Alternatives to acceleration for the highly gifted child

Lewis, Gail

doi:10.1080/02783190209554156

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…However, as yet no research has fully investigated the benefits of this option. While early entry to school may be appropriate for some gifted preschoolers, finding ways to cater for gifted children by using the inherent flexibility of the early childhood environment remains a priority (Falls 2006;Lewis 1984). Enrichment can be defined as ''the provision of broader, deeper or more varied educational experiences'' (Porter 2005, p. 148).…”

Section: The Application Of Appropriate Gifted Education Strategies Imentioning

confidence: 98%

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Walsh

Hodge

Bowes

et al. 2010

IJEC

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Despite well-articulated social inclusionist and anti-bias agendas in early childhood, the needs of young gifted children in prior-to-school settings appear to have been neglected. The purpose of this paper is to examine the tensions and contradictions that seem to exist between educators working in the fields of early childhood education and gifted education. Areas in which misunderstandings may occur regarding the education of young gifted children are discussed: the identification of young gifted children, the labelling of young gifted children, the application of appropriate gifted education strategies in the early childhood context, the application of current early childhood approaches to meeting the needs of young gifted children, and the socialisation of young potentially gifted children in the educational setting. Recommendations are offered regarding ways in which educators in the two fields might collaborate more effectively to cater appropriately to the unique characteristics of young gifted children.Résumé Malgré qu'il y ait des orientations sociales inclusives et sans préjugés bien articulées en petite enfance, les besoins des jeunes enfants doués paraissent avoir été négligés dans les services préscolaires. Le but de cet article est d'examiner les tensions et contradictions qui semblent exister entre éducateurs travaillant dans les champs de l'éducation de la petite enfance et de l'éducation des enfants doués. Des dimensions susceptibles d'incompréhension relativement à l'éducation des jeunes enfants doués y sont discutées : l'identification des jeunes enfants doués, la socialisation des jeunes enfants doués, le recours à des stratégies de l'éducation des enfants doués appropriées au contexte préscolaire, le recours aux approches

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Section: The Application Of Appropriate Gifted Education Strategies Imentioning

confidence: 98%

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Walsh

Hodge

Bowes

et al. 2010

IJEC

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“…Gifted students may have already acquired the content and concepts presented in these classes, so acceleration to a math class at a higher grade level may be the most viable option. However, Lewis (2002) cautioned that acceleration should not be done unless it also meets the studen-…”

Section: Acceleration and Technologymentioning

confidence: 98%

Mathematically Gifted Students: How Can We Meet Their Needs?

Rotigel¹,

Fello²

2004

Gifted Child Today

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Today, as usual, Mrs. Johnson began her 3rd-grade math class by reading aloud a thinking puzzle: Charlie, the dog, was tied to a 2-meter rope. His favorite ball was lying in the grass at least 10 yards away from him. He managed to grasp the ball easily. How did he manage to do this? Nathan's hand flew into the air just microseconds after his teacher finished posing the question. While his classmates were pondering the problem, Nathan had already formulated the answer. Surprising even Mrs. Johnson, Nathan immediately found the lateral thinking puzzle required little effort and absolutely no math. While other students were converting meters to yards, moving decimal points, and drawing pictures, Nathan realized that the other end of the rope was not attached to anything; the dog merely had a 2-meter rope tied to his collar, but was not tethered at all.

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“…19). εξερευνούνται περαιτέρω και η διδακτική πράξη επεκτείνεται με επιπρόσθετες γνωστικές και ερευνητικές διαδικασίες(Lewis, 2002). Το αναλυτικό πρόγραμμα «…επικεντρώνεται στο πώς θα αξιοποιούνται όλα τα δεδομένα και θα παράγονται νέα και όχι στο πώς απλώς θα κατακτώνται τα γνωστικά αντικείμενα»(Σούλης, 2006, σελ.…”

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Η Περίπτωση Των Χαρισματικών Παιδιών

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Alternatives to acceleration for the highly gifted child

Cited by 7 publications

References 10 publications

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Mathematically Gifted Students: How Can We Meet Their Needs?

Η Περίπτωση Των Χαρισματικών Παιδιών

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