orfr
ee r
ein.
Let
you
r gi
fted
chi
ld's
inte
rest
det
erm
ine
wha
t typ
e of
boo
ks h
e or
she
und
erta
kes.
Alp
habe
t Boo
ks
The
se n
eed
min
imal
exp
lana
tion
and
can
be c
reat
ed b
y ch
ildre
n ag
es tw
o to
ten.
Sim
ply
wri
te
2I
8485
33
"A"
on p
age
one
and
the
child
see
ks a
ppro
pria
te e
xam
ples
of
"A"
wor
ds. P
ages
may
be
fille
dw
ith m
agaz
ine
cuto
uts,
han
dmad
e dr
awin
gs, l
ists
of
"new
"or
unc
omm
on w
ords
com
pile
d fr
om a
dict
iona
ry, t
hing
s th
at e
nd in
the
chos
en le
tter,
or w
hole
sen
tenc
es w
ith e
very
wor
d co
ntai
ning
an
A11
Wei
rd Q
uest
ions
Thi
s bo
ok is
mad
e up
of
unan
swer
able
, ope
n en
ded,
and
min
d-bo
gglin
g qu
estio
nson
e pe
r pa
gew
ith a
ske
tch
of e
ither
the
ques
tion
ora
poss
ible
(ev
en o
utra
geou
s) a
nsw
er. B
oth
you
and
your
child
can
take
turn
s ge
nera
ting
thes
e qu
estio
ns a
ndan
swer
s. E
xam
ple:
"H
ow m
any
grai
ns o
fsa
nd a
re th
ere
on th
e be
ach?
" T
he p
ictu
re c
ould
sho
wso
meo
ne w
ith a
han
dful
of
sand
, with
aca
ptio
n or
car
toon
-sty
le b
allo
on s
ayin
g "F
our
quin
tillio
n an
d th
ree,
four
qui
ntill
ion
and
four
..
.."
Wha
t Wou
ld H
appe
n if
. .. ?
Thi
s is
a s
imila
r co
ncep
t, ye
t it o
pens
new
pos
sibi
litie
s fo
r ch
alle
nge
and
orig
inal
thin
king
. You
can
shar
e w
ith y
our
child
the
task
of
devi
sing
ope
n-en
ded,
"w
hat i
f' qu
estio
ns. T
hey
can
beno
nsen
sica
l, an
d th
e an
swer
s ca
n be
as
illog
ical
as th
e ch
ild w
ishe
s. "
Wha
t wou
ld h
appe
n if
..
.
kite
s w
ere
mad
e of
lead
, hor
ses
wer
e in
visi
ble,
ice
crea
m tr
ucks
pla
yed
Bee
thov
en ."
Or
they
can
be m
ore
or le
ss r
ealis
tic, s
uch
as "
Wha
t wou
ld h
appe
n if
oil
wer
e di
scov
ered
in B
rook
lyn,
or
unde
r W
inds
or C
astle
?"
3486
87
I
Cri
tical
Thi
nkin
g, R
esea
rch,
and
Stu
dy S
kills
Cri
tical
Thi
nkin
g
Cri
tical
thin
king
enc
ompa
sses
bot
h th
e co
gniti
ve (
inte
llect
ual)
and
aff
ectiv
e (e
mot
ion-
invo
lved
)as
pect
s of
thin
king
. It r
equi
res
prob
lem
iden
tific
atio
n an
d so
lutio
ns, p
erce
ptua
l jud
gmen
ts,
anal
ysis
, syn
thes
is, e
valu
atio
n, a
nd d
ecis
ion
mak
ing.
Wha
t is
a cr
itica
l thi
nker
? A
ccor
ding
to th
e de
velo
pers
of
the
Cor
nell
Uni
vers
ity c
ritic
al th
inki
ngte
sts,
a c
ritic
al th
inke
r us
ing
inte
llect
ual s
kills
is c
hara
cter
ized
by
prof
icie
ncy
inm
akin
g ce
rtai
n ki
nds
of a
sses
smen
ts (
Enn
is &
Mill
man
, 198
2). T
his
thin
ker
can
tell
whe
n a
stat
emen
t fol
low
s fr
om th
e pr
emis
es; k
now
s if
som
ethi
ng is
an
assu
mpt
ion;
can
det
erm
ine
if a
nob
serv
atio
n st
atem
ent i
s re
liabl
e; c
an a
sses
s w
heth
er a
n al
lege
d au
thor
ity is
rel
iabl
e; c
ande
term
ine
if a
sim
ple
gene
raliz
atio
n, h
ypot
hesi
s, o
r th
eory
is w
arra
nted
; can
tell
whe
n an
argu
men
t dep
ends
on
an a
mbi
guity
or
if a
sta
tem
ent i
s ov
erly
vag
ue o
r ov
erly
spe
cifi
c; a
ndkn
ows
if a
rea
son
is r
elev
ant.
In a
dditi
on, a
cri
tical
thin
ker
usin
g in
stin
ct (
affe
ctiv
e pr
oces
ses)
has
bee
n de
fine
d as
doi
ng th
efo
llow
ing:
rem
ains
ope
n-m
inde
d ab
out n
ew id
eas;
ref
rain
s fr
om a
rgui
ng a
bout
som
ethi
ng w
hen
he o
r sh
e kn
ows
noth
ing
abou
t it;
know
s w
hen
mor
e in
form
atio
n is
nee
ded
abou
t som
ethi
ng;
know
s th
e di
ffer
ence
bet
wee
n a
conc
lusi
on th
at m
ight
be
true
and
one
that
mus
t be
true
; kno
ws
that
peo
ple
have
dif
fere
nt id
eas
abou
t the
mea
ning
of
wor
ds; t
ries
to a
void
com
mon
mis
take
s in
one'
s ow
n re
ason
ing;
que
stio
ns e
very
thin
g th
at d
oesn
't m
ake
sens
e to
him
or
her;
trie
s to
sepa
rate
em
otio
nal t
hink
ing
from
logi
cal t
hink
ing;
and
trie
s to
bui
ld u
p vo
cabu
lary
so
he o
r sh
eca
n un
ders
tand
wha
t oth
er p
eopl
e ar
e sa
ying
, and
can
mak
e on
e's
idea
s cl
ear
to o
ther
peo
ple
(Har
nade
k, 1
981)
.
889
35
Philo
soph
ical
thin
king
is th
e ef
fort
to lo
ok b
enea
th th
esu
rfac
e of
thin
gsla
ngua
ge a
ndbe
havi
orto
fin
dou
t.
Aut
hor,
mus
icia
n, a
nd c
omed
ian
Stev
e A
llen
(198
2) o
ffer
s si
mila
r su
gges
tions
in a
rec
ord
albu
mfo
r ch
ildre
n ca
lled
How
to T
hink
, in
whi
ch n
ine
rule
s fo
r lo
gica
l thi
nkin
g ar
e pr
esen
ted
amid
orig
inal
son
gs a
nd s
tori
es th
at e
xem
plif
y th
e ru
les.
The
y ar
e:
1.C
ontr
ol th
e em
otio
ns.
2.U
nder
stan
d th
e di
ffer
ence
bet
wee
n fa
ct a
nd o
pini
on.
3.L
ook
for
the
evid
ence
bef
ore
mak
ing
up y
our
min
d.4.
Don
't ki
d yo
urse
lf: T
ell t
he tr
uth
to y
ours
elf
as w
ell a
s to
oth
ers.
5.U
nder
stan
d th
e di
ffer
ence
bet
wee
n th
e co
ncre
te a
nd a
bstr
act.
6.U
se w
ords
car
eful
ly.
7.R
emem
ber
that
no
two
thin
gs a
re e
ver
the
sam
e.8.
Don
't be
afr
aid
to c
hang
e yo
ur m
ind.
9.R
emem
ber
that
muc
h tr
uth
is r
elat
ive
(it's
dep
ende
nt o
n po
int o
f vi
ew).
Giv
en th
ese
cons
ider
atio
ns, a
def
initi
on o
f cr
itica
l thi
nkin
g m
ay b
e su
mm
ariz
ed a
s fo
llow
s:cr
itica
l thi
nkin
g is
a c
ogni
tive,
aff
ectiv
e, a
nd c
reat
ive
men
tal a
ctiv
ity th
at in
volv
es a
naly
tical
and
open
-min
ded
refl
ectio
n ap
plie
d to
all
kind
s of
ass
ertio
ns a
nd s
ituat
ions
(A
lvin
o, 1
978)
.
Philo
soph
ical
Thi
nkin
g
Pare
nts
can
help
enh
ance
thei
r ch
ildre
n's
criti
cal t
hink
ing
skill
s an
d po
int t
heir
chi
ldre
n to
war
din
depe
nden
t, lo
gica
l, an
d et
hica
l thi
nkin
g by
enc
oura
ging
phi
loso
phic
al th
inki
ng. P
hilo
soph
ical
thin
king
is th
e ef
fort
to lo
ok b
enea
th th
e su
rfac
e of
thin
gsla
ngua
ge a
nd b
ehav
iort
o fi
nd o
utw
hat t
hey
are
base
d on
. Thr
ough
phi
loso
phic
al th
inki
ng c
hild
ren
can
disc
over
alte
rnat
ives
for
look
ing
at th
ings
, im
part
ialit
y, c
onsi
sten
cy, t
he f
easi
bilit
y of
giv
ing
reas
ons
for
belie
fs, t
he n
eed
for
com
preh
ensi
vene
ss, t
he in
flue
nce
of p
artic
ular
situ
atio
ns, a
nd w
hat w
hole
-par
t rel
atio
nshi
psm
ean.
3690
You
can
fos
ter
philo
soph
ical
thin
king
by
aski
ng y
our
child
ren
cert
ain
kind
s of
que
stio
ns. T
hequ
estio
ns b
elow
wer
e de
velo
ped
by th
e In
stitu
te f
or th
e A
dvan
cem
ent o
f Ph
iloso
phy
for
Chi
ldre
n(L
ipm
an, S
harp
, & O
scan
yan,
198
0) a
s pa
rt o
f a
prog
ram
now
use
d in
sev
eral
thou
sand
clas
sroo
m a
cros
s th
e co
untr
y.
In a
skin
g th
e qu
estio
ns, i
t is
best
to m
ake
an e
ffor
t to
appe
ar w
onde
ring
and
cur
ious
you
rsel
f an
dto
res
pond
pos
itive
ly to
you
r ch
ildre
n's
rem
arks
. Rel
ate
the
subj
ect m
atte
r to
the
child
ren'
s ow
nex
peri
ence
s, a
s yo
u co
ax th
em to
mov
e th
e di
alog
ue g
radu
ally
to a
mor
e ge
nera
l or
univ
ersa
lle
vel.
Mak
e ev
ery
effo
rt to
avo
id m
anip
ulat
ing
the
situ
atio
n to
fos
ter
your
ow
n po
int o
f vi
ew,
and
enco
urag
e th
em to
cla
rify
thei
r ow
n po
ints
of
view
. The
se q
uest
ions
can
be
appl
ied
to a
nysu
bjec
t mat
ter
and
will
giv
e yo
u a
sens
e of
the
form
a p
hilo
soph
ical
dia
logu
e m
ay ta
ke. O
fco
urse
, eve
ry q
uest
ion
will
not
fit
into
eve
ry d
iscu
ssio
n. F
ollo
win
g ea
ch q
uest
ion
is a
bri
efex
plan
atio
n of
wha
t the
que
stio
n is
tryi
ng to
elic
it in
a c
hild
's r
espo
nse.
1.W
hy?
Req
uest
s an
exp
lana
tion
for
the
basi
s of
a c
hild
's r
espo
nse.
2.If
that
is s
o, w
hat f
ollo
ws?
Ask
s ch
ildre
n to
ela
bora
te, e
xtra
pola
te, d
raw
a v
alid
infe
renc
e.3.
Are
n't y
ou a
ssum
ing
that
..
.?
Ask
s fo
r an
exp
lana
tion
of p
rem
ises
upo
n w
hich
ast
atem
ent o
r ar
gum
ent m
ight
be
base
d.4.
How
do
you
know
that
? C
alls
for
mor
e in
form
atio
n, a
sou
rce
of in
form
atio
n, o
rfo
r a
child
to e
xpla
in h
is o
r he
r lin
e of
rea
soni
ng.
5.Is
the
poin
t you
are
mak
ing
that
..
.?
Req
uest
s co
nfir
mat
ion
for
the
pare
nts'
(or
teac
her's
) cl
arif
icat
ion,
foc
usin
g on
the
mai
n po
int o
f a
child
's r
espo
nse.
6.C
an I
sum
mar
ize
your
poi
nt a
s.
..?
Ask
s fo
r th
e ch
ild's
con
firm
atio
n of
the
adul
t's r
esta
tem
ent o
r co
nden
sed
form
of
his
or h
er s
tate
men
t.7.
Is w
hat y
ou m
ean
to s
ay th
at.
..?
A r
ephr
asin
g th
at r
equi
res
child
ren
to in
terp
ret
thei
r st
atem
ents
and
be
cert
ain
of th
eir
mea
ning
.8.
Wha
t is
your
rea
son
for
sayi
ng th
at?
A r
eque
st f
or a
rat
iona
le th
at o
ffer
s cr
iteri
a
9293
37
for
mak
ing
a ce
rtai
n ju
dgem
ent,
as w
ell a
s a
just
ific
atio
n of
that
rat
iona
le.
9.D
oesn
't w
hat y
ou s
ay p
resu
ppos
e th
at.
..?
The
par
ent o
r te
ache
r po
ints
out
assu
mpt
ions
that
mig
ht b
e hi
dden
in a
chi
ld's
arg
umen
t or
poin
t, re
quir
ing
the
child
to e
xpla
in th
e va
lidity
of
his
or h
er a
ssum
ptio
ns.
10.
Wha
t do
you
mea
n w
hen
you
use
this
wor
d? A
req
uest
for
pre
cise
mea
ning
and
cont
extu
al u
sage
.11
.Is
it p
ossi
ble
that
..
.?
The
par
ent o
r te
ache
r of
fers
oth
er p
ossi
bilit
ies
and
poin
tsou
t pos
sibl
e co
ntra
dict
ions
and
inco
nsis
tenc
ies
in th
e ch
ild's
arg
umen
t.12
.A
re th
ere
othe
r w
ays
of lo
okin
g at
it?
A c
all f
or a
ltern
ativ
e pe
rspe
ctiv
es,
conn
ectio
ns. A
che
ck o
n ob
ject
ivity
and
impa
rtia
lity.
13.
How
els
e co
uld
we
view
this
mat
ter?
Giv
es c
hild
ren
a ch
ance
to b
e cr
eativ
e.St
ress
es f
lexi
bilit
y an
d op
en-e
nded
ness
.
Stud
y Sk
ills:
Sec
rets
for
Sch
ool S
ucce
ss
Gif
ted
child
ren
usua
lly d
o w
ell i
n sc
hool
, so
they
mus
t kno
w h
ow to
stu
dy. R
ight
? N
ot tr
ue.
Bei
ng g
ifte
d do
es n
ot m
ean
that
eve
ryth
ing
in s
choo
lor
in li
few
ill c
ome
easi
ly. I
n fa
ct, t
here
are
spec
ial p
itfal
ls f
or g
ifte
d yo
ungs
ters
, who
oft
en s
ail t
hrou
gh in
the
earl
y gr
ades
. The
y m
ayno
t see
m to
nee
d st
udy
skill
s in
the
begi
nnin
g, a
nd th
en, w
hen
they
hit
the
firs
t rou
gh s
pot i
nju
nior
hig
h, h
igh
scho
ol, o
r co
llege
, the
y of
ten
com
e up
sho
rt.
Tea
cher
s ra
rely
teac
h st
uden
ts h
ow to
stu
dy; s
omeh
ow th
ey a
re s
uppo
sed
to a
bsor
b th
ese
tech
niqu
es b
y os
mos
is. G
ifte
d st
uden
ts a
re p
artic
ular
ly r
ecep
tive
to s
hort
cuts
and
pla
ns.
Follo
win
g ar
e so
me
basi
c st
udy
tech
niqu
es f
or p
aren
ts to
sha
re w
ith th
eir
gift
ed c
hild
ren
abou
tho
mew
ork,
rea
ding
to r
emem
ber,
mem
ory
met
hods
, and
not
e ta
king
. Man
y of
the
idea
spr
esen
ted
here
are
rea
lly s
trat
egie
s th
e ch
ild w
ill u
se a
ll of
his
or
her
life,
and
it is
nev
er to
o ea
rly
or to
o la
te to
acq
uire
them
.
3894
95
Hom
ewor
k H
ints
Enc
oura
ge y
our
child
ren
to th
ink
abou
t the
ord
er in
whi
ch th
ey d
o th
eir
hom
ewor
k su
bjec
ts a
ndto
do
the
hard
est s
ubje
ct f
irst
. Get
ting
the
hard
est s
ubje
ct o
ut o
f th
e w
ayis
a g
reat
hel
p. Y
our
child
's e
nerg
y le
vel m
ay g
o do
wn
whi
le ta
cklin
g it,
but
as
he o
r sh
e st
arts
to d
o th
e ea
sier
subj
ects
, it w
ill p
ick
up a
gain
. As
the
child
fin
ishe
s w
ith f
avor
ite s
ubje
cts,
inte
rest
and
ene
rgy
will
be
high
. Of
cour
se, w
ith g
ifte
d ch
ildre
n, th
e ha
rdes
t sub
ject
s co
uld
be th
eir
favo
rite
s!
Ano
ther
impo
rtan
t tec
hniq
ue to
sha
re w
ith y
our
child
ren
abou
t hom
ewor
k is
the
idea
of
taki
ngbr
eaks
. As
they
pla
n th
eir
hom
ewor
k sc
hedu
les,
hav
e th
em p
lan
to s
top
now
and
then
. Aft
er a
cert
ain
amou
nt o
f tim
e th
e br
ain
need
s a
relie
f fr
om c
once
ntra
tion.
Bre
aks
are
also
nee
ded
toal
low
the
subj
ect t
o m
ove
from
sho
rt-t
erm
mem
ory
into
long
-ter
m m
emor
y. F
ive
min
utes
of
stre
tchi
ng, g
ettin
g a
drin
k or
sna
ck a
fter
twen
ty m
inut
es o
f st
udy
can
do w
onde
rs. B
ut w
arn
them
of
the
trap
of
star
ting
to w
atch
TV
or
to p
lay
with
a g
ame
or p
uzzl
eany
thin
g th
at w
illke
ep th
em f
rom
com
ing
back
to h
omew
ork.
Rea
ding
to R
emem
ber
Mos
t gif
ted
stud
ents
do
not h
ave
muc
h di
ffic
ulty
with
thei
r te
xtbo
oks
in th
e lo
wer
gra
des,
but
they
may
at s
ome
time
in th
e fu
ture
. Eith
er th
e ar
rang
emen
t with
in th
e bo
ok is
poo
r or
the
mat
eria
l its
elf
is c
ompl
icat
ed. T
he k
ey to
text
book
rea
ding
is to
pre
view
bef
ore
doin
g th
ere
adin
g. S
tude
nts
will
get
mor
e in
tere
sted
in th
e su
bjec
t of
the
text
book
and
will
get
mor
e ou
t of
it if
they
pre
view
it in
adv
ance
.
To
prev
iew
a w
hole
cha
pter
hav
e th
e ch
ild r
ead
the
intr
oduc
tion,
con
clus
ion,
que
stio
ns a
tth
e
end,
and
then
ski
m e
ach
page
, rea
ding
eve
ryth
ing
prin
ted
"dif
fere
ntly
"the
bol
dfac
e pr
int,
italic
s, c
aptio
ns, c
hart
s, a
nd g
raph
s. G
ive
him
or
her
this
adv
ice:
rea
d th
e in
trod
uctio
n an
d yo
uw
ill k
now
wha
t is
impo
rtan
t to
com
e. D
o no
t rea
d th
e ch
apte
ryet
. Rea
d th
e co
nclu
sion
and
9697
39
I
Gift
ed s
tude
nts
are
Par
ticul
arly
rece
ptiv
e to
shor
tcut
san
d P
lans
.
you
will
kno
w w
hat w
as im
port
ant i
n th
e ch
apte
r. S
till d
o no
t rea
d th
e ch
apte
r. R
ead
the
ques
tions
at t
he e
nd a
nd s
ee h
ow m
any
answ
ers
you
have
alr
eady
fou
nd f
rom
the
intr
oduc
tion
and
conc
lusi
on. E
ven
now
, do
not r
ead
the
chap
ter.
Thi
s pr
evie
w p
roce
ss (
once
it b
ecom
es a
hab
it) w
ill ta
ke a
bout
fif
teen
min
utes
for
a fo
rty-
page
chap
ter.
Now
the
child
kno
ws
wha
t is
impo
rtan
t, in
tere
st is
rai
sed,
and
stu
dyin
gw
ill n
ot b
e as
bori
ng. I
f th
e te
xtbo
ok is
wel
l pre
sent
ed, s
omet
imes
all
the
brig
ht c
hild
has
to d
o is
ski
m it
by
this
met
hod.
Now
it is
tim
e to
rea
d th
e ch
apte
r. T
he tr
ick
in r
eadi
ng th
e m
ater
ial i
sto
rea
d in
sm
all c
hunk
san
d th
en a
sk, "
Wha
t hav
e I
just
rea
d?"
If a
chi
ldca
n re
ad th
ree
page
s an
d re
mem
ber
wha
t is
inth
em, o
r ev
en o
ne p
age
and
rem
embe
r it,
his
or h
er m
emor
y is
bet
ter
than
ave
rage
. Sta
rt th
ech
ild w
ith a
bout
a p
arag
raph
. Whe
n th
e ch
ild h
as f
inis
hed
the
para
grap
h he
or s
he s
houl
d an
swer
the
ques
tion
"Wha
t hav
e I
just
rea
d?"
Thi
s w
ill ta
ke th
e m
ater
ial f
rom
the
shor
t-te
rm m
emor
yan
d pu
t it i
nto
long
-ter
m m
emor
y.
If th
e m
etho
d of
pre
view
ing
and
read
ing
in s
mal
l chu
nks
beco
mes
a ha
bit,
your
chi
ld w
ill s
eeth
at te
xtbo
ok r
eadi
ng is
not
nea
rly
as d
iffi
culto
r bo
ring
as it
som
etim
esse
ems.
Mem
ory
Skill
s an
d M
nem
onic
Dev
ices
One
ver
y si
mpl
e w
ay f
or a
chi
ld to
impr
ove
mem
orya
ndte
st s
core
sis
to w
rite
thin
gs o
ut.
You
sho
uld
neve
r gi
ve y
our
child
a s
pelli
ng te
st, f
or e
xam
ple,
and
hav
e hi
mor
her
ans
wer
itor
ally
(ex
cept
in p
repa
ratio
n fo
r a
spel
ling
bee)
. The
teac
her
isno
t goi
ng to
do
it th
at w
ay. T
hest
uden
ts a
re g
oing
to h
ave
to w
rite
the
wor
ds. I
t doe
s no
tm
atte
r ho
w c
orre
ctly
they
thin
k or
how
muc
h th
ey s
ay, i
f th
ey c
anno
t wri
te th
e an
swer
s, th
ey c
anno
t pro
ve to
the
teac
her
that
they
kno
wth
e m
ater
ial.
Nev
er r
ead
them
sci
ence
, soc
ial s
tudi
es, o
r E
nglis
h qu
estio
ns a
nd h
ave
them
answ
er o
rally
, eith
er. H
ave
them
wri
te o
r ou
tline
the
answ
ers
to p
rove
they
kno
w th
em.
4028
99
I
On
a hi
gher
leve
l, di
d yo
u ev
er a
ntic
ipat
e an
ess
ay q
uest
ion
on a
test
? Su
rely
you
have
!
Enc
oura
ge y
our
child
to w
rite
out
the
answ
er, o
r at
leas
t out
line
it, in
add
ition
to th
inki
ngit
thro
ugh
and
disc
ussi
ng it
. Whe
n th
e qu
estio
n ap
pear
s on
the
test
, the
ans
wer
is m
ore
likel
y to
flow
fro
m th
e pe
n. T
he p
roce
ss o
f w
ritin
g or
out
linin
g it
to p
rove
that
he
or s
he k
now
sit
will
take
abo
ut 5
to 1
0 m
inut
es, a
nd th
roug
h fo
llow
ing
this
pra
ctic
e, s
tude
nts
will
als
o di
scov
erth
atth
ey d
o no
t kno
w e
very
thin
g. T
hey
can
look
up
wha
t the
y do
not
kno
w.
Ano
ther
exc
elle
nt m
emor
y m
etho
d is
the
use
of in
dex
card
s. W
hen
mos
t stu
dent
s st
udy
for
ate
st, t
hey
do n
ot k
now
wha
t the
y do
not
kno
w!
If th
ey d
id, t
hey
wou
ld lo
ok it
up,
and
they
wou
ldkn
ow it
. Man
y st
uden
ts w
ho m
ay s
tudy
60
min
utes
for
a s
cien
ce te
st, f
or e
xam
ple,
will
spen
d 45
min
utes
stu
dyin
g w
hat t
hey
alre
ady
know
. Wha
t a w
aste
, of
time!
Wel
l, ho
w c
an th
ey f
ind
out w
hat t
hey
do n
ot k
now
? It
rea
lly is
not
har
d to
do.
It t
akes
onl
y a
few
min
utes
a n
ight
for
eac
h su
bjec
t and
avo
ids
the
ever
-pre
sent
dan
ger
of f
allin
g be
hind
and
havi
ng to
o m
uch
to d
o at
the
last
min
ute.
Are
not
the
new
wor
ds o
r co
ncep
ts in
eac
h su
bjec
t the
impo
rtan
t thi
ngs?
Hav
e yo
urch
ild w
rite
each
new
wor
d on
one
sid
e of
an
inde
x ca
rd, a
nd o
n th
e ot
her
side
, hid
den
from
vie
w,
will
go
itsde
fini
tion;
the
pers
on/w
hat h
e or
she
did
; the
dat
e/w
hat h
appe
ned;
the
Eng
lish
wor
d/th
efo
reig
nw
ord;
the
chem
istr
y sy
mbo
l/wha
t it s
tand
s fo
r; a
nd th
e m
ath
form
ula/
whe
n an
d ho
w it
's u
sed.
Now
, the
nig
ht b
efor
e th
e te
st th
e ch
ild lo
oks
at 1
5 pa
gers
of
note
s an
d st
udie
s al
l the
inde
xca
rds.
Bec
ause
the
teac
her
will
mix
the
ques
tions
fro
m th
e ch
apte
r, th
e ch
ild w
ill s
huff
le th
ein
dex
card
s. A
s he
or
she
goes
thro
ugh
the
card
s, th
e in
form
atio
n he
or
she
know
s is
put
on
one
side
and
the
card
s to
stu
dy o
n th
e ot
her.
Fol
low
ing
this
met
hod,
the
child
has
fou
nd o
ut w
hat
he o
r
she
does
not
kno
w a
nd c
an c
once
ntra
te s
tudy
tim
e ac
cord
ingl
y.
Wha
t sho
uld
stud
ents
do
with
thei
r in
dex
card
s w
hen
the
text
is r
ead
to th
e en
d? S
ave
them
for
100
10.E
41
exam
s. L
ook
over
150
pag
es o
f no
tes,
but
stu
dy 1
0 ch
apte
rs o
f in
dex
card
s. W
hat c
an th
ey d
ow
ith th
em a
t the
end
of
the
year
? G
ive
them
to a
youn
ger
brot
her
or s
iste
r or
to a
fri
end.
Ano
ther
tric
k th
at c
hild
ren
enjo
y is
to s
peak
thei
r no
tes
and
inde
x-ca
rd in
form
atio
n in
toa
tape
reco
rder
to p
lay
back
any
tim
e th
ey w
ish.
A g
ood
time
is in
the
mor
ning
whi
lege
tting
dre
ssed
.
Rev
iew
str
ateg
y ca
n al
so m
ake
a bi
g di
ffer
ence
in r
emem
beri
ng in
form
atio
nsu
cces
sful
ly. I
fyo
ungs
ters
rea
lize
that
they
may
for
get 8
0 pe
rcen
t of
wha
t the
y le
arne
d th
at d
ay, t
hey
will
see
how
impo
rtan
t the
fol
low
ing
advi
ce c
an b
e: R
evie
w th
eno
tes,
or
chap
ter,
thre
e tim
esth
e ni
ght
of th
e cl
ass,
two
nigh
ts la
ter,
and
the
nigh
t bef
ore
the
test
.
The
fir
st n
ight
, rev
iew
by
goin
g ov
er th
e m
ater
ial a
nd m
akin
gup
inde
x ca
rds.
Tw
o ni
ghts
late
r(w
ithin
48
hour
s) r
evie
w th
e ca
rds
agai
n. F
or e
xam
ple,
on
Tue
sday
nig
ht m
ake
up th
e in
dex
card
s fr
om T
uesd
ay's
cla
ss. O
n W
edne
sday
nig
ht m
ake
up in
dex
card
s fr
om W
edne
sday
'scl
asse
s an
d re
view
Mon
day'
s ca
rds,
and
so
on. O
nce
the
stud
ent f
alls
into
this
patte
rn, t
here
view
bec
omes
eas
y, a
nd w
hen
he o
r sh
e st
udie
s th
e ca
rds
befo
re th
ete
st, i
t is
trul
y a
revi
ew.
You
r ch
ildre
n w
ill f
ind
that
if th
ey c
an tr
ace
am
emor
y pa
th th
ree
times
ove
r a
peri
od o
f da
ysth
ey w
ill f
ind
it al
mos
t im
poss
ible
to f
orge
t the
mat
eria
l.
Fina
lly, d
o no
t for
get a
ssoc
iatio
n tr
icks
and
sim
ilar
mne
mon
ic d
evic
es. T
hese
are
fun
and
extr
emel
y ef
fect
ive.
Hav
e yo
u ev
er h
eard
of
the
sent
ence
usin
g th
e fi
rst l
ette
rs o
f th
e w
ords
for
lear
ning
the
spel
ling
of a
rith
met
ic: "
A R
at I
n T
om's
Hou
se M
ight
Eat
Tom
's I
ce C
ream
"?
Not
e T
akin
g
As
child
ren
adva
nce
in s
choo
l, th
ey w
ill g
radu
ally
beg
in to
nee
dgo
od n
ote-
taki
ng s
kills
, and
the
very
bri
ght c
hild
can
eff
ectiv
ely
thes
e sk
ills
earl
y. H
ere
is a
bas
ic, e
xtre
mel
y he
lpfu
l tip
togi
ve y
our
child
abo
ut n
ote
taki
ng: D
o no
t hol
d th
e pe
n w
hen
taki
ng n
otes
. Do
not h
old
the
pen
whe
n th
e te
ache
r w
rite
s no
tes
on th
e bo
ard,
whe
n th
e te
ache
r le
ctur
es,
or w
hile
rea
ding
the
text
book
.
4210
'210
3
Soun
d cr
azy?
May
be, b
ut w
hat d
oes
the
stud
ent d
o w
hen
the
pen
is in
his
or
her
hand
? Pl
ayw
ith it
? C
hew
on
it? F
ill in
the
dots
? D
oodl
e? T
hese
are
all
dist
ract
ions
. But
, wor
st o
f al
l, on
ete
nds
to w
rite
thin
gs, w
ithou
t eve
n kn
owin
g w
hat o
ne is
wri
ting.
Tel
l you
r ch
ild to
list
en a
ndw
rite
onl
y w
hen
he o
r sh
e un
ders
tand
s. T
he c
hild
will
take
few
er, b
ut b
ette
r, n
otes
.
Now
that
you
r ch
ild h
as th
e pe
n ou
t of
his
or h
er h
and,
her
e is
a s
impl
e fo
rm to
use
for
taki
ngbe
tter
note
s. I
f yo
ur c
hild
use
s st
anda
rd s
pira
l not
eboo
ks, w
rite
onl
y on
the
righ
t-ha
nd p
ages
and
save
the
left
-han
d pa
ges
for
the
futu
re (
draw
ing
a lin
e to
div
ide
the
page
s in
half
ver
tical
ly w
orks
wel
l, to
o). O
n th
e ri
ght w
ill g
o w
hate
ver
the
teac
her
says
, wha
teve
r is
cop
ied
from
the
boar
d, o
rw
hate
ver
idea
s co
me
from
the
text
book
. On
the
left
will
go
two
kind
s of
item
syou
r ch
ild's
own
idea
s an
d th
e te
ache
r's q
uest
ions
.
Has
you
r ch
ild e
ver
thou
ght o
f an
idea
ove
r an
d ab
ove
wha
t the
'tea
cher
was
dis
cuss
ing?
If
he o
rsh
e w
rite
s th
ese
idea
s on
the
left
sid
e th
ey w
ill b
e ea
sily
acc
essi
ble
and
not f
orgo
tten
whe
n it
istim
e to
wri
te e
ssay
s an
d te
rm p
aper
s. T
hese
ori
gina
l tho
ught
s ar
e th
e id
eas
teac
hers
are
alw
ays
hopi
ng to
see
. Too
man
y st
uden
ts ju
st r
egur
gita
te e
xact
ly w
hat t
he te
ache
r sa
id in
cla
ss.
Bes
ides
put
ting
thei
r ow
n id
eas
on th
e le
ft, e
ncou
rage
you
r ch
ildre
n to
put
the
teac
her's
que
stio
nsth
ere,
too.
Ask
you
r ch
ildre
n if
they
hav
e no
ticed
that
teac
hers
oft
en a
sk q
uest
ions
dur
ing
clas
s.E
ven
if th
e te
ache
r an
swer
s th
em o
n th
e sp
ot, t
he c
hild
ren
shou
ld w
rite
them
dow
n, b
ecau
se if
ate
ache
r as
ked
a qu
estio
n on
ce, h
e or
she
is v
ery
likel
y to
ask
it a
gain
on a
test
.
How
do
teac
hers
oft
en c
onst
ruct
test
s? T
hey
auto
mat
ical
ly g
o ba
ck to
the
sam
e qu
estio
ns th
eyas
ked
in c
lass
. If
the
only
not
es y
our
child
take
s ar
e th
e te
ache
r's q
uest
ions
, and
then
look
s up
the
answ
ers,
the
child
will
hav
e pe
rfec
t not
es. I
f tw
o or
thre
e st
uden
ts u
se th
e te
chni
que
and
com
pare
que
stio
ns a
nd a
nsw
ers
befo
re th
e te
st, t
hey
will
see
that
they
hav
est
udie
d al
mos
t eve
ryqu
estio
n on
the
test
!
104
105
---#
.---
--1
Aca
dem
ics
atH
ome
,,,__
__
Aca
dem
ics
at H
ome:
The
Cor
e Su
bjec
ts
Wri
ting
The
plig
ht o
f th
e gi
fted
you
ngst
er le
arni
ng to
wri
te is
esp
ecia
lly ir
onic
. Bec
ause
mos
t gif
ted
child
ren
are
good
mem
oriz
ers
in s
choo
l, th
ey d
o w
ell o
n th
egr
amm
ar e
xerc
ises
and
test
s. A
ndbe
caus
e m
ost a
re a
chie
vem
ent-
orie
nted
, the
y ar
e ea
ger
for
thei
r pap
ers
to m
eet t
he m
echa
nica
lst
anda
rds
bein
g us
ed to
mea
sure
thei
r w
ork.
Thu
s, th
ey la
bor
dilig
ently
at t
heir
ass
igne
d ta
sks,
belie
ving
they
are
lear
ning
how
to b
e be
tter
wri
ters
and
they
get
the
grad
es to
"pr
ove"
it.
How
ever
, eff
ectiv
e w
ritin
g in
stru
ctio
n ca
n be
sum
mar
ized
in tw
o de
cept
ivel
y si
mpl
est
atem
ents
:(1
) ch
ildre
n le
arn
to w
rite
by
wri
ting
(and
rea
ding
); a
nd (
2) te
ache
rs m
ust i
nter
act w
ith c
hild
ren
as e
dito
rs, n
ot ju
dges
.
Stud
ying
gra
mm
atic
al th
eory
(w
ord
and
sent
ence
cla
ssif
icat
ion,
dia
gram
min
g, u
sage
) of
ten
resu
lts in
neg
ligib
le im
prov
emen
t in
stud
ents
' wor
king
gram
mar
. Lik
ewis
e, c
hild
ren
tend
tole
arn
lang
uage
rul
es in
dire
ctly
thro
ugh
expo
sure
and
pra
ctic
e. T
here
fore
, the
pri
mar
yco
ncer
nof
teac
hers
mar
king
pap
ers
shou
ld b
e w
ith c
onte
nt a
nd o
rgan
izat
ion;
whi
le m
echa
nica
ler
rors
shou
ld r
ecei
ve s
econ
dary
atte
ntio
n.
The
use
of
the
wor
d "s
econ
dary
" is
esp
ecia
lly im
port
ant.
No
one
is a
rgui
ng th
at c
hild
ren
shou
ldno
t be
taug
ht to
pun
ctua
te a
nd s
pell
corr
ectly
. Fin
al d
raft
s sh
ould
be
mec
hani
cally
cor
rect
asw
ell a
s ex
pres
sive
, tho
ught
ful,
and
accu
rate
. Too
oft
en, h
owev
er, t
he o
nly
"rev
isin
g" c
hild
ren
are
aske
d to
do
invo
lves
cor
rect
ing
spel
ling
and
punc
tuat
ion
erro
rs.
If c
hild
ren
are
to w
rite
wel
l, th
ey m
ust b
e ta
ught
spe
cifi
cw
ays
to g
et s
tart
ed, t
o ge
nera
te id
eas,
tosh
ape,
ref
ocus
, and
edi
t the
ir p
aper
s. T
hey
need
to b
e en
cour
aged
to w
rite
tent
ativ
e ou
tline
s an
d
441.
0 6
107
draf
ts. T
hey
need
to b
e ta
ught
that
rev
isio
n is
an
esse
ntia
l, co
ntin
uous
par
t of
the
wri
ting
proc
ess;
and
they
nee
d co
mm
ents
and
sug
gest
ions
that
: will
hel
p th
em u
nder
stan
d w
hat a
nd h
owto
rev
ise.
Pare
nts
shou
ld a
lso
look
at w
hat h
appe
ns to
thei
r ch
ildre
n's
fini
shed
wor
k. R
enzu
lli (
1977
)ar
gues
per
suas
ivel
y th
at g
ifte
d ch
ildre
n ne
ed o
ppor
tuni
ties
to c
arry
thei
r in
tere
sts
thro
ugh
to th
ere
al w
orld
. Ren
zulli
mea
ns th
at c
hild
ren'
s w
ritin
g m
ust r
outin
ely
go b
eyon
d st
uden
t-to
-tea
cher
com
mun
icat
ion.
He
calls
for
bro
ader
and
mor
e de
liber
atel
y ch
osen
aud
ienc
es th
an th
ose
reac
hed
thro
ugh
the
com
mon
pra
ctic
e of
pos
ting
"goo
d pa
pers
" on
the
bulle
tin b
oard
. Let
ters
to th
eed
itor,
edi
tori
als,
fea
ture
art
icle
s fo
r sc
hool
and
loca
l new
spap
ers,
lette
rs w
ritte
n to
indi
vidu
als
and
orga
niza
tions
on
beha
lf o
f ca
uses
or
idea
s a
child
bel
ieve
s in
thes
e as
wel
l as
stor
ies,
poem
s, a
nd e
ssay
s re
pres
ent p
ublic
atio
n op
port
uniti
es in
the
real
wor
ld.
Nur
turi
ng W
ritin
g A
bilit
y at
Hom
e
Pare
nts
can
do a
gre
at d
eal t
o he
lp ta
lent
ed y
oung
ster
s at
hom
e. T
akin
g yo
ur c
hild
's w
ritin
gse
riou
slyo
r in
tere
st in
wri
tingi
s of
maj
or im
port
ance
. Res
earc
h an
d ex
peri
ence
dem
onst
rate
that
not
all
gift
ed c
hild
ren
have
exc
eptio
nal w
ritin
g sk
ills.
How
ever
, it c
ould
be
dam
agin
g to
ayo
ungs
ter
who
has
gre
at in
tere
st, b
ut d
oes
not s
eem
exc
eptio
nally
tale
nted
, to
mak
e th
atju
dgm
ent t
oo s
oon.
A r
efin
ed ta
lent
for
wri
ting,
unl
ike
a ta
lent
for
spe
lling
or
doin
g lo
ngdi
visi
on, d
epen
ds o
n ag
e an
d ex
peri
ence
for
its
nour
ishm
ent.
A p
assi
on f
or w
ords
them
selv
es, o
nth
e ot
her
hand
, is
a gi
ft th
at m
ay a
ppea
r ea
rly
in y
our
child
. Alth
ough
this
pas
sion
whi
ch c
ould
surf
ace
as w
ritin
g ta
lent
late
ris
a ki
nd o
f gi
fted
ness
that
can
not b
e m
easu
red,
it c
an b
e nu
rtur
edat
hom
e.
As
stat
ed a
bove
, mor
e th
an o
ther
ski
lls, w
ritin
g be
nefi
ts f
rom
the
wri
ter's
age
and
exp
erie
nce.
You
ng a
utho
rs, h
owev
er, n
eed
not b
e th
war
ted
by y
outh
. He
or s
he m
ay h
ave
a gi
ft th
at r
evea
lsits
elf
not a
s an
ast
onis
hing
ach
ieve
men
t, bu
t rat
her
as a
per
sist
ent p
assi
on, a
rag
e to
pla
ce o
rder
upon
lang
uage
, and
the
youn
g au
thor
can
be
show
n w
ays
to m
ake
that
ord
er o
rigi
nal a
ndpo
wer
ful.
108
109
For
exam
ple,
at t
he h
eart
of
good
wri
ting
is s
urpr
ise.
The
gre
ates
t lite
ratu
re w
ill s
urpr
ise
fore
ver.
Smal
l, pe
rsis
tent
sur
pris
es c
raft
ed b
y th
e w
rite
r be
caus
e of
the
way
he
or s
he s
ees
spec
ific
thin
gspr
oduc
e fr
esh
wri
ting.
A c
aref
ul d
escr
iptio
n of
a p
artic
ular
per
son
or p
lace
, for
exa
mpl
e, w
illsu
rpri
se a
nd c
ause
the
child
to r
emem
ber,
une
xpec
tedl
y, a
per
son
or p
lace
like
the
one
in th
ebo
ok.
Wha
teve
r yo
u ca
n do
, the
n, to
enc
oura
ge y
our
child
to m
ake
deta
iled
obse
rvat
ions
free
of
gros
sge
nera
litie
s an
d cl
iche
swill
hel
p th
e w
ritin
g. T
ell h
im o
r he
r th
at w
ritin
g is
enr
iche
d by
spec
ific
s an
d de
tails
. Jou
rnal
s an
d di
arie
ssom
e to
be
read
by
othe
rs a
nd s
ome
to b
e ke
ptpr
ivat
eare
inva
luab
le. O
ne s
ectio
n of
you
r yo
ung
wri
ter's
jour
nal m
ight
con
tain
onl
yde
scri
ptio
ns o
f sp
ecif
ic p
erso
ns: f
rien
ds, e
nem
ies,
and
gra
ndpa
rent
s. T
hese
per
sons
are
kno
wn
by w
hat t
hey
say
and
by th
e so
und
of th
eir
voic
es; t
hey
are
know
n by
wha
t the
y w
ear,
how
thei
rbr
eath
sm
ells
, the
tint
of
thei
r fa
ce p
owde
r, a
nd h
ow th
eir
skin
fee
ls w
hen
you
shak
e ha
nds
with
them
or
give
them
thei
r ch
ange
at t
he c
ash
regi
ster
. Car
eful
des
crip
tions
of
plac
es, a
ccou
nts
oftr
ips,
and
nar
ratio
ns o
f ex
peri
ence
s w
ill a
lso
clar
ify
and
shar
pen
your
chi
ld's
wri
ting
skill
s.
You
r ch
ild's
jour
nal c
ould
als
o co
ntai
n a
faith
ful a
ccou
nt o
f dr
eam
s. D
ream
s cr
eate
new
situ
atio
ns f
rom
the
sigh
ts a
nd s
ound
s of
our
dai
ly li
ves
in th
e sa
me
way
that
a p
oet w
ill b
end,
exte
nd, a
nd o
ther
wis
e tr
ansf
orm
ord
inar
y im
ages
so
that
they
rea
ch b
eyon
d ev
eryd
ay li
fe.
Dre
ams
can
incl
ude
dayd
ream
s an
d in
tent
iona
l dis
tort
ions
of
real
ity, s
uch
as li
ttle
lies
that
beg
inin
the
phys
ical
wor
ld a
nd th
en c
reep
impe
rcep
tibly
into
som
ethi
ng r
ich
and
stra
nge.
Div
erse
rea
ding
and
exp
erie
nce,
det
aile
d di
scus
sion
s of
mov
ies
and
tele
visi
on s
how
s, w
ord
gam
es, e
ncou
rage
men
t of
the
tend
ency
to s
ee th
ings
dif
fere
ntly
--fo
r ex
ampl
e, h
ow th
e w
orld
wou
ld lo
ok f
rom
the
poin
t of
view
of
a ch
airh
ones
t exa
min
atio
n of
det
ails
, can
dor
that
is o
ften
impo
ssib
le in
con
vers
atio
n w
ith p
aren
ts a
nd f
rien
ds, a
nd th
e w
illin
gnes
s to
wri
te in
the
clea
rest
lang
uage
at h
is o
r he
r co
mm
andt
hese
are
the
thin
gs y
our
youn
g au
thor
req
uire
s if
this
gif
t is
tobe
cul
tivat
ed a
nd n
ot w
aste
d.
46no
111
The
wri
ter
has
to w
rite
and
to k
eep
wri
ting
and
rew
ritin
g. W
ritin
g ab
out a
thin
g in
a g
ener
alw
ay, h
e or
she
may
lose
it f
orev
er; b
ut c
onve
rsel
y, b
y se
eing
its
ever
y bl
emis
h, a
s w
ell a
s its
ever
y pe
rfec
tion,
he o
r sh
e m
ay c
ause
it to
live
for
ever
.
Rem
embe
r w
hen
read
ing
your
chi
ld's
wri
tings
not
to o
ver
corr
ect t
hem
. If
you
are
invi
ted
tore
ad s
omet
hing
, you
mig
ht a
sk, "
Wha
t do
you
wan
t me
to f
ocus
ony
our
idea
s, p
lot,
spel
ling?
"D
on't
try
to f
ix e
very
thin
g; y
our
child
may
giv
e up
in d
efea
t.
Mat
h
Pare
nts
Can
Ide
ntif
y E
arly
Mat
h A
bilit
y
Her
e is
a c
heck
list o
f be
havi
ors
to lo
ok f
or in
you
r ch
ild a
s he
or
she
grow
s up
. A c
hild
gif
ted
in
mat
h m
ay p
osse
ss s
ever
al o
f th
ese
tale
nts.
Abi
lity
to c
lass
ify
and
arra
nge
obje
cts
in a
ser
ies.
A m
athe
mat
ical
ly g
ifte
dth
ree-
year
-old
will
be
able
to a
rran
ge s
even
or
eigh
t obj
ects
inor
der
of s
ize
whi
le m
ost t
hree
-yea
r-ol
ds c
an o
nly
arra
nge
thre
e.
Rap
id c
ompr
ehen
sion
and
gen
eral
izat
ion.
At s
ix, t
he c
hild
may
use
ath
erm
omet
er a
s a
tool
to a
dd a
nd s
ubtr
act:.
Abi
lity
to o
rgan
ize
data
and
see
pat
tern
s. A
pre
coci
ous
four
th g
rade
r m
ayde
term
ine
the
odds
on
any
com
bina
tion
of r
ollin
g di
ce.
Ori
gina
l app
roac
hes
to p
robl
ems.
A g
ifte
d fi
fth
grad
er m
ay u
sehu
man
bod
ypr
opor
tions
to d
eter
min
e th
e le
ngth
s of
dif
fere
nt p
arts
of
the
Stat
ue o
f L
iber
ty.
112
0411%004
113
47
A-
II
1111
MIl
l
VH
igh
test
sco
resb
ut n
ot a
lway
s. T
ests
mus
t be
care
fully
chos
en to
mea
sure
mat
hem
atic
al a
bilit
y pe
r se
and
not
be
tain
ted
by o
ther
fac
tors
, suc
has
ver
bal
defi
cien
cy.
You
may
sus
pect
that
you
r ch
ild is
mat
hem
atic
ally
gif
ted,
but
that
a m
ism
atch
exi
sts
betw
een
the
stud
ent a
nd th
e m
athe
mat
ics
prog
ram
(M
iller
, 199
0). W
hat s
houl
dpa
rent
s lo
ok f
or in
the
mat
hem
atic
al e
duca
tion
of th
eir
gift
ed c
hild
? A
ccor
ding
to M
artin
L. J
ohns
on, d
irec
tor
of th
eA
rith
met
ic C
ente
r at
the
Uni
vers
ity o
f M
aryl
and,
the
stan
dard
iden
tific
atio
n an
d te
achi
ngap
proa
ches
in m
ath
are
too
"hea
vily
com
puta
tiona
l"th
at is
, chi
ldre
n ar
e re
quir
ed to
do
too
muc
h ad
ditio
n, s
ubtr
actio
n, m
ultip
licat
ion,
and
div
isio
n.
Des
crib
ing
rese
arch
by
the
Rus
sian
psy
chol
ogis
t V.A
. Kru
tesk
ii,Sh
effi
eld
(199
4) d
escr
ibes
mat
hem
atic
ally
tale
nted
stu
dent
s as
vie
win
g th
e w
orld
fro
ma
mat
h pe
rspe
ctiv
e. S
he s
ays,
"th
ese
stud
ents
str
ive
to m
ake
sens
e of
the
wor
ld b
y no
ticin
g sp
atia
l and
qua
ntita
tive
rela
tions
hips
and
conn
ectio
ns in
eve
ryth
ing"
(p.
3).
The
dif
fere
nces
in a
bilit
yar
e m
ore
qual
itativ
e in
that
thes
est
uden
ts d
ispl
ay c
hara
cter
istic
s of
per
cept
ion,
awar
enes
s, a
nd d
eepe
r un
ders
tand
ing
of th
eco
ncep
ts a
nd p
atte
rns
arou
nd th
em.
Mak
ing
it A
dd U
p fo
r Y
oung
Kid
s
The
re a
re m
any
way
s pa
rent
s ca
n pr
omot
e th
eir
child
's in
nate
joy
in p
atte
rns.
"O
ne, t
wo,
thre
e,fo
ur, f
ive
..
.."
a to
ddle
r en
joys
cha
ntin
g, a
nd r
elis
hes
the
adm
irin
g at
tent
ion
adul
ts g
ive
to th
ispa
rtic
ular
cha
nt. I
t can
be
reci
ted
befo
re th
e ch
ild k
now
s th
em
eani
ng o
f th
e w
ords
, jus
t for
the
fun
of h
uman
inte
ract
ion.
Lat
er, w
hen
the
child
sud
denl
yre
aliz
es th
at s
ayin
g, "
Thr
ee!"
may
brin
g m
ore
cook
ies
than
say
ing
"tw
o,"
it is
alr
eady
pos
sibl
e fo
r him
or
her
to a
sk f
or f
our
or f
ive
cook
ies
with
out l
earn
ing
any
mor
e w
ords
.
Use
con
cret
e ex
ampl
es: O
nce
your
chi
ld h
as c
onne
cted
cou
ntin
gw
ith th
e co
ncep
t of
num
bers
,
4811
411
5
ther
e ar
e en
dles
s op
port
uniti
es f
or th
e yo
ungs
ter
to a
pply
mat
hem
atic
s to
life
. "L
et's
cou
nt th
ech
airs
in th
e w
aitin
g ro
om."
"L
et's
cou
nt th
e cr
ocus
es'"
"L
et's
cou
nt th
e ca
rs w
e pa
ss."
Unl
ess
the
road
has
too
man
y or
too
few
car
s, th
is la
st o
ne c
an k
eep
a ch
ild h
appi
ly a
bsor
bed
lear
ning
ever
-lar
ger
num
bers
with
onl
y m
inor
dis
trac
tions
to th
e dr
iver
. It's
als
o a
good
way
for
kee
ping
squa
bble
s to
a m
inim
um in
dri
ving
the
pres
choo
l car
poo
l.
If y
our
child
has
bee
n co
untin
g fo
r a
whi
le, i
t tak
es o
nly
a lit
tle e
xtra
wor
k to
teac
h th
e co
ncep
tof
add
ition
. Whi
le m
akin
g co
nver
satio
n at
din
ner,
why
not
add
the
num
ber
of s
poon
s to
the
num
ber
of f
orks
to g
et th
e nu
mbe
r of
ute
nsils
? (A
n ad
vanc
ed le
sson
wou
ld in
clud
e kn
ives
.) I
fyo
u ar
e w
aitin
g in
a d
octo
r's o
ffic
e, y
our
child
can
add
the
fing
ers
you
are
hold
ing
up in
you
r le
ftha
nd to
thos
e in
you
r ri
ght t
o ge
t the
tota
l num
ber
of f
inge
rs y
ou a
re h
oldi
ng u
p. I
t is
mor
efu
nth
an d
ecid
ing
whi
ch c
hild
in th
e w
aitin
g ro
om g
ets
the
doct
or's
onl
y ho
bbyh
orse
. The
re a
reen
ough
fin
gers
for
all.
Onc
e yo
ur c
hild
kno
ws
wha
t it m
eans
to s
ay "
two
plus
one
is th
ree,
" le
arni
ng a
dditi
on f
acts
can
be g
reat
spo
rt. O
n lo
ng d
rive
s an
d on
pub
lic tr
ansp
orta
tion
with
you
r yo
ungs
ter,
kee
p hi
m o
r he
ren
tert
aine
d by
see
ing
who
can
add
sum
s ra
pidl
y lik
e "t
wo
plus
thre
e."
Lat
er, o
f co
urse
, add
"sev
en p
lus
eigh
t."
Litt
le b
oys
are
give
n bl
ocks
mor
e of
ten
than
littl
e gi
rls,
and
teen
age
boys
are
bet
ter
atsp
atia
lre
latio
nshi
ps, t
han
teen
age
girl
s. I
s th
ere
a co
nnec
tion?
Mos
t mat
hem
atic
ians
bel
ieve
so.
Blo
cks
are
an im
port
ant l
earn
ing
tool
for
bot
h yo
ur d
augh
ter
and
your
son
.
If y
ou c
an a
ffor
d so
met
hing
spe
cial
, ord
er S
tern
blo
cks
from
Hou
ghto
n M
iffl
in. T
he "
one
bloc
k"is
a g
reen
cub
e, th
e "t
wo
bloc
k" is
two
conn
ecte
d pu
rple
cub
es, a
nd th
e "t
hree
blo
ck"
cons
ists
of
thre
e w
hite
cub
es in
a r
ow. T
he c
ompl
ete
set i
s co
lorf
ul a
nd c
an b
e us
ed to
mak
e m
any
patte
rns.
Tea
ch a
dditi
on b
y pu
tting
the
bloc
ks e
nd-t
o-en
d.
Cui
sina
ire
rods
are
mor
e ap
prop
riat
e th
an S
tern
blo
cks
for
scho
ol-a
ge c
hild
ren
beca
use
ofth
eir
116
Aca
dem
ics
atH
ome
1001
%0*
*1
1111
!III
I1
117
49
AI
II
6041
1%00
4
low
er c
ost,
but t
he la
rge
Ster
n bl
ocks
are
eas
ier
for
pres
choo
lers
to h
old.
Kee
pyo
ur s
et o
fC
uisi
nair
e ro
ds h
andy
for
vis
itors
of
all a
ges.
The
yne
ver
fail
to k
eep
gues
ts u
nder
the
age
ofei
ght o
ccup
ied
for
a lo
ng ti
mea
nd o
ften
ent
erta
in v
isito
rs w
ell
over
that
age
!
Tak
e it
in S
mal
l Bite
s
Her
e's
how
one
par
ent e
xpla
ined
why
"x
times
y e
qual
sy
times
x"
to b
oth
of h
er c
hild
ren.
Of
cour
se, s
he d
idn'
t use
x's
and
y's
. She
ask
ed th
em to
thin
k of
two
dogs
sta
ndin
g in
line
and
cons
ider
how
they
wou
ld c
ount
the
tota
l num
ber
of le
gs. T
here
are
two
"fou
rs"
of le
gs: t
he r
ight
legs
and
the
left
legs
. Or
you
can
thin
k of
ther
e be
ing
four
"tw
os"
of le
gsth
e fr
ont p
air
ofth
efi
rst d
og, t
he b
ack
pair
of
the
firs
t dog
, the
fro
nt p
air
of th
e se
cond
dog
, and
the
back
pair
of
the
seco
nd d
og. T
hus
two
four
s is
the
sam
e as
fou
r tw
os.
The
sam
e pa
rent
got
a p
iece
of
pape
r an
d sh
owed
the
child
that
ther
ew
as n
othi
ng s
peci
al a
bout
two
and
four
; the
sam
e th
ing
is tr
ue o
f th
ree
and
four
. Thr
ee r
ows
of f
our
dots
eac
h w
ill e
qual
the
sam
e nu
mbe
r as
fou
r ro
ws
of th
ree
dots
eac
h:
Figu
re 2
. Ana
lyzi
ng d
ots.
The
con
cept
that
"x
time
y eq
uals
y ti
mes
x"
for
all x
's a
nd y
's is
cal
led
the
"the
com
mut
ativ
ela
w f
or m
ultip
licat
ion.
"
5011
811
911
1MIII
I111
1110
Do
not m
ake
drill
a d
rudg
ery.
Lea
rnin
g m
ultip
licat
ion
tabl
es o
r ad
ditio
n fa
cts
is
rote
mem
oriz
atio
n. B
asic
ski
lls a
re e
ssen
tial
for
purs
uin,
g hi
gher
mat
hem
atic
sof
pat
tern
s, th
e co
mm
unic
atio
n of
pat
tern
s th
roug
h sy
mbo
lsan
d w
ords
, and
the
solv
e pr
oble
ms.
"Not
my
kids
," y
ou m
ay g
roan
. "N
ot w
ith th
e w
ay I
've
alw
ays
done
in m
ath!
"
wha
teve
r yo
ur m
athe
mat
ical
bac
kgro
und,
can
exp
erie
nce
the
grea
t joy
whe
n ye
mas
ter
a di
ffic
ult b
ut v
ital s
ubje
ct. I
f yo
u su
ffer
from
a c
ase
of m
ath
anxi
ety,
y,
som
ethi
ng y
ou d
o no
t wan
t to
pass
on
to y
our
child
ren.
You
can
also
kno
w th
e
and
add
num
bers
und
er te
n as
wel
l as
the
next
adu
lt. T
hese
are
the
inte
llect
ual-
creu
cIlli
ciau
-j
child
nee
ds.
Mak
ing
Mat
h a
Nat
ural
Ple
asur
e
You
ng c
hild
ren
can
gras
p su
rpri
sing
ly a
dvan
ced
mat
hem
atic
al c
once
pts
if th
e id
eas
are
pres
ente
d
in te
rms
that
kid
s un
ders
tand
. You
can
intr
oduc
e th
em to
nega
tive
num
bers
, oct
al a
nd b
inar
y
num
ber
syst
ems,
topo
logy
, and
oth
er m
athe
mat
ical
con
cept
sth
roug
h si
mpl
e ga
mes
and
puz
zles
.
Dra
w a
num
bere
d sc
ale
from
-10
to +
10 o
n a
two-
foot
-lon
gpi
ece
of c
ardb
oard
. The
n m
ake
ade
ck o
f ca
rdbo
ard
card
s nu
mbe
red
in s
eque
nce
from
-10
to+
10. K
ids
can
use
a ni
ckel
, dim
e or
penn
y as
a p
layi
ng p
iece
. The
pla
yers
sta
rt a
t zer
o.T
hey
take
turn
s dr
awin
g ca
rds
from
the
shuf
fled
dec
k. I
f on
e dr
aws
a +
7, s
he m
oves
her
pla
ying
pie
ce7
spac
es to
war
d th
e +
10. A
nd s
o
on. T
he w
inne
r is
the
pers
on w
hore
ache
s ei
ther
the
-10
or th
e +
10 f
irst
.
Her
e is
a g
ame
calle
d R
omal
uvia
to te
ach
the
octa
l num
ber
syst
em.
Kid
s lo
ve to
pla
y "s
tore
"
and
Rom
aluv
ia is
a f
un v
aria
tion.
Pre
tend
that
you
and
you
rch
ild h
ave
won
a s
hopp
ing
spre
e on
the
plan
et o
f R
omal
uvia
, who
se in
habi
tant
s ha
ve o
nly
eigh
t fin
gers
. You
pla
y th
e ro
le o
f a
Rom
aluv
ian
mer
chan
t, of
feri
ng y
our
child
suc
h fa
bulo
usbu
ys a
s a
"gen
uine
pan
gi-p
angi
sw
eate
r
120
51
impo
rted
fro
m th
e pl
anet
of
Tof
u an
d se
lling
for
a m
ere
13 p
enni
es."
The
cat
ch is
that
it's
13
Rom
aluv
ian
penn
ies
(tha
t is,
13
in b
ase
8; 1
in th
e "e
ight
s pl
ace"
plu
s3
in th
e "o
nes
plac
e,"
whi
ch e
qual
s 11
in b
ase
10),
and
you
r ch
ild h
as to
giv
eyo
u th
e ex
act c
hang
e to
be
allo
wed
tobu
y th
e sw
eate
r.
The
bin
ary
syst
em is
a n
atur
al o
ne f
or "
secr
et c
odes
." (
In th
e bi
nary
syst
em, y
ou u
se o
nly
0 an
d1
.T
he p
lace
val
ues
prog
ress
fro
m r
ight
to le
ft:
ones
, tw
os, f
ours
, eig
hts,
s i
x t e
e n
s.
..
).O
nere
sour
cefu
l par
ent s
tart
ed b
y sh
owin
g he
r da
ught
er h
ow to
wri
te h
er p
hone
num
ber
usin
g th
ebi
nary
sys
tem
. Lat
er, s
he w
rote
cod
ed m
essa
ges
in w
hich
eac
h le
tter
of th
eal
phab
et w
asre
pres
ente
d by
a b
inar
y nu
mbe
r co
rres
pond
ing
to it
s al
phab
etic
alse
quen
ce (
A=
0001
, Z=
1101
0).
A M
agic
Str
ip: T
opol
ogy
is a
sys
tem
of
geom
etry
that
dea
ls w
ithth
e pr
oper
ties
of s
hape
s ra
ther
than
thei
r m
easu
rem
ent.
You
can
intr
oduc
e yo
ungs
ters
to to
polo
gy b
ym
akin
g a
Mob
ius
stri
p(n
amed
aft
er m
athe
mat
icia
n A
ugus
t Mob
ius,
179
0-18
68).
Cut
two
1 1/
2 in
ch-w
ide
stri
ps f
rom
the
long
sid
e of
a p
iece
of
typi
ng p
aper
. Ben
don
e in
to a
hoo
p an
d ta
pe th
e en
ds to
geth
er. D
o th
esa
me
with
the
seco
nd, b
ut in
doi
ng s
o, h
old
one
end
fixe
d an
d tw
ist t
he o
ther
180
deg
rees
bef
ore
tapi
ng it
. Thi
s on
e is
the
Mob
ius
stri
p, a
nd it
is q
uite
dif
fere
nt f
rom
your
fir
st s
trip
. For
one
thin
g, a
n an
t wal
king
on
the
plai
n st
rip
wou
ld h
ave
to c
ross
an
edge
to g
et f
rom
the
oute
r su
rfac
eto
the
inne
r su
rfac
e. N
ot s
o w
ith th
e M
obiu
s st
rip.
It h
as o
nly
one
surf
ace!
Pro
ve th
e po
intto
your
self
and
to y
our
child
by d
raw
ing
the
ant's
pat
h w
itha
penc
il.
Now
com
es k
id's
fav
orite
par
t. Fi
rst c
utyo
ur p
layi
ng s
trip
in h
alf
leng
thw
ise
with
sci
ssor
s. Y
ouen
d up
with
two
hoop
s. B
ut w
hat h
appe
ns w
hen
you
care
fully
cut
you
r M
obiu
s st
rip
leng
thw
ise
dow
n th
e m
iddl
e? T
ry it
and
see
.
Shap
es A
ll A
roun
d U
s
The
pre
scho
ol c
hild
is r
ipe
for
an in
itial
expo
sure
to g
eom
etry
. Whe
n th
e si
tuat
ion
perm
its, p
oint
out g
eom
etri
c sh
apes
suc
h as
cir
cles
, squ
ares
, tri
angl
es, a
nd r
ecta
ngle
s in
fam
iliar
, eve
ryda
y
5212
212
3
I
obje
ctsf
urni
ture
, bui
ldin
gs, a
rtw
ork
in p
ictu
re b
ooks
, For
exa
mpl
e. T
ake
adva
nta
oppo
rtun
ities
to b
road
en y
our
child
's m
athe
mat
ical
voc
abul
ary
byin
trod
ucin
g ov
a]
rela
tions
hip
to a
nd d
iffe
renc
e fr
om c
ircl
es, p
enta
gons
, oct
agon
s (s
top
sign
s!),
and
Hel
p yo
ur c
hild
to d
istin
guis
h be
twee
n sq
uare
s an
d ot
her
rect
angl
es a
nd to
nam
eo
exam
ples
of
each
.
Dev
elop
cre
ativ
ity b
y ch
alle
ngin
g yo
ur c
hild
to m
ake
a va
riet
y of
obje
cts
from
the
shap
es. F
or e
xam
ple,
giv
en a
larg
e tr
iang
le, a
sm
alle
r tr
iang
le, a
larg
eci
rcle
, a s
im
and
a re
ctan
gle,
you
r ch
ild m
ay p
ut to
geth
er th
ese
figu
res:
a bi
rd o
n a
bran
ch
ston
es o
n a
bala
nce
Figu
re 3
. Sha
pes
all a
roun
d us
.
124
two
ice-
crea
m c
ones
on
a tr
ay
a to
y on
a w
agon
125
53
S.
Alm
ost e
very
one
has
at o
ne ti
me
or a
noth
er m
ade
"sno
wfl
akes
" by
fol
ding
pape
r an
d m
akin
gcu
ts o
n th
e fo
lds
to c
reat
e sy
mm
etri
cal d
esig
ns. W
hat y
oum
ay n
ot r
ealiz
e is
that
this
sim
ple
activ
ity is
an
exce
llent
intr
oduc
tion
to s
ymm
etry
. Hav
eyo
ur c
hild
try
to v
isua
lize
wha
t the
desi
gns
he o
r sh
e cu
ts w
ill lo
ok li
ke w
hen
the
pape
r is
unf
olde
d. I
ntro
duce
the
term
"sy
mm
etry
"to
you
r ch
ild a
nd e
xpla
in th
e di
ffer
ence
s be
twee
n lin
e sy
mm
etry
(as
ina
couc
h), r
otat
iona
lsy
mm
etry
(as
in a
squ
are)
, and
mir
ror
sym
met
ry (
as in
a c
apita
l T).
Tog
ethe
r fi
nd e
xam
ples
ofea
ch ty
pe o
f sy
mm
etry
in f
amili
ar o
bjec
ts, f
urni
ture
, and
clo
thin
g de
sign
s.
Ano
ther
use
ful a
ctiv
ity to
mak
e yo
ur c
hild
com
fort
able
with
geom
etry
is v
isua
l est
imat
ion.
Est
imat
ing
num
bers
, mea
sure
men
ts, a
mou
nts,
and
so o
n, is
bec
omin
g an
incr
easi
ngly
ess
entia
lsk
ill in
ord
er to
judg
e th
e ac
cura
cy o
f re
sults
as w
e re
ly m
ore
arid
mor
e on
com
pute
riza
tion
for
the
actu
al c
ompu
tatio
n. M
ake
a ga
me
of it
. With
out p
eeki
ng, e
stim
ate
and
draw
to s
cale
fam
iliar
shap
es s
uch
as th
e tr
iang
le a
pun
ctur
e-ty
peca
n op
ener
mak
es, a
but
ton
on th
e te
leph
one
dial
(or
keyp
ad),
pos
tage
sta
mps
, and
so
on. T
ake
turn
s ch
oosi
ng th
e sh
ape
to d
raw
and
che
ck y
our
fina
ldr
awin
gs f
or a
ccur
acy.
Be
imag
inat
ive.
Use
coi
ns, i
ce-c
ream
cone
s, a
nd th
e lik
ebot
h fo
rm
odel
s an
d pr
izes
!
Mor
e A
t-H
ome
Mat
h A
ctiv
ities
Her
e ar
e ot
her
spec
ific
sug
gest
ions
for
teac
hing
the
mat
hem
atic
ally
gif
ted
elem
enta
ry g
rade
stud
ent.
Pare
nts
shou
ld r
ecom
men
d an
d ad
voca
te th
e fo
llow
ing
kind
s of
activ
ities
to s
choo
lpe
rson
nel a
nd p
rovi
de a
s m
any
of th
em a
t hom
eas
pos
sibl
e.
Puzz
les:
Puz
zles
are
an
exce
llent
sou
rce
of e
nric
hmen
t bec
ause
they
req
uire
flex
ible
and
anal
ytic
al th
inki
ng, a
nd th
ey a
re r
eadi
ly a
vaila
ble
from
man
y so
urce
s.
Men
tal A
rith
met
ic G
ames
: Men
tal c
ompu
tatio
n an
d es
timat
ion
prov
ide
a ba
se f
or s
ucce
ss a
t
5412
612
7
prob
lem
sol
ving
and
the
stud
y of
new
mat
hem
atic
s co
nten
t. C
onse
quen
tly, g
ach
ildre
n to
pra
ctic
e co
mpu
ting
and
estim
atin
g qu
ickl
y ha
ve a
n im
port
ant O
mgi
fted
mat
h st
uden
ts a
nd in
the
hom
e.
Proj
ects
and
App
licat
ions
: Sin
ce g
ifte
d ch
ildre
n co
nstit
ute
our
grea
test
poo
lpr
oble
m s
olve
rs, i
t is
esse
ntia
l tha
t the
y ha
ve o
ppor
tuni
ties
to s
ee th
e us
eful
ncPr
ovid
ing
expe
rien
ces
that
allo
w th
em to
sol
ve th
e ki
nds
of p
robl
ems
they
arc
enco
unte
r in
the
real
wor
ldde
term
inin
g a
crop
's y
ield
or
the
amou
nt o
f nu
cto
run
a c
ity, f
or e
xam
plei
s m
ore
diff
icul
t tha
n ga
ther
ing
puzz
les
and
gam
epe
ople
hav
e be
en s
ucce
ssfu
l at t
he ta
sk.
Imag
ine,
if y
ou c
an, a
wor
ld w
ithou
t num
bers
. Hav
e yo
ur c
hild
poi
nt o
ut th
e ab
surd
ity o
f su
ch a
wor
ld. H
e or
she
will
imm
edia
tely
beg
in to
see
the
impa
ctad
dres
ses,
pho
ne n
umbe
rs, m
oney
,tim
e, s
peed
, coo
king
, tem
pera
ture
, mea
sure
men
t. Po
int o
ut, t
oo, t
hat m
athe
mat
ics
is n
ot s
tric
tlynu
mbe
rs, b
ut th
at it
als
o in
corp
orat
es id
eas,
met
hods
, sha
pes,
logi
c, r
easo
ning
, and
a m
yria
d of
othe
r fa
cets
.
You
and
you
r yo
ung
child
can
hav
e fu
n w
ith m
athe
mat
ics,
pro
vide
d yo
u ap
proa
ch it
as
fun
and
not a
lear
ning
act
ivity
. Whe
t his
or
her
appe
tite
earl
y en
ough
, and
you
r ch
ild w
ill d
evel
op a
"com
fort
able
ness
" w
ith m
athe
mat
ics
that
will
enc
oura
ge u
ninh
ibite
d gr
owth
and
exp
ansi
on a
sth
e co
mpl
exity
of
the
subj
ect i
ncre
ases
. It i
s of
pri
mar
y im
port
ance
to d
o th
is w
ith g
irls
, who
begi
n ea
rly
to d
evel
op m
ath
and
scie
nce
bloc
ks th
at w
ill in
flue
nce
them
in la
ter
year
s.R
emem
ber,
als
o, to
take
cue
s fr
om y
our
child
whe
n en
ough
is e
noug
hwhe
n yo
u ar
e th
e on
lyon
e st
ill h
avin
g fu
n.
Mea
sure
men
t. If
you
r ch
ild e
njoy
s es
timat
ion,
try
it w
ith w
eigh
ts a
ndE
mea
sure
men
ts. C
hild
ren
don'
t get
eno
ugh
prac
tice
with
mea
sure
men
t in
scho
ol,
and
it's
ofte
n ta
ken
for
gran
ted
as a
pre
viou
sly
mas
tere
d sk
ill. E
spec
ially
use
ful
is m
etri
c m
easu
rem
ent.
For
the
grad
e sc
hool
chi
ld, d
o no
t try
to r
elat
e m
etri
c to
Eng
lish.
128
129
55
6044
1%0*
*4
Con
vers
ion
char
ts w
ill a
lway
s be
ava
ilabl
e. I
nste
ad, d
ecid
e up
on a
"st
anda
rd"
that
is s
omet
hing
fam
iliar
(ex
: mm
= w
idth
of
a pe
ncil
lead
, cm
= w
idth
of
one
of y
our
child
's f
inge
rs)
so y
our
child
has
an
appr
oxim
atio
n of
the
prop
er s
izes
of
the
rela
tive
mea
sure
men
ts. (
Be
sure
to m
easu
reyo
ur s
tand
ard
to g
et a
fai
rly
accu
rate
app
roxi
mat
ion.
)
Now
look
at a
n ob
ject
a pe
ncil,
for
exa
mpl
eand
try
to g
uess
how
man
y m
illim
eter
sor
cent
imet
ers
it is
. The
n m
easu
re to
test
you
r ac
cura
cy. H
ow m
any
deci
met
ers
long
isyo
ur d
og?
How
hig
h is
the
swin
g se
t? Y
ou m
ay w
ant t
o ge
t old
er c
hild
ren
invo
lved
. Try
con
vert
ing
reci
pes
into
met
ric
and
whi
ppin
g up
som
e ta
sty
met
ric
mor
sels
. With
pra
ctic
e,yo
u an
d yo
ur c
hild
will
beco
me
"met
ric
mas
ters
," a
nd if
the
met
ric
syst
em is
intr
oduc
ed in
sch
ool,
it w
on't
seem
omin
ous. L
Bac
k to
Bas
ics.
If
your
chi
ld h
as m
aste
red
addi
tion,
sub
trac
tion,
mul
tiplic
atio
n, a
nd d
ivis
ion,
not
hing
can
be
mor
e bo
ring
or
redu
ndan
t tha
n th
ere
petit
ious
exe
rcis
es in
a te
xtbo
ok. D
evel
op f
un a
nd c
reat
ive
chal
leng
es to
ente
rtai
n yo
ur c
hild
whi
le a
t the
sam
e tim
e pr
ovid
ing
valu
able
pra
ctic
e in
the
basi
cs. H
owm
any
seco
nds
in a
day
? H
ow m
any
year
s is
a m
illio
n da
ys?
(If
you
wan
t to,
rem
ind
your
chi
ld o
f le
apye
ars.
) If
you
hav
e sl
ept e
ight
hou
rs a
day
for
(yo
ur c
hild
's a
ge)
year
s, h
ow m
uch
ofyo
ur li
feha
ve y
ou s
pent
asl
eep?
Wha
t is
the
perc
enta
ge o
r ra
tio o
f sl
eepi
ng h
ours
to w
akin
g ho
urs?
LR
atio
, Per
cent
, and
Pro
babi
lity.
Sim
ple
prob
abili
tyth
e ra
tio o
f th
enu
mbe
r of
pos
sibl
e ch
osen
out
com
es to
the
tota
l num
ber
of p
ossi
ble
outc
omes
can
be f
un a
nd e
duca
tiona
l. Fo
r ex
ampl
e, th
e pr
obab
ility
of
toss
ing
"hea
ds"
on a
coin
is o
ne in
two,
or
1/2
or 5
0 pe
rcen
t. St
art w
ith c
oins
or
card
s an
d w
ork
your
way
up
to m
ore
com
plex
pro
babi
litie
s. W
hat i
s th
e pr
obab
ility
of
draw
ing
a fa
ce c
ard
from
a de
ck o
f ca
rds?
(12
in 5
2, o
r 3
or 1
3.)
A b
lack
fac
e ca
rd?
A d
iam
ond
face
car
d? W
hat i
f,as
you
dra
w, y
ou d
on't
repl
ace
the
last
car
d yo
u dr
ew?
Wha
t hap
pens
to th
e pr
obab
ility
? T
ry c
reat
ing
situ
atio
ns a
ndde
term
inin
g th
e pr
obab
ility
.
5613
013
1
LSt
atis
tics.
Tho
ught
to b
e on
e of
the
drie
r as
pect
s of
mat
herr
can
be e
xciti
ng if
tailo
red
to y
our
child
's in
tere
sts.
Sug
gest
con
amon
g fa
mily
mem
bers
or
frie
nds
to d
eter
min
e th
eir
favo
rite
' v(
or c
olor
. Cal
cula
te p
erce
ntag
es o
r ta
bula
te r
esul
ts. Y
our
child
may
eve
n be
in'
surv
eyin
g, li
ke ta
bula
ting
the
num
ber
of s
neak
ers
or le
athe
r sh
oes.
Let
yO
uf,c
!in
tere
sts
him
or
her.
Log
ic a
nd P
robl
em S
olvi
ng. L
ogic
and
rea
soni
ng a
re (
T-
impo
rtan
t dis
cipl
ines
in a
ny a
rea
of s
tudy
. Spa
wne
d at
an
earl
ith
ese
abili
ties
will
gro
w a
nd d
evel
op in
to n
atur
al r
espo
nses
byL
,in
telli
genc
e an
d co
mm
on s
ense
don
't ne
cess
arily
go
hand
in h
and.
Four
fun
dam
enta
ls o
f lo
gica
l rea
soni
ng a
nd p
robl
em s
olvi
ng th
at a
re e
asily
ada
pted
to o
ther
are
asar
e or
gani
zatio
n, p
atte
rn r
ecog
nitio
n, p
reci
se v
erba
lizat
ion,
and
con
cent
ratio
n.
From
pre
scho
ol th
roug
h co
llege
, org
aniz
atio
n ca
n be
taug
ht a
nd p
ract
iced
in a
ctiv
ities
ran
ging
from
pla
nnin
g a
picn
ic to
wri
ting
rese
arch
pap
ers.
To
com
bine
an
exer
cise
in o
rgan
izat
ion
and
patte
rn r
ecog
nitio
n, p
rese
nt y
our
child
(ag
ed s
even
to te
n) w
ith c
ards
num
bere
d 1
thro
ugh
9. A
skhi
m o
r he
r to
fig
ure
out h
ow to
arr
ange
them
fac
e-do
wn
im a
pile
so
that
whe
n ev
ery
othe
r ca
rd is
turn
ed o
ver,
the
num
bers
cou
nt s
eque
ntia
lly f
rom
1 to
9. R
epla
ce o
n th
e bo
ttom
the
deck
of
card
s th
at h
ave
alre
ady
been
turn
ed o
ver.
(T
his
arra
ngem
ent h
appe
ns to
be
1, 6
, 2, 7
, 3, 8
, 4, 9
,5.
)
Dep
endi
ng o
n yo
ur c
hild
's a
ge a
nd s
kill,
incr
ease
the
diff
icul
ty o
f th
e ga
me
by c
hang
ing
the
num
ber
of c
ards
use
d, th
e fr
eque
ncy
of th
e se
lect
ed c
ard
(eve
ry th
ird
one,
etc
.), o
r w
heth
er o
r no
tth
e ca
rd is
rep
lace
d at
the
botto
m o
f th
e de
ck. (
The
sam
e ac
tivity
abo
ve c
an b
e do
ne w
ithou
tre
plac
ing
the
card
s, b
ut s
trin
ging
them
out
on
a ta
ble,
bec
omes
1, 9
, 2, 6
, 3, 8
, 4, 7
, 5.)
Tw
o or
mor
e ch
ildre
n ca
n ch
alle
nge
each
oth
er to
see
who
can
com
plet
e th
e sp
ecif
ic a
rran
gem
ent f
irst
.
132
6itit
il%00
4
RO
HN
133
57
-'
6041
1110
04
ilil!
!!lI
l
The
ben
efits
of
prec
ise
verb
aliz
atio
n ar
e ob
viou
s, a
nd th
e sk
ill c
an b
e ho
ned
ina
vari
ety
of w
ays.
An
enjo
yabl
e ex
erci
se f
or c
hild
ren
of a
ll ag
es is
to h
ave
them
dra
wor
con
stru
ct a
sim
ple
desi
gnor
pat
tern
and
hav
e an
othe
r pe
rson
try
to r
ecre
ate
it, u
nsee
n, th
roug
h or
al in
stru
ctio
n fr
om th
ecr
eato
r. F
or e
xam
ple,
if y
our
child
dra
ws
and
inst
ruct
s th
e ot
her
pers
on to
dra
w a
cir
cle
with
alin
e th
roug
h it,
the
poss
ibili
ties
are
limitl
ess.
Whe
reas
, if
your
chi
ld in
stru
cts
the
othe
rpe
rson
todr
aw a
cir
cle
with
a h
oriz
onta
l lin
e th
roug
h th
e ce
nter
ext
endi
ng s
light
ly b
eyon
d th
e pe
rim
eter
of
the
circ
le, t
he d
raw
ing
is s
ure
to a
ppro
xim
ate
mor
e cl
osel
y th
e or
igin
al. L
ikew
ise,
con
stru
ctio
nsw
ith c
omm
on o
bjec
ts s
uch
as p
enci
ls, c
ans,
or
card
s ca
n be
use
d, a
ndas
the
desi
gns
orco
nstr
uctio
ns b
ecom
e m
ore
com
plex
, you
r ch
ild's
voc
abul
ary
will
incr
ease
thro
ugh
nece
ssity
.
The
re a
re n
umer
ous
vari
atio
ns o
n th
e ga
me
of "
conc
entr
atio
n,"
whe
re p
laye
rstr
y to
mat
chnu
mbe
rs o
r ob
ject
s se
lect
ed f
rom
an
arra
y of
car
ds f
ace-
dow
n. U
se th
esa
me
tech
niqu
e, b
utin
stea
d st
ipul
ate
a su
m th
at m
ust b
e ob
tain
ed. F
or e
xam
ple,
the
card
s se
lect
ed m
ust a
ddup
toex
actly
10
for
the
play
er to
kee
p th
e ca
rds
and
win
ano
ther
turn
, or
thre
e ca
rds
mus
t be
sele
cted
tota
ling
a sp
ecif
ied
sum
.
On
You
r O
wn.
Oth
er a
ctiv
ities
you
may
wis
h to
ada
pt in
clud
e:
A h
ome
or a
llow
ance
"ch
ecki
ng"
acco
unt-
-per
haps
ove
rsee
n by
an
olde
rbr
othe
r or
sis
ter.
Hav
e yo
ur c
hild
bal
ance
the
acco
unt p
erio
dica
lly, a
nd if
the
child
is a
rtis
tical
lyin
clin
ed, h
ave
him
or
her
desi
gn a
nd m
ake
the
"che
cks,
" de
cidi
ng w
hat i
nfor
mat
ion
isne
cess
ary.
Res
earc
h or
rea
d ab
out s
ome
of th
e fa
scin
atin
g pe
ople
and
dis
cove
ries
in th
efi
eld
of m
athe
mat
ics.
Che
ck y
our
loca
l lib
rari
es f
or b
iogr
aphi
es.
5813
413
5
Scie
nce
Ster
nber
g (A
lvin
o, 1
985)
say
s "s
cien
tific
thin
king
" ca
n be
bro
ken
dow
n in
to f
otth
ough
t pro
cess
es: p
robl
em f
indi
ng, p
robl
em s
olvi
ng, p
robl
em r
eeva
luat
ion,
any
Prob
lem
Fin
ding
: Thi
s in
volv
es c
omin
g up
with
"si
gnif
ican
t" p
robl
ems
the
solu
tions
adv
ance
exi
stin
g th
eori
es o
r cr
eate
new
one
s, c
lari
fy c
urre
nt p
uzzl
(in
cons
iste
ncie
s, p
rovi
de a
bre
adth
and
dep
th o
f ex
plan
atio
n, a
nd h
ave
prac
tical
ith
e w
orld
we
live
in. C
hild
ren
shou
ld b
e ta
ught
to s
eek
out a
nd d
efin
e th
eir
owi
Ster
nber
g co
nten
ds, r
athe
r th
an d
epen
ding
on
pare
nts
or te
ache
rs to
pro
vide
thei
help
her
e w
ith "
dinn
er ti
me"
dis
cuss
ion
on c
urre
nt e
vent
s an
d by
list
enin
g to
the
conc
erns
him
or
her.
The
se c
once
rns
mig
ht r
ange
fro
m w
orld
hun
ger
to p
ollu
tic.
Prob
lem
Sol
ving
: Onc
e a
conc
rete
pro
blem
is "
foun
d,"
Ster
nber
g su
gges
ts a
mod
el th
atin
clud
es: p
robl
em id
entif
icat
ion,
sel
ectin
g m
eans
and
str
ateg
ies
for
solv
ing
the
prob
lem
logi
cally
and
exp
editi
ousl
y, a
lloca
ting
reso
urce
s fo
r th
e so
lutio
n, m
onito
ring
res
ults
, gat
heri
ngfe
edba
ck, a
nd im
plem
entin
g an
act
ion
plan
. With
wor
ld h
unge
r as
an
exam
ple,
ask
thes
equ
estio
ns: W
hat i
s hu
nger
(be
ing
hung
ry, m
alnu
triti
on?)
and
how
wid
espr
ead
is it
? H
ow c
an it
be e
limin
ated
? (S
hipp
ing
food
? H
elpi
ng c
ount
ries
har
vest
foo
d?)
Who
will
pay
for
the
prog
ram
? H
ow w
ill w
e kn
ow it
's w
orki
ng?
Wha
t hum
an a
nd m
ater
ial r
esou
rces
are
nee
ded
toge
t sta
rted
?
Prob
lem
Ree
valu
atio
n: H
ere
child
ren
need
to k
now
that
in a
ll sc
ient
ific
res
earc
h th
eou
tcom
e of
an
inve
stig
atio
n m
ay b
e qu
ite d
iffe
rent
fro
m w
hat i
s ex
pect
ed, m
eani
ng th
at th
esc
ient
ific
con
trib
utio
n m
ay b
e gr
eate
r or
less
er th
an a
ntic
ipat
ed. A
skin
g ch
ildre
n to
con
side
rw
hat t
hey
have
lear
ned
abou
t a p
heno
men
on, c
ompa
red
to w
hat t
hey
expe
cted
to f
ind,
is a
goo
dw
ay to
teac
h an
alys
is a
nd in
terp
reta
tion
of d
ata.
136
1375
9
Rep
ortin
g: T
his
is in
tegr
al to
the
scie
ntif
ic p
roce
ss a
nd, a
ccor
ding
to S
tern
berg
, sho
uld
beta
ught
with
the
idea
of
avoi
ding
a n
umbe
r of
com
mon
mis
conc
eptio
ns a
bout
the
scie
ntif
icen
deav
or. F
or e
xam
ple:
Wri
ting
a sc
ient
ific
pap
er is
the
leas
t cre
ativ
e as
pect
of
the
ente
rpri
se. O
nth
e co
ntra
ry, S
tern
berg
say
s, w
ritin
g us
ually
hel
ps s
cien
tists
for
m a
nd o
rgan
ize
thei
r th
inki
ng. W
ritin
g sh
ould
be
appr
oach
ed a
s pa
rt o
f th
e di
scov
ery
proc
ess.
Wha
t is
said
is im
port
ant,
not h
ow it
is s
aid.
Slo
ppy
wri
ting
and
slop
pyth
inki
ng g
o ha
nd in
han
d, S
tern
berg
arg
ues.
It i
s no
acc
iden
t, he
add
s, th
atm
any
of th
e be
st s
cien
tists
in a
fie
ld a
re a
lso
the
best
wri
ters
: "T
hey
are
the
scie
ntis
tsw
ho h
ave
mos
t suc
cess
fully
com
mun
icat
ed th
eir
idea
s."
The
long
er th
e pa
per
the
bette
r. B
revi
ty is
as
impo
rtan
t for
the
scie
ntif
ic w
rite
ras
for
any
oth
er. A
gen
eral
rul
e St
ernb
erg
offe
rs is
that
the
leng
th o
f a
pape
rsh
ould
sta
nd in
dir
ect p
ropo
rtio
n to
its
scie
ntif
ic c
ontr
ibut
ion.
An
acco
unt o
f th
ehi
stor
ical
dev
elop
men
t of
idea
s in
the
stud
ent's
min
d sh
ould
not
be
incl
uded
.
The
mai
n pu
rpos
e of
a s
cien
tific
pap
er is
the
pres
enta
tion
of f
acts
."S
cien
tific
pap
ers
shou
ld b
e gu
ided
by
idea
s,"
Ster
nber
g st
ates
. "Fa
cts
are
pres
ente
d to
hel
p el
ucid
ate,
sup
port
, or
refu
te th
ese
idea
s."
The
pur
pose
of
scie
ntif
ic w
ritin
g is
to in
form
rat
her
than
per
suad
e.Su
cces
sful
sci
entif
ic r
epor
ts m
ust i
nfor
m a
nd p
ersu
ade,
Ste
rnbe
rg s
ays.
Ref
utin
g so
meo
ne e
lse'
s th
eory
is a
goo
d w
ay to
gai
n ac
cept
ance
for
you
row
n. T
his
is a
n "i
ndir
ect m
etho
d of
pro
of,"
whi
ch te
nds
to c
ards
tack
evi
denc
eag
ains
t alte
rnat
ive
theo
ries
. Ste
rnbe
rg s
ays
it is
a "
com
mon
plo
y in
poo
rsc
ient
ific
pap
ers.
"
60
138
139
Dev
elop
Sci
entif
ic A
ttitu
des
Giv
e ag
e-ap
prop
riat
e ex
plan
atio
ns o
f w
hat y
our
child
is o
bser
ving
, and
try
not t
oal
low
ver
y
youn
g ch
ildre
n to
con
fuse
sci
ence
with
mag
ic. S
cien
ce in
all
its s
plen
dor
may
be
mag
ical
inm
any
way
s, in
volv
ing
won
der;
but
it a
lso
enta
ils e
xpla
natio
npar
ticul
arly
cau
se a
nd e
ffec
t.M
agic
invo
lves
illu
sion
and
, tho
ugh
also
sub
ject
to e
xpla
natio
n, c
onno
tes
a m
ore
supe
rnat
ural
and
rand
om u
nive
rse.
Bal
ance
str
uctu
red
activ
ities
suc
h as
dem
onst
ratio
ns w
ith o
ppor
tuni
ties
for
your
chi
ld to
exp
lore
rela
ted
topi
cs in
depe
nden
tly. E
ncou
rage
him
or
her
to f
ollo
w h
unch
es(h
ypot
hese
s)a
basi
csc
ient
ific
pri
ncip
le. V
ary
your
app
roac
h an
d su
pple
men
t ind
epen
dent
wor
kw
ith f
amily
proj
ects
, wal
ks, f
ield
trip
s, m
useu
ms,
and
boo
ks.
Som
e M
isce
llane
ous
Thi
ngs
to D
o
Prov
ide
old
appl
ianc
es a
nd h
ouse
hold
item
s to
take
apa
rt a
ndex
plor
eala
rmcl
ocks
, fla
shlig
hts,
and
rad
ios.
Rem
ove
the
cord
on
all e
lect
rica
l ite
ms
soth
ey
can'
t be
plug
ged
in, a
nd a
lway
s su
perv
ise
the
activ
ity.
Use
a m
agni
fyin
g gl
ass
to e
xplo
re h
air,
fin
gern
ails
, or
leav
es.
Tak
e a
"roc
k w
alk"
to c
olle
ct r
ocks
. Bac
k at
hom
e, e
xam
ine
them
for
diff
eren
ces,
like
ness
es, a
nd c
lass
ify
them
in v
ario
us w
aysc
olor
, siz
e,sh
ape,
and
text
ure.
Bui
ld a
spi
dera
rium
. Use
a la
rge,
cle
ar p
last
ic ja
r. P
unch
sm
all h
oles
in th
e lid
and
cove
r it
with
thin
clo
th o
r lin
e it
with
a f
ine
scre
en. A
dd g
rass
,tw
igs,
and
afe
w n
onpo
ison
ous
gard
en s
pide
rs; a
nd o
bser
ve s
pide
rs s
pinn
ing
web
s.
,.
140
141
61
Aca
dem
ics
Iat
Hom
e
Nea
rly
ever
y pa
rent
has
dis
cove
red
the
joy
of tu
rnin
gan
eve
ryda
y ex
peri
ence
or
a ho
useh
old
obje
ct in
to a
sci
ence
less
on f
or a
chi
ld. H
omes
and
nei
ghbo
rhoo
dsar
e ri
ch w
ith o
ppor
tuni
ties:
an in
sect
car
ryin
g ou
t its
life
cyc
le a
nd b
read
ris
ing
in a
war
m p
lace
are
just
two
exam
ples
.
Som
e E
xper
imen
ts
Bel
ow a
re a
few
exp
erim
ents
rep
rese
ntin
ga
vari
ety
of s
cien
tific
are
as to
get
you
sta
rted
. The
seex
peri
men
ts a
re a
dapt
able
for
a w
ide
rang
e of
age
s an
d ab
ility
leve
ls, t
houg
h yo
unge
r ch
ildre
nw
ill, o
f co
urse
, req
uire
a g
reat
dea
l of
supe
rvis
ion.
As
you
wor
k w
ith y
our
child
on
the
follo
win
g pr
ojec
ts,
you
can
intr
oduc
e th
e pr
inci
ple
of th
esc
ient
ific
met
hod:
obs
ervi
ng a
nd s
tatin
g th
e pr
oble
mor
que
stio
ns, f
orm
ing
a hy
poth
esis
or
poss
ible
ans
wer
bas
ed o
n lo
gica
l thi
nkin
g, d
evis
ing
and
cond
uctin
ga
set o
f pr
oced
ures
to te
st th
ehy
poth
esis
, int
erpr
etin
g w
hat h
appe
ns in
the
expe
rim
ent a
nd d
raw
ing
conc
lusi
ons,
and
rev
isin
gth
e hy
poth
esis
. Dep
endi
ng o
n yo
ur c
hild
's le
vel o
f ab
ility
,en
cour
age
him
or
her
to r
ecor
d th
eob
serv
atio
ns a
nd r
esul
ts o
f th
e ex
peri
men
t. E
xpla
in th
at g
ood
scie
ntis
tsre
cord
dat
a ne
atly
and
alw
ays
note
unu
sual
cir
cum
stan
ces.
Wha
teve
ryo
u do
, kee
p th
e le
vel o
f ex
cite
men
t and
disc
over
y hi
gh. D
on't
turn
the
expe
rien
ce in
toa
less
on to
the
degr
ee th
at it
dam
pens
ent
husi
asm
and
mot
ivat
ion.
6214
214
3
0
Mak
ing
an E
lect
rom
agne
t
Purp
ose:
To
help
a c
hild
bui
ld a
sol
enoi
d an
d di
scov
er it
s us
es.
Mat
eria
ls: t
hin
insu
late
d w
ire;
a 6
-vol
t lan
tern
bat
tery
; an
iron
nai
l (no
t gal
vani
zed)
.
1.W
rap
a lo
ng p
iece
of
wir
e ev
enly
man
y tim
es a
roun
d a
penc
il. S
lip th
eco
iled
wir
e of
f an
d at
tach
the
ends
to th
e ba
ttery
.
2.In
sert
the
iron
nai
l ins
ide
the
coil.
The
ele
ctro
mag
net t
hus
crea
ted
will
pic
kup
iron
fili
ngs
and
pins
. You
r ch
ild c
an e
xper
imen
t with
oth
er m
etal
obje
cts
foun
d ar
ound
the
hous
e.
Que
stio
ns: W
hat e
ffec
t doe
s th
e nu
mbe
r of
coi
ls o
f w
ire
have
on
the
stre
ngth
of
the
elec
trom
agne
t? H
ow c
ould
you
qua
ntif
y th
e st
reng
th?
144
145
63
A-
I
Kitc
hen
Che
mis
try
Purp
ose:
To
expo
se c
hild
ren
to a
sim
ple
chem
ical
sep
arat
ion
tech
niqu
e (c
hrom
atog
raph
y,us
ed in
med
ical
and
cri
me
labo
rato
ries
).
Mat
eria
ls: a
gla
ss ja
r, w
hite
pap
er to
wel
str
ips
Scm
(2
inch
es)
wid
e an
d 25
cm
(10
inch
es)
long
, chi
ldre
n's
was
habl
e in
k m
arke
rs.
1.Fi
ll ja
r w
ith a
bout
2.5
cm
(1
inch
) of
wat
er.
2.4
cm (
1 1/
2 in
ches
) fr
om th
e bo
ttom
of
the
pape
r to
wel
str
ips,
pla
cea
row
of v
ario
us c
olor
ed in
ks. A
bout
fou
r .3
cm
(1/
8 in
ch)
dots
will
fit
on e
ach
stri
p. L
abel
eac
h do
t by
colo
r in
pen
cil a
t the
top
of th
e st
rip.
3.Pl
ace
the
pape
r to
wel
str
ips
upri
ght i
n th
e gl
ass
jar,
with
the
ink
dots
near
the
top
of, b
ut n
ot c
over
ed b
y, th
e w
ater
. The
bot
tom
of
the
stri
p w
ill b
esu
bmer
ged
in th
e w
ater
.4.
Let
the
wat
er r
ise
up th
roug
h th
e pa
per
tow
el f
or a
bout
15
min
utes
,ch
ecki
ng p
erio
dica
lly th
e pr
ogre
ss o
f th
e in
ks.
S.R
emov
e th
e st
rips
and
han
g w
ith c
loth
espi
nson
a s
trin
g su
spen
ded
over
your
sin
k. W
hen
the
stri
ps a
re d
ry, e
xam
ine
them
, and
mak
e ob
serv
atio
ns.
You
nger
chi
ldre
n lo
ve to
wat
ch th
e in
ks s
epar
ate
into
dif
fere
nt c
olor
ed b
ands
as th
eym
ove
up th
e st
rips
. The
y ca
n se
e w
hat p
rim
ary
colo
rs h
ave
been
mix
ed to
mak
e th
eva
riou
s se
cond
ary
colo
rs in
the
mar
ker
ink.
Old
er c
hild
ren
enjo
y ex
plan
atio
ns o
f w
hyso
me
colo
rs m
ove
up th
e st
rip
fast
er th
an o
ther
s, s
o be
pre
pare
d to
dig
out
you
r ol
dch
emis
try
book
to lo
ok u
p ca
pilla
ry a
ctio
n an
d so
lubi
lity.
Que
stio
ns: W
hat h
appe
ns if
you
use
a s
hort
eror
long
er p
iece
of
pape
r to
wel
ing
to d
o th
ech
rom
atog
raph
y? W
hat r
esul
t will
you
get
ifyo
u co
mbi
ne tw
o di
ffer
ent-
colo
red
inks
inon
e do
t (fo
r ex
ampl
e, r
ed p
lus
blue
)?
64
146
147
Bac
kyar
d B
iolo
gy
Purp
ose:
To
intr
oduc
e ch
ildre
n to
pla
nt a
nato
my
and
repr
oduc
tion.
Mat
eria
ls: A
flo
wer
with
ste
rn c
ut n
ear
the
grou
nd; a
mag
nify
ing
glas
s.
1.U
sing
the
mag
nify
ing
glas
s, e
xam
ine
and
poin
t out
the
vari
ous
part
s of
the
flow
er, i
nclu
ding
the
ster
n, s
epal
s (w
hich
are
usu
ally
sm
all,
gree
n, le
aflik
est
ruct
ures
und
er th
e fl
ower
pet
als)
, pet
als,
pis
til (
the
cent
ral,
fem
ale
orga
nof
the
flow
er),
and
sta
men
s (t
he m
ale
repr
oduc
tive
orga
ns s
urro
undi
ng th
epi
stil)
.
2.D
isse
ct th
e fl
ower
by
split
ting
it in
hal
f le
ngth
wis
e w
ith a
sin
gle-
edge
raz
orbl
ade.
Thi
s ex
pose
s th
e ov
ary,
whi
ch h
ouse
s th
e em
bryo
in a
see
d un
til th
eov
ary
itsel
f be
com
es a
ful
ly r
ipen
ed f
ruit,
at w
hich
tim
eth
e se
ed c
an b
ere
leas
ed a
nd g
row
into
a n
ew p
lant
.
3.E
xpla
in h
ow p
ollin
atio
n ca
n oc
cur
by b
ees,
ani
mal
s, w
ind,
and
som
etim
espu
rpos
eful
ly b
y hu
man
bei
ngs.
Thi
s is
a w
onde
rful
opp
ortu
nity
to e
xpla
infe
rtili
zatio
n an
d th
e gr
owth
of
the
plan
t em
bryo
.
Que
stio
ns: W
hat d
o yo
u su
ppos
e w
ould
hap
pen
if y
ou tr
ied
to s
elf-
polli
nate
an
amar
yllis
plan
t? W
hat d
iffe
renc
es d
o yo
u se
e in
the
num
ber,
siz
e, a
nd s
hape
of
flow
er s
truc
ture
sfr
om v
ario
us s
peci
es? 14
814
965
A
Am
ateu
r M
icro
biol
ogy
Purp
ose:
To
prov
ide
child
ren
with
a m
etho
d of
cul
turi
ng m
icro
-org
anis
ms.
Mat
eria
ls: m
eat b
roth
left
ove
r fr
oma
mea
l (be
sur
e to
coo
l the
bro
th o
vern
ight
and
ski
mof
f an
y fa
t), f
ive
clea
n ba
by-f
ood
jars
, alu
min
um f
oil,
pres
sure
coo
ker
(you
cou
ld u
se a
boili
ng w
ater
bat
h, b
ut y
ou'd
hav
e to
boi
lat
leas
t an
hour
), m
aski
ng ta
pe.
1.Po
ur 6
0 m
l (ab
out 1
/4 c
up)
port
ions
of
the
brot
h in
to e
ach
baby
-foo
dja
r.2.
Cov
er th
e ja
rs w
ith 1
0-cm
(4
inch
)sq
uare
s of
alu
min
um f
oil,
pres
sing
the
foil
secu
rely
dow
n ar
ound
the
top
edge
s of
the
jars
.3.
Plac
e th
e ja
rs u
prig
ht in
wat
er in
the
pres
sure
coo
ker.
Fol
low
man
ufac
ture
r's d
irec
tions
for
amou
nt o
f w
ater
and
pro
per
oper
atio
n of
the
cook
er. P
roce
ssth
e br
oth
at 1
5 po
unds
of p
ress
ure
for
2S m
inut
es. T
hen
let t
hepr
essu
re d
rop
norm
ally
by
leav
ing
the
cook
erco
vere
d an
d ex
pose
d to
air
. (D
o no
t coo
l und
era
fauc
et)
4.W
hen
the
cook
er h
as d
epre
ssur
ized
to a
saf
e bu
t war
m te
mpe
ratu
re, r
emov
e th
e ja
rsca
refu
lly.
5.Pl
ace
a pi
ece
of m
aski
ng ta
pe o
n ea
ch ja
r an
d nu
mbe
r it.
Gav
eon
e ja
r as
a c
ontr
ol. I
n a
note
book
kee
p a
reco
rd o
f w
hat i
s go
ing
to b
e pl
aced
in e
ach
jar.
Goo
d ch
oice
s ar
e so
il,sa
liva,
a s
teri
le c
otto
n ga
uze
squa
re, a
nd s
impl
eex
posu
re to
air
.6.
Lea
ve th
e fo
il on
the
cont
rol j
ar. R
emov
e th
e fo
ilon
the
othe
rs a
nd in
ocul
ate
each
with
one
subs
tanc
e yo
u ha
ve c
hose
n.7.
Rep
lace
the
foil
and
incu
bate
the
cultu
res
in th
e ja
rs (
incl
udin
gth
e co
ntro
l) b
y pu
tting
them
on
top
of y
our
refr
iger
ator
or
in a
noth
erw
arm
pla
ce u
ntil
bact
eria
l gro
wth
occ
urs
inth
e nu
mbe
red
jars
. Rec
ord
obse
rvat
ions
in y
our
note
book
9.A
fter
com
plet
ing
your
obs
erva
tions
, res
teri
lize
the
jars
as in
ste
ps 3
and
4. T
hen
disp
ose
of th
em.
Que
stio
ns: W
ere
you
care
ful w
ithyo
ur s
teri
le c
otto
n ga
uze?
(T
hink
abo
ut it
your
fing
ers
have
mic
roor
gani
sms
on th
em, t
oo.)
I -
low
cou
ld y
ou k
eep
the
gauz
e st
erile
? D
idan
y gr
owth
occ
ur in
the
cont
rol j
ar?
Why
or
why
not
?
6615
015
1
11% 0
Soci
al S
tudi
es
Inqu
iry
and
sim
ulat
ion
are
amon
g th
e ap
prop
riat
e ap
proa
ches
for
teac
hing
soc
ial s
tudi
es a
ndhi
stor
y to
gif
ted
stud
ents
. For
exa
mpl
e, s
tude
nts
mig
ht b
e as
ked,
"D
o yo
u th
ink
you
coul
d ev
ergo
bac
k to
a 's
tate
of
natu
re'a
sim
pler
life
in th
ew
ilder
ness
aw
ay f
rom
soc
iety
and
civi
lizat
ion,
as
Jean
-Jac
ques
Rou
ssea
u re
com
men
ded?
" T
his
ques
tion
wou
ld m
ake
adul
tspo
nder
. But
in a
his
tory
cla
ssro
om f
or g
ifte
d st
uden
ts--
or in
a d
iscu
ssio
n of
you
r ch
ild's
hom
ewor
k, f
or e
xam
plei
t cou
ld o
pen
up a
who
le w
orld
of
pers
onal
gro
wth
.
Fam
ily H
isto
ry
Bec
ause
it is
impo
rtan
t for
chi
ldre
n to
eng
age
in p
roje
cts
that
are
not
sol
ely
pers
onal
or
self
-in
dulg
ent,
but r
elat
e to
peo
ple
and
show
car
ing
for
othe
rs, r
ecor
ding
ora
l fam
ily h
isto
ries
and
doin
g re
late
d cu
ltura
l jou
rnal
ism
are
won
derf
ul a
ctiv
ities
for
gif
ted
child
ren
and
thei
r pa
rent
sal
ike
(Zim
mer
man
, cite
d in
Alv
ino,
198
5).
Am
ong
the
abili
ties
both
tapp
ed a
nd d
evel
oped
in s
uch
a pr
ojec
t are
com
mun
icat
ion
and
psyc
hoso
cial
ski
lls, t
hink
ing
and
rese
arch
ski
lls, a
nd c
reat
ivity
. In
the
proc
ess,
gif
ted
child
ren
will
dis
cove
r th
eir
own
heri
tage
, gai
n an
app
reci
atio
n fo
r a
broa
der
cultu
ral a
nd h
isto
rica
lm
ilieu
,an
d pr
oduc
e in
valu
able
mem
ento
s to
sha
re w
ith th
eir
fam
ilies
for
yea
rs to
com
e.
Onc
e yo
ur c
hild
sho
ws
an in
tere
st in
fin
ding
out
abo
ut h
is o
r he
r fa
mily
or
a m
embe
r of
it, a
purs
uit t
hat m
ay b
e sp
arke
d by
you
r en
cour
agem
ent,
help
him
or
her
to th
ink
of a
nd p
lan
way
s to
shar
e w
hat h
e or
she
will
lear
n. F
or e
xam
ple,
on
the
basi
s of
inte
rvie
ws
with
gra
ndpa
rent
s or
othe
r fa
mily
mem
bers
, you
r ch
ild c
an p
rodu
ce a
tape
for
a f
amily
tape
libr
ary,
a b
ook
or b
ookl
etre
coun
ting
wha
t was
told
, or
a se
t of
draw
ings
dep
ictin
g in
tere
stin
g ev
ents
. Som
ethi
ng a
ssi
mpl
e
as a
bir
thda
y ca
rd w
ith a
dra
win
g an
d qu
otat
ion
base
d O
nth
e re
cipi
ent's
sto
ries
can
bec
ome
afa
mily
trea
sure
and
a s
ourc
e of
pri
de.
153
67
6815
4
An
olde
r ch
ild m
ay w
ant t
o go
bey
ond
the
fam
ily in
terv
iew
and
fin
dou
t mor
e ab
out t
he ti
mes
his
or h
er g
rand
pare
nt li
ved
thro
ugh,
in a
way
that
rel
ates
spe
cifi
cally
to th
at r
elat
ive.
If a
chi
ldin
terv
iew
s a
gran
dpar
ent w
ho is
or
was
a f
irem
an, f
or e
xam
ple,
he
or s
he m
ay g
o on
to ta
lk w
ithot
her
olde
r fi
rem
en a
t the
loca
l fir
ehou
se a
nd d
o lib
rary
res
earc
hon
the
type
s of
equ
ipm
ent a
ndpr
oble
ms
invo
lved
with
fir
e fi
ghtin
g at
that
tim
e. F
inal
ly,
your
chi
ld c
an m
ake
a bo
ok in
clud
ing
the
inte
rvie
w a
s w
ell a
s th
e ad
ditio
nal i
nfor
mat
ion.
Suc
ha
pers
onal
link
with
a s
ubje
ct w
ill m
ake
stud
ying
it m
uch
mor
e m
eani
ngfu
l tha
n it
wou
ld b
e if
the
child
had
mer
ely
read
abo
ut it
inbo
oks.
Sinc
e m
ost o
f th
e ite
ms
your
chi
ld w
ill c
reat
e fr
om th
e st
udy
of h
isor
her
fam
ily a
re b
ased
on
ape
rson
al in
terv
iew
, it i
s im
port
ant t
hat h
e or
she
has
a fi
rm id
ea o
f ho
w to
con
duct
one
. Thi
s m
ayse
em e
asy,
and
it is
if th
e in
terv
iew
er is
pre
pare
d. I
t's a
lso
easy
, unf
ortu
nate
ly, t
o co
nduc
ta
real
ly u
npro
duct
ive
inte
rvie
w. P
eopl
e w
hose
em a
t fir
st to
hav
e lit
tle to
say
can
be
the
mos
tin
tere
stin
g if
they
are
giv
en th
e ri
ght q
uest
ions
. Hav
eyo
ur c
hild
kee
p th
e fo
llow
ing
tips
in m
ind
in g
ettin
g re
ady
to in
terv
iew
:
MID
I' II
IPr
epar
e qu
estio
ns in
adv
ance
.
Hav
e m
any
ques
tions
rea
dy.
Prep
are
the
inte
rvie
wee
in a
dvan
ce.
Be
a go
od li
sten
er.
Ask
for
det
ails
bas
ed o
n w
hat y
ou h
ear.
Don
't le
t the
inte
rvie
w r
un to
o lo
ng.
155
FH
ow to
Rec
ord
the
Inte
rvie
wT
he e
asie
st w
ay to
pre
serv
e a
fam
ily h
isto
ry in
terv
iew
is to
use
a ta
pe r
ecor
der.
A s
impl
e,in
expe
nsiv
e re
cord
er is
eas
y fo
r ch
ildre
n to
use
and
, of
cour
se, t
akes
dow
nev
eryt
hing
exa
ctly
as
it is
sai
d. I
f yo
ur c
hild
isn'
t ade
pt w
ith a
tape
rec
orde
r, b
e su
re h
e or
she
prac
tices
bef
ore
doin
gth
e in
terv
iew
. If
ther
e is
con
fusi
on a
bout
the
tape
, the
inte
rvie
w w
on't
go a
sw
ell.
Rec
orde
rsw
ith b
uilt-
in m
icro
phon
es w
ork
best
, bec
ause
the
pers
on b
eing
inte
rvie
wed
isn'
t inh
ibite
d by
havi
ng to
spe
ak in
to a
mik
e.
If th
e in
terv
iew
is ta
ped
and
the
child
wan
ts it
wri
tten
out,
you
may
hav
e to
tran
scri
be it
or
help
with
the
tran
scri
ptio
n. S
ome
child
ren
(esp
ecia
lly d
etai
l-or
ient
ed,g
ifte
d on
es w
ith lo
ng a
ttent
ion
span
s) e
njoy
the
pain
stak
ing
proc
ess
of tr
ansc
ript
ion.
Som
e yo
unge
rchi
ldre
n ca
n't h
andl
e it
phys
ical
ly; o
ther
s ar
e to
o im
patie
nt.
Aft
er th
e In
terv
iew
Onc
e th
e in
terv
iew
is w
ritte
n ou
t, yo
ur c
hild
can
beg
in to
put
it in
to a
boo
k or
othe
r fo
rm, a
nd
com
bine
it w
ith d
raw
ings
or
addi
tiona
l res
earc
h m
ater
ial.
Be
sure
the
tape
is c
aref
ully
labe
led
with
the
date
and
sub
ject
if it
is g
oing
to b
e sa
ved
or k
ept a
s pa
rt o
f a
fam
ily ta
pe li
brar
y.
You
and
you
r ch
ild m
ay a
lso
wan
t to
go b
eyon
d th
e in
terv
iew
and
sear
ch o
ut f
amily
pho
tos
and
docu
men
ts to
incl
ude
in a
n al
bum
with
a s
erie
s of
inte
rvie
ws.
A te
rrif
ic e
xten
sion
of th
is a
ctiv
ity
is f
or y
ou to
bec
ome
invo
lved
you
rsel
f an
d do
an
inte
rvie
w w
ith y
ourc
hild
, ask
ing
wha
t his
or
her
firs
t mem
orie
s an
d im
pres
sion
s w
ere.
Kid
s lo
ve li
sten
ing
to th
ese
tape
s ov
eran
d ov
er
agai
nesp
ecia
lly a
s th
e ye
ars
go b
y.
Don
't fo
rget
to b
ring
out
the
fam
ily h
isto
ry ta
pes,
alb
ums,
and
boo
ksof
ten
to s
hare
them
with
the
inte
rvie
wee
s an
d ot
her
fam
ily m
embe
rs. T
hey
are
won
derf
ul a
dditi
ons
tofa
mily
reu
nion
s. T
hey
may
eve
n in
spir
e on
e. T
he q
uest
ions
and
com
men
tsth
at c
ome
out o
f lis
teni
ng to
and
look
ing
atth
ese
mat
eria
ls w
ill le
ad to
mor
e st
orie
s, m
ore
tape
s, a
nd m
ore
shar
ing.
156
157
69
TH
EV
ALU
E O
F
Cer
tain
kin
ds o
fpl
ay c
an h
elp
child
ren
clar
ifyan
d m
aste
r m
any
fund
amen
tal
skill
sphy
sica
l,so
cial
, and
inte
llect
ual.
The
Val
ue o
f Pl
ay
Wha
t may
app
ear
to b
e tr
ivia
l "ch
ild's
pla
y" to
adu
ltsca
n be
a c
ompl
ex le
arni
ng e
xper
ienc
e fo
rch
ildre
n. C
erta
in k
inds
of
play
can
hel
p ch
ildre
n cl
arif
y an
dm
aste
r m
any
fund
amen
tal s
kills
phys
ical
, soc
ial,
and
inte
llect
ual.
Play
is li
kene
d to
inte
llect
ual d
evel
opm
ent t
hrou
gh a
pro
cess
psyc
holo
gist
s ca
ll tr
ansf
orm
atio
n (d
efin
ed r
ough
lyas
the
inte
llect
ual a
bilit
y to
cha
nge
ones
elf
into
som
e ob
ject
, per
son,
or
situ
atio
n) a
nd c
omm
unic
atio
n th
roug
h la
ngua
ge.
The
re s
eem
s to
be
a si
gnif
ican
t cor
rela
tion
betw
een
child
ren'
s pl
ayfu
lnes
san
d as
pect
s of
dive
rgen
t or
crea
tive
thin
king
. You
ng c
hild
ren
obse
rved
in "
free
pla
y" w
ithsp
ecif
ic m
ater
ials
have
exh
ibite
d hi
gh d
egre
es o
f pr
oble
m s
olvi
ng, g
oal-
dire
cted
beh
avio
r,an
d pe
rsis
tenc
e.
Sym
bolic
pla
y, w
hich
is c
hara
cter
ized
pri
mar
ily b
y ro
le p
layi
ng a
nd p
rete
ndin
g,is
ess
entia
l in
the
deve
lopm
ent o
f ab
stra
ct th
inki
ng. C
hild
ren
who
enga
ge in
sym
bolic
pla
y ha
ve b
een
foun
d to
show
adv
ance
s in
gen
eral
em
otio
nal g
row
th, s
peec
h fl
uenc
y, p
ersi
sten
ceat
task
s, a
nd a
bilit
y to
dist
ingu
ish
real
ity f
rom
fan
tasy
. The
y sh
ow c
oope
ratio
n w
ith o
ther
s, th
e ab
ility
to to
lera
tede
lays
, em
path
y, a
nd le
ader
ship
as
wel
l.
Max
imiz
e th
e V
alue
of
Play
To
help
you
r ch
ild g
et th
e m
ost o
ut o
f pl
ay, h
ere
are
som
e st
arte
r id
eas
for
your
rol
e fr
om a
spec
ial i
ssue
of
Prac
tical
App
licat
ions
of
Res
earc
h (P
hi D
elta
Kap
paR
esou
rce
Pane
l, 19
82).
Pare
nts
and
teac
hers
can
cul
tivat
e sy
mbo
lic p
lay
and,
alo
ng w
ith it
, the
inte
llect
ual d
evel
opm
ent
of th
eir
child
ren
or s
tude
nts.
Her
e ar
eso
me
sugg
estio
ns:
7015
815
9
IW
atch
you
r ch
ildre
n pl
ay, a
nd le
arn
wha
t the
y lik
e an
d di
slik
e, th
eir
favo
rite
them
es a
nd in
tere
sts.
Enc
oura
ge th
em to
talk
abo
ut th
eir
play
; let
them
kno
wyo
u're
inte
rest
ed. A
t the
sam
e tim
e, b
e su
re n
ot to
gri
ll th
em.
10Pi
Show
pla
yful
ness
you
rsel
f. C
hild
ren
lear
n fr
om im
itatin
g ad
ults
. Hel
p th
em b
y'
61,4
17fr
,;,m
akin
g co
mm
ents
and
ask
ing
ques
tions
that
enc
oura
ge p
lay.
Als
o en
cour
age
pret
endi
ng f
or f
un a
nd le
arni
ng.
c4 I
Play
with
you
r ch
ildre
n an
d he
lp th
em s
elec
t app
ropr
iate
pla
y m
ater
ials
. Sup
port
.th
em b
y pr
aisi
ng th
eir
effo
rts
at u
sing
pro
ps a
nd m
ater
ials
and
thei
r ef
fort
s at
role
pla
ying
.
p49
Plan
for
you
r ch
ildre
n's
play
. Pro
vide
a p
lace
of
thei
r ow
n to
pla
y, a
pla
ce f
or
Oo
orga
nizi
ng m
ater
ials
, and
bot
h op
en-e
nded
and
clo
se-e
nded
toys
. At t
he s
ame
time,
avo
id o
ver
plan
ning
and
ove
r pa
rtic
ipat
ing.
Chi
ldre
n al
so n
eed
subs
tant
ial
amou
nts
of f
ree
time
and
auto
nom
ypla
y fo
r pl
ay's
sak
e.
Wor
d G
ames
Wor
d ga
mes
hav
e al
way
s he
ld a
pla
ce o
f ho
nor
in e
duca
tiona
l cir
cles
. Reg
ardl
ess
of th
e ga
me,
ifit
invo
lves
the
alph
abet
and
the
kids
, it h
as tr
aditi
onal
ly m
erite
d pa
eans
of
pare
ntal
and
peda
gogi
cal a
ppro
val.
All
wor
d ga
mes
hav
e ed
ucat
iona
l val
ue b
ecau
se a
ll w
ord
gam
esen
cour
age
the
exer
cise
and
dev
elop
men
t of
curr
icul
um-r
elat
edsk
ills:
lette
r re
cogn
ition
, spe
lling
,re
adin
g, a
nd v
ocab
ular
y.
No-
Cos
t Fam
ily G
ames
Som
e of
the
mos
t app
ropr
iate
gam
es f
or g
ifte
d ch
ildre
n do
n't c
ost a
nyth
ing.
The
bri
ght c
hild
tend
s to
be
intr
igue
d by
the
follo
win
g ga
mes
that
take
onl
y pa
per
and
penc
il an
d/or
imag
inat
ion.
160
161
71
TH
EV
AL
UE
OF
The
y lik
e to
dev
ise
new
rul
es a
nd v
aria
tions
. Gam
es li
ke th
ese
prov
ide
a ch
ance
for
the
fam
ilyto
inte
ract
and
hav
e fu
n, a
nd th
ey c
an b
e pl
ayed
any
whe
reon
a lo
ng c
ar tr
ip, f
or e
xam
ple.
Fict
iona
ry/D
ictio
nary
Fict
iona
ry, o
r D
ictio
nary
, dep
endi
ng o
n w
ho te
ache
s it
to y
ou, i
s an
oft
en h
ilari
ous
chal
leng
eto
crea
tive
wri
ting
skill
s. Y
ou n
eed
a di
ctio
nary
and
pen
cil a
nd p
aper
for
eve
rybo
dy. O
ne p
laye
rse
lect
s th
e m
ost o
bscu
re w
ord
he c
an f
ind.
Usu
ally
, tha
t pla
yer
sugg
ests
a fe
w d
iffe
rent
wor
dsun
til o
ne is
fou
nd th
at a
bsol
utel
y no
body
kno
ws.
All
wri
te d
own
the
wor
don
a p
iece
of
pape
r an
dne
xt to
it w
rite
the
mos
t dic
tiona
ry-s
ound
ing
defi
nitio
n po
ssib
le. W
hile
the
play
ers
do th
is, t
hew
ord-
find
er a
lso
wri
tes
dow
n th
e re
al d
efin
ition
. Whe
n ev
eryb
ody
is d
one
(whi
chca
n ta
ke q
uite
aw
hile
), th
e de
fini
tions
are
gat
here
d, s
huff
led,
and
rea
d on
e at
a tim
e. T
he d
efin
ition
s ar
e re
ad o
nce
mor
e. I
f pl
ayin
g fo
r po
ints
, eac
h pl
ayer
vot
es f
or th
e de
fini
tion
he o
r sh
e th
inks
act
ually
cam
efr
om th
e di
ctio
nary
. You
get
a p
oint
if y
ou v
ote
for
the
corr
ect d
efin
ition
and
if s
omeb
ody
else
vote
s fo
r yo
urs.
Usu
ally
, how
ever
, the
pla
yers
just
try
to g
uess
who
wro
te w
hat.
Bot
hvo
cabu
lary
and
wri
ting
skill
s ar
e en
rich
ed.
Supe
r-du
per-
ghos
tSu
per-
dupe
r-gh
ost i
s ba
sed
on a
spe
lling
gam
e ca
lled
Gho
st in
whi
ch p
laye
rs, t
akin
gtu
rns,
say
lette
rs. T
he r
ule
is th
at th
e ne
w le
tter
mus
t, w
hen
take
n w
ith th
e re
st, s
pell
out t
he b
egin
ning
of a
wor
d. O
n th
e ot
her
hand
, it m
ust n
ot s
pell
a co
mpl
ete
wor
d. W
hoev
er f
inis
hes
spel
ling
a w
ord
has
to s
tart
the
next
rou
nd. I
n an
othe
r va
riat
ion,
a n
ew le
tter
can
plac
ed e
ither
in th
e be
ginn
ing
or a
tth
e en
d of
the
stri
ng o
f le
tters
. For
exa
mpl
e, th
e re
spon
se to
A M
, P, L
, ins
tead
of
bein
g E
, bea
ring
the
onus
of
com
plet
ing
the
wor
d am
ple,
cou
ld b
e X
. A M
, P, L
. If
a pl
ayer
bel
ieve
s th
at a
noth
er is
bluf
fing
, pro
vidi
ng le
tters
with
no
real
wor
d in
min
d, y
ou c
an "
call"
his
blu
ff a
nd r
equi
re th
atpl
ayer
to r
evea
l the
wor
d an
d its
def
initi
on.
7216
216
3
I
Safa
riT
his
is th
e na
me
for
a ve
rsio
n of
a g
uess
-my-
rule
wor
d ga
me
such
as
Fann
ee D
olle
e, in
whi
chFa
nnee
Dol
lee
likes
thin
gs th
at h
ave
doub
le le
tters
eggs
and
jelly
in th
eir
nam
es, b
utha
tes
thin
gs w
ithou
t the
mha
m a
nd ja
m. I
n Sa
fari
, the
pro
blem
pos
er c
an m
ake
up a
ny r
ule
atal
l: fo
rex
ampl
e, o
nly
thin
gs w
ith a
nten
nae,
or
only
gre
en th
ings
, or
only
wor
ds th
at b
egin
with
vow
els.
The
Saf
ari l
eade
r be
gins
the
roun
d by
say
ing,
"I'm
goi
ng o
n a
safa
ri a
nd I
'm ta
king
a ..
. ,"
filli
ng in
the
blan
k w
ith a
wor
d th
at e
xem
plif
ies
the
rule
. Pla
yers
ran
dom
ly o
r in
turn
ask
if th
ey c
an ta
keot
her
wor
ds o
r ob
ject
s th
en a
re to
ld "
yes"
or
"no"
dep
endi
ng o
n w
heth
er o
r no
t the
wor
dsus
ed f
itth
e pa
ttern
. Cre
ativ
e th
inki
ng is
enc
oura
ged
as w
ell a
s in
duct
ive
and
dedu
ctiv
ere
ason
ing.
The
Min
iste
r's C
atT
he M
inis
ter's
Cat
is a
cha
ntin
g ga
me
that
can
be
play
ed in
the
car
or a
roun
d th
e ta
ble
with
agr
oup
of ju
st a
bout
any
siz
e. A
rhy
thm
is m
ore
or le
sses
tabl
ishe
d, e
very
body
cla
ppin
g ha
nds
orhi
tting
kne
es o
r so
met
hing
like
this
in c
aden
ce. O
ne p
laye
r be
gins
the
gam
e by
say
ing
"The
Min
iste
r's c
at is
an
angr
y ca
t," o
r an
y ki
nd o
f ca
t as
long
as
the
adje
ctiv
e be
gins
with
the
lette
r"a
." T
he n
ext p
laye
r, w
ithou
t bre
akin
g w
hate
ver
rhyt
hm e
xist
s, m
ust u
se a
diff
eren
t adj
ectiv
e,al
so b
egin
ning
with
the
lette
r "a
." T
his
cont
inue
s un
til a
pla
yer
can'
t thi
nkof
an
unus
ed a
djec
tive
begi
nnin
g w
ith "
a."
The
pen
alty
is th
at th
e pl
ayer
mus
t now
sta
rt w
ith a
"b"
adj
ectiv
e.T
he g
ame
cont
inue
s in
this
man
ner
as f
ar th
roug
h th
e al
phab
et a
s ev
eryb
ody
can
stan
d. I
nad
ditio
n to
the
obvi
ous
("la
ngua
ge a
rts"
pra
ctic
e), t
he g
ame
chal
leng
es th
e pl
ayer
s' a
bilit
y to
coo
rdin
ate
mot
oran
d co
gniti
ve e
lem
ents
at t
he s
ame
time.
In th
e M
anne
r of
the
Adv
erb
Thi
s is
a g
ame
like
char
ades
. One
pla
yer
or p
refe
rabl
y tw
o pl
ayer
s go
out
of
ears
hotw
hile
the
rem
aini
ng p
laye
rs s
elec
t an
adve
rb. T
he e
xclu
ded
play
ers
then
atte
mpt
to d
educ
e th
ead
verb
by
aski
ng a
nybo
dy o
r ev
eryb
ody
to p
erfo
rm c
erta
in a
ctio
ns in
the
man
nero
f th
e ad
verb
: "T
alk
in th
em
anne
r of
the
adve
rb,"
or
"Dri
nk y
our
coff
ee in
the
man
ner
of th
e ad
verb
," o
r ge
t up,
or
shak
eha
nds,
or
reci
te S
hake
spea
re. T
he r
ound
con
tinue
s un
til th
e ad
verb
is s
omeh
ow g
uess
ed.
If th
e
gues
sers
get
too
frus
trat
ed, h
ints
are
gen
eral
ly f
reel
yan
d im
agin
ativ
ely
offe
red.
164
165
73
1T
HE
VA
LUE
OF
3am
ily f
un is
a po
sitiv
e,tr
ansf
orm
ing
expe
rien
ce.
How
to H
ave
(Cha
lleng
ing)
Fun
Tog
ethe
r
Fam
ily f
un, t
he k
ind
whe
re to
ts, g
row
n-up
s, a
ndev
eryo
ne in
bet
wee
n ar
e en
joyi
ng a
n ac
tivity
toge
ther
, is
a po
sitiv
e, tr
ansf
orm
ing
expe
rien
ce, o
bser
ves
Ber
nie
DeK
oven
, pre
side
nt o
fPl
ayw
orks
, Inc
. In
his
sem
inar
, "T
he L
ivin
g G
ame"
DeK
oven
(A
lvin
o,19
89)
dire
cts
pare
nts
toge
t pen
cil a
nd p
aper
and
gat
her
your
fam
ily a
roun
d. T
o m
ake
the
follo
win
g lis
ts:
1.Fo
r th
e fi
rst l
ist,
brai
nsto
rm a
ll th
e re
spon
ses
to th
e qu
estio
n "W
hat d
o yo
u do
for
fun?
" R
ecor
d al
l the
res
pons
es li
ke p
lay
boar
d ga
me'
s, b
all
gam
es, s
port
s; p
lay
with
a to
y; p
lay
hide
-and
-see
k; p
lay
hous
e; p
rete
nd;
go s
hopp
ing,
to r
esta
uran
ts,
to m
ovie
s; d
ance
; sin
g; w
atch
TV
; eat
; do
a jo
b, e
tc.
2.A
cros
s fr
om e
ach
item
rec
ord
a se
cond
list
of
how
eac
hpe
rson
fee
ls w
hen
that
activ
ity is
the
mos
t fun
.3.
In a
thir
d lis
t, re
cord
whi
ch a
ctiv
ities
you
do
as a
fam
ily.
4.O
n th
e fo
urth
list
, rec
ord
how
eac
h pe
rson
fee
ls w
hen
fam
ily a
ctiv
ities
are
the
mos
t fun
.
Now
, on
anot
her
shee
t, dr
aw a
big
"L
." L
abel
the
hori
zont
al li
ne "
Abi
litie
s"an
d th
e ve
rtic
al li
ne"R
isks
." T
his
can
be c
alle
d a
"flo
w d
iagr
am."
The
wor
d "A
bilit
ies"
ref
ers
to h
ow s
kille
dyo
u ha
ve to
be
in o
rder
to d
o so
met
hing
. Cle
arly
, ice
skat
ing
requ
ires
mor
e ab
ilitie
s th
an ta
king
a b
ath.
The
wor
d "R
isks
" re
fers
to th
e co
nseq
uenc
esof
fai
lure
. Aga
in, i
ce s
katin
g is
hig
h-ri
sk.
Sele
ct v
ario
us a
ctiv
ities
fro
m y
our
firs
t lis
t and
wri
te e
ach
insi
de th
e "L
,"po
sitio
ning
it s
o as
tore
flec
t the
am
ount
of
abili
ties
the
pers
on is
exe
rcis
ing,
and
the
degr
ee o
fri
sk th
e pe
rson
is ta
king
whe
n th
e ac
tivity
is c
lear
ly th
e m
ost f
un.
7416
616
7
I
The
rew
ards
of
havi
ng f
un a
re in
trin
sic;
they
are
not
mat
eria
l or
conc
rete
. The
exp
erie
nce
ofin
trin
sic
rew
ard
as d
escr
ibed
by
peop
le w
ho a
re o
ut o
n a
plea
sant
wal
k is
the
sam
e as
that
desc
ribe
d by
peo
ple
who
fin
d th
eir
joys
on
the
edge
of
mor
tal p
eril.
Rem
arka
bly,
the
rew
ards
are
the
sam
e. T
hey
vary
onl
y in
inte
nsity
; qua
litat
ivel
y, th
e ex
peri
ence
is th
e sa
me.
Con
flue
nce
Hav
ing
fun
toge
ther
, bei
ng in
flo
w (
feel
ing
real
ly g
ood)
whe
n so
meo
ne e
lse
is in
flo
w, i
s ye
tan
othe
r ph
enom
enon
. One
eve
n m
ore
pow
erfu
l and
mot
ivat
ing
than
per
sona
l int
rins
ic r
ewar
d.D
eKov
en (
1989
) ca
lls th
is e
xper
ienc
e co
nflu
ence
.
As
you
exam
ine
your
"w
hich
-of-
thes
e-do
-we-
do-a
s-a-
fam
ily?"
list
, loo
k at
the
wor
ds y
ouus
ed to
desc
ribe
the
"flo
w"
cond
ition
of
each
act
ivity
(ho
w y
ou f
elt a
bout
them
). M
ost l
ikel
y th
ese
wor
ds r
eally
cou
ld n
ot a
pply
to th
e so
litar
y ex
peri
ence
. Sur
e, y
ou w
ere
focu
sed,
invo
lved
,at
tent
ive;
but
you
wer
e al
so e
xper
ienc
ing
intim
acy,
sha
ring
, uni
ty, j
oini
ng, h
arm
ony,
unde
rsta
ndin
g, c
omm
unic
atio
n, a
nd s
eren
dipi
ty.
Whe
n w
e en
joy
each
oth
er a
nd o
urse
lves
, we
have
a d
iffe
rent
kin
d of
fun
than
we
have
whe
n w
ear
e on
ly e
njoy
ing
ours
elve
s. W
hen
we
are
in c
onfl
uenc
e, w
e ar
eea
ch e
nlar
ged
som
ehow
by
the
othe
r. I
f yo
u re
fer
to y
our
flow
dia
gram
, you
cou
ld d
epic
t con
flue
nce
sim
ply
byw
iden
ing
the
flow
cha
nnel
. The
eff
ect o
f co
nflu
ence
is th
at y
ou a
re a
ble
to s
tay
in f
low
eve
n th
ough
you
rpe
rson
al r
isk
is a
ctua
lly h
ighe
r or
low
er th
an y
our
indi
vidu
al to
lera
nce.
You
enj
oyth
ings
you
wou
ld n
ot e
njoy
alo
ne. I
t is
for
this
rea
son
that
con
flue
nce,
the
expe
rien
ce o
f ha
ving
fun
toge
ther
, is
such
a g
reat
trea
sure
.
In S
um: H
ow T
o
At t
he h
eart
of
prac
tical
ly e
very
thin
g th
at is
"do
ne f
or f
un"
ther
e is
som
e ki
ndof
cha
lleng
e.L
ook
agai
n at
you
r lis
ts o
f fu
n ac
tiviti
es, o
r at
you
r di
agra
m. T
here
may
not
be
ago
al o
r
168
TH
EV
ALU
E O
F
Whe
n w
e en
joy
each
oth
er a
ndou
rsel
ves,
we
have
a di
ffere
nt k
ind
offu
n th
an w
e ha
vew
hen
we
are
only
enjo
ying
our
selv
es.
169
75
0T
HE
VA
LU
E 0
purp
ose,
but
ther
e is
alw
ays
som
e ki
nd o
f "l
et's
see
if I
can
do
this
." T
he d
egre
e of
cha
lleng
e,ho
wev
er, i
s ne
gotia
ble.
In
othe
r w
ords
, if
it ge
ts to
o ha
rd, w
e ca
n m
ake
it ea
sier
. If
it's
too
easy
,w
e ca
n m
ake
it ha
rder
. Tho
se a
ctiv
ities
, the
one
s w
ith th
e br
oade
st r
ange
of
chal
leng
e,se
em to
be th
e m
ost l
ikel
y to
lead
to c
onfl
uenc
e.
So if
you
wan
t to
expe
rien
ce c
onfl
uenc
e m
ore
dire
ctly
and
pos
itive
ly, i
fyo
ur g
oal i
s to
sha
re it
with
you
r fa
mily
, you
'll h
ave
the
mos
t luc
k tr
ying
som
ethi
ng in
whi
ch th
e ch
alle
nge
isri
chen
ough
to s
usta
in th
e va
riet
y of
abi
litie
s th
at y
our
fam
ily m
embe
rs h
ave
to b
ring
to th
e ga
me.
No
activ
ity is
too
stup
id. N
o fa
mily
mem
ber
is to
o sm
art.
Wha
t's im
port
ant i
s va
riet
yand
the
com
mon
den
omin
ator
of
shar
ing
time.
If
the
goal
is to
exp
erie
nce
conf
luen
ce, e
ven
wat
chin
gT
V, d
oing
the
dish
es, r
akin
g le
aves
, or
was
hing
the
car
toge
ther
can
hel
p yo
u re
ach
it.
7617
017
1
Sum
mar
y of
Key
Par
entin
g T
ips
Pare
ntin
g a
gift
ed c
hild
is b
oth
a ch
alle
nge
and
a jo
y. W
e in
flue
nce
our
child
ren'
sde
velo
pmen
tin
sig
nifi
cant
way
s th
at s
hape
thei
r in
telli
genc
e, th
eir
pers
pect
ive
on th
eir
tale
nts
and
life,
and
ultim
atel
y th
eir
pote
ntia
l for
hap
pine
ss a
s fu
lfill
ed h
uman
bei
ngs.
A p
aren
t's ta
sk is
dem
andi
ng,
but t
he r
ewar
ds a
re im
mea
sura
ble.
The
fol
low
ing
tips
sum
mar
ize
som
e of
the
key
stra
tegi
es a
ndat
titud
es to
kee
p in
min
d as
you
for
ge a
head
on
this
mag
nifi
cent
jour
ney
toge
ther
with
you
rgi
fted
chi
ld.
Rem
embe
r pa
rent
ing
styl
es m
ake
a di
ffer
ence
.
Rem
embe
r to
tem
per
over
bear
ing
pers
onal
ity tr
aits
. Foc
us o
n th
e po
sitiv
e as
pect
s of
you
rch
ild's
beha
vior
; don
't pl
ace
unfa
ir b
urde
ns o
n yo
ur c
hild
just
bec
ause
he
or s
he is
gif
ted;
allo
wfo
run
stru
ctur
ed ti
me
and
self
-ini
tiate
d pl
ay; a
nd b
alan
ce p
erm
issi
vene
ss w
ith a
utho
rity
as
alo
ving
,
cari
ng a
dult.
Und
erst
and
that
dis
cipl
ine
requ
ires
the
righ
t kin
d of
cre
ativ
ity.
It d
oesn
't ha
ppen
in a
vac
uum
. Som
e st
ruct
ure
and
limits
are
nec
essa
ry. L
et y
ourc
hild
kno
wth
at h
e or
she
has
you
r un
cond
ition
al lo
ve. S
how
this
by
givi
ng lo
ts o
f af
fect
ion,
res
pect
for
dive
rgen
t vie
ws,
and
age
-app
ropr
iate
res
pons
ibili
ties
as a
mem
ber
of th
e fa
mily
. Rul
essh
ould
be
few
, rea
sona
ble,
and
con
sist
ently
enf
orce
d.
Prov
ide
an e
nric
hed
envi
ronm
ent w
ith lo
ts o
f m
ater
ials
and
oppo
rtun
ities
for
exp
lora
tion.
Bal
ance
"be
ing
on ta
sk"
activ
ities
with
rel
axat
ion
and
lots
of
free
tim
e. L
et y
our
child
'sin
tere
sts
guid
e yo
ur in
volv
emen
t. G
ive
appr
opri
ate
prai
se th
at is
spe
cifi
c, f
ocus
es o
n th
ede
sire
d be
havi
or
172
Sum
mar
y of
Key
Pare
ntin
g T
ips
173
77
Sum
mar
y of
Key
Pare
ntin
g T
ips
(not
the
child
), a
nd c
eleb
rate
s ac
com
plis
hmen
ts f
or th
eir
own
sake
. Be
a gu
ide
and
mat
chm
aker
betw
een
your
chi
ld's
inte
rest
s, ta
lent
s, a
nd th
e m
eans
and
opp
ortu
nitie
sto
exp
lore
them
.
Rem
embe
r th
e A
BC
s of
str
ess
man
agem
ent.
Gif
ted
child
ren
may
be
at h
igh
risk
for
bur
nout
. Atti
tude
, beh
avio
r, a
nd e
nvir
onm
ent p
lay
key
role
s in
hea
lthy
deve
lopm
ent.
Chi
ldre
n ne
ed to
fee
l em
pow
ered
with
cho
ices
and
pos
itive
abou
tth
emse
lves
. The
y ne
ed to
sta
y ph
ysic
ally
fit
(inc
ludi
ng a
bal
ance
d di
et),
lear
n ho
wto
rel
ax, a
ndle
arn
how
to b
reak
task
s do
wn
into
man
agea
ble
bite
s. T
hey
need
to b
e gi
ven
"spa
ce"
for
dayd
ream
ing
and
for
just
doi
ng n
othi
ng. R
ole
mod
el p
ositi
ve a
ttitu
des
and
beha
vior
.
Nur
ture
you
r ch
ild's
cre
ativ
ity.
Est
ablis
hing
a r
espo
nsiv
e an
d ex
pres
sive
clim
ate;
pro
vidi
ngen
cour
agem
ent f
or s
elf-
relia
nce;
givi
ng e
mot
iona
l sup
port
for
unu
sual
thin
king
; acc
eptin
gso
me
regr
essi
on in
gro
wth
pat
tern
s;pr
ovid
ing
bala
nce
betw
een
toge
ther
and
sol
itary
tim
e; e
stab
lishi
ng w
ell-
defi
ned
fam
ilyva
lues
;an
d ex
hibi
ting
an a
ttitu
de o
f ba
sic
trus
t in
your
chi
ld.
Est
ablis
h so
me
outle
ts f
or c
reat
ivity
.
Lea
rnin
g a
crea
tive
prob
lem
sol
ving
pro
cess
and
app
lyin
g it
to f
amily
con
flic
ts; s
tudy
ing
the
stag
es o
f in
vent
ion
and
inve
ntin
g pr
oduc
ts th
at s
olve
a p
robl
em o
r im
prov
eup
on a
n ex
istin
gpr
oduc
t; an
d de
sign
ing
and
prod
ucin
g a
vari
ety
of b
ooks
mad
e at
hom
e.
Hel
p yo
ur c
hild
lear
n cr
itica
l thi
nkin
g an
d st
udy
skill
s.
Din
ner-
time
disc
ussi
ons
of o
pen-
ende
d is
sues
can
be
fun
and
enri
chin
g fo
rev
eryo
ne. B
e ca
refu
lto
ask
cla
rify
ing
ques
tions
and
not
impo
se y
our
poin
t of
view
on
a to
pic.
Don
't as
sum
e th
at y
our
gift
ed c
hild
aut
omat
ical
ly k
now
s ho
w to
stu
dy. H
elp
him
or h
er s
tudy
eff
ectiv
ely
and
effi
cien
tlyby
lear
ning
sho
rtcu
ts f
or n
ote
taki
ng, t
extb
ook
read
ing,
and
stu
dyin
g fo
r tes
ts.
7817
417
5
Supp
lem
ent a
nd e
nric
h yo
ur c
hild
ren'
s st
udy
of a
cade
mic
cor
e su
bjec
ts.
App
roac
h th
ese
thin
gs in
dire
ctly
in a
fun
, gam
e-lik
e m
anne
r th
at m
otiv
ates
inte
rest
and
avo
ids
over
whe
lmin
g yo
ur c
hild
and
turn
ing
him
or
her
off
to a
cade
mic
s. A
n es
peci
ally
rew
ardi
ngfa
mily
act
ivity
is to
con
duct
a f
amily
his
tory
toge
ther
.
Avo
id a
ll w
ork
and
no p
lay
. .
Thi
s w
ould
be
very
unf
ortu
nate
. Som
e of
the
best
mem
orie
s m
ost p
eopl
e ha
ve a
re o
f ju
stfo
olin
gar
ound
with
fam
ily m
embe
rs. S
omet
imes
org
aniz
ed, s
omet
imes
not
, the
inte
ract
ions
that
invo
lve
fun,
cha
lleng
e, a
nd ju
st th
e ri
ght a
mou
nt o
f ri
sk a
re in
vigo
ratin
g an
d gi
ve r
ise
to th
e el
usiv
eph
enom
enon
of
conf
luen
cebe
ing
in h
arm
ony
with
oth
ers.
The
fin
al w
ord.
Rem
embe
r to
kee
p yo
ur p
rior
ities
str
aigh
t. T
here
is n
o su
bstit
ute
for
love
.
176
Sum
mar
y of
Key
Pare
ntin
g T
ips
177
79
S.
Rem
ence
s
Ref
eren
ces
Alle
n, S
. (19
82).
How
to th
ink
(rec
ord
albu
m).
Sew
ell,
NJ:
A. W
. Pe
ller.
Alv
ino,
J. (
1978
). C
ritic
al th
inki
ng: A
def
initi
on a
nd a
ctiv
ities
. Sew
ell,
NJ:
Edu
catio
nal I
mpr
ovem
ent C
ente
rSou
th.
Alv
ino,
J.,
& th
e E
dito
rs o
f G
ifte
d C
hild
ren
Mon
thly
. (19
85).
Par
ents
' gui
deto
rai
sing
agi
fted
chi
ld: R
ecog
nizi
ng a
nd d
evel
opin
gyo
ur c
hild
's p
oten
tial.
Bos
ton:
Litt
le, B
row
n.
Alv
ino,
J.,
& th
e E
dito
rs o
f G
ifte
d C
hild
ren
Mon
thly
. (19
89).
Par
ents
' Gui
de to
rai
sing
a gi
fted
todd
ler:
Rec
ogni
zing
and
dev
elop
ing
the
pote
ntia
l of
your
chi
ld f
rom
bir
thto
fiv
e ye
ars.
Bos
ton:
Litt
le, B
row
n.
Cla
rk, B
. (19
83).
Gro
win
g up
gif
ted.
2nd
edi
tion.
New
Yor
k: M
erri
ll.
Cla
rk, B
. (19
86).
Opt
imiz
ing
lear
ning
. New
Yor
k: M
erri
ll.
Elk
ind,
D. (
1981
). T
he h
urri
ed c
hild
: Gro
win
gup
too
fast
too
soon
. Rea
ding
, MA
:A
ddis
on W
esle
y.
Elk
ind,
D. (
1987
). T
he m
ised
ucat
ion
of c
hild
ren:
Pre
scho
oler
sat
ris
k. N
ew Y
ork:
Kno
pf. E
nnis
, R. H
., &
Mill
man
, J. (
1982
). C
orne
ll cr
itica
l thi
nkin
gte
st, l
evel
X. P
acif
icG
rove
, CA
: Mid
wes
t Pub
licat
ions
.
Farr
ell,
D. M
. (19
89).
Sui
cide
am
ong
gift
ed s
tude
nts.
Roe
per
Rev
iew
,11
, 134
-139
.
8017
817
9
Fim
ian,
M. J
. (19
89).
Mea
sure
of
clas
sroo
m s
tres
s an
d bu
rnou
t am
ong
gift
ed a
ndta
lent
ed s
tude
nts.
Psy
chol
ogy
in th
e Sc
hool
s, 2
6, 1
39-5
3.
Gle
ason
, J. J
. (19
88).
Spo
tting
the
cam
oufl
aged
gif
ted
stud
ent.
Gif
ted
Chi
ld T
oday
, 11,
Har
nade
k, A
. (19
81).
Cri
tical
thin
king
: Boo
k I.
Pac
ific
Gro
ve, C
A: C
ritic
al T
hink
ing
Kap
lan,
L. S
., &
Geo
ffro
y, K
. E. (
1993
). C
opou
t or
burn
out?
Cou
nsel
ing
stra
tegi
es to
redu
ce s
tres
s in
gif
ted
stud
ents
. Sch
ool C
ouns
elor
, 40,
247
-52.
21-2
2.
Pres
s.
Kar
nes,
M.,
Schw
edel
, A.,
& S
tern
berg
, D. (
1984
). S
tyle
s of
par
entin
g am
ong
pare
nts
ofyo
ung
gift
ed c
hild
ren.
Roe
per
Rev
iew
, 6, 2
32-2
35.
Lip
man
, M.,
Shar
p, A
., &
Osc
anya
n, F
. (19
80).
Phi
loso
phy
in th
e cl
assr
oom
, (2n
d ed
.)Ph
ilade
lphi
a, P
A: T
empl
e U
nive
rsity
Pre
ss.
McG
uffo
g, C
. (19
85).
Pro
blem
s of
the
gift
ed c
hild
. Ped
iatr
ic A
nnal
s, 1
4, 7
19, 7
23-7
24,
726.
Mill
er, R
. C. (
1990
). D
isco
veri
ng m
athe
mat
ical
tale
nt. E
RIC
Dig
est #
E48
2. R
esto
n,V
A: C
EC
.
Osb
orn,
A. F
. (19
57).
App
lied
imag
inat
ion.
New
Yor
k: S
crib
ner.
Phi D
elta
Kap
pa R
esou
rce
Pane
l (19
82).
Pra
ctic
al a
pplic
atio
ns o
f re
sear
ch. P
ract
ical
App
licat
ions
of
Res
earc
h , 5
, 2.
180
Rep
eize
nces
181
Rep
ezen
ces
Ren
zulli
, J. S
. (19
77).
The
enr
ichm
ent t
riad
mod
el: A
gui
de f
or d
evel
opin
g de
fens
ible
prog
ram
s fo
r th
e gi
fted
and
tale
nted
. Man
sfie
ld C
ente
r, C
T: C
reat
ive
Lea
rnin
g Pr
ess.
Shef
fiel
d, L
.J. (
1994
). T
he d
evel
opm
ent o
f gi
fted
and
tale
nted
mat
hem
atic
s st
uden
ts a
ndth
e N
atio
nal C
ounc
il of
Tea
cher
s of
Mat
hem
atic
s st
anda
rds.
Sto
rrs,
CT
: Uni
vers
ity o
fC
onne
ctic
ut, T
he N
atio
nal R
esea
rch
Cen
ter
on th
e G
ifte
d an
d T
alen
ted.
Shle
sing
er, B
. E. (
1973
). T
he a
rt o
f su
cces
sful
inve
ntin
g. W
ashi
ngto
n, D
C: K
elly
,H
afne
r.
Stei
nber
g, L
. (19
92).
Im
pact
of
pare
ntin
g pr
actic
es o
n ad
oles
cent
ach
ieve
men
t:A
utho
rita
tive
pare
ntin
g, s
choo
l inv
olve
men
t, an
d en
cour
agem
ent t
o su
ccee
d. C
hild
Dev
elop
men
t, 63
, 126
6-81
.
Tor
ranc
e, E
. P.,
& G
off,
K. (
1990
). F
oste
ring
aca
dem
ic c
reat
ivity
in g
ifte
d st
uden
ts.
ER
IC D
iges
t #E
484.
Res
ton,
VA
: CE
C.
Tre
ffin
ger,
D. J
., Is
akse
n, S
. G.,
& D
orva
l, K
. B. (
1994
). C
reat
ive
prob
lem
sol
ving
: An
intr
oduc
tion.
Sar
asot
a, F
L: C
ente
r fo
r C
reat
ive
Lea
rnin
g.
183
82
1NR
CG
/T
The
Nat
iona
l
Res
earc
h
Cen
ter
on the
Gif
ted
and
Tal
ente
d
Res
earc
h
Tea
ms
184
The
Uni
vers
ity o
f C
onne
ctic
ut
Dr.
Fra
ncis
X. A
rcha
mba
ult,
Jr.,
Ass
ocia
teD
irec
tor
The
Uni
vers
ity o
f C
onne
ctic
utSc
hool
of
Edu
catio
n, U
-4St
orrs
, CT
062
69-2
004
203-
486-
4531
Dr.
Ale
xini
a Y
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