Identification of strengths and talents in young children.

Early Childhood Gifted Education

“…This could be partly due to the fact that in most countries around the world, gifted education is generally started after second grade because that is the time when children would have undertaken standardized achievement tests (Kaplan and Hertzog 2016). However, nowadays there is a call for earlier identification of ability which is believed to help foster abilities, gifts, and talents from an early age (Hertzog et al 2018;Kaplan and Hertzog 2016).…”

“…Indeed, identifying and meeting the needs of young gifted children requires adequately skilled educators able to address the needs, strengths, and interests of these learners (Hertzog et al 2018;Kaplan and Hertzog 2016;Kettler et al 2017;Sutherland and Stack 2019;Wellisch 2020). Many educators often experience difficulty in identifying the characteristics of gifted young children and the types of appropriate learning accommodations beneficial to them.…”

“…Moreover, how young gifted children are viewed influences the kind of education provisions offered to them (Hertzog et al 2018). The educators' image of the child influences how a pedagogy which meets each child's needs is implemented in the classroom.…”

“…Working in partnership with families is also important in providing continuity between learning in different learning environments, such as school and at home. To provide the best outcome for young gifted children, it is essential that educators and parents, as experts who have extensive and valuable knowledge and insights about their child, work together to help meet the needs of each child (Harrison 2004;Hertzog et al 2018). Sometimes, such knowledge and insights are frequently ignored by educators, making the difference in the child's behavior from same-aged peers seems as abnormal, often resulting in the child masking abilities and consequently lead to underachievement.…”

Avaliação Psicológica e Intervenção: um estudo de caso sobre altas habilidades/superdotação

“…Nessa perspectiva, faz-se importante valorizar um processo de avaliação e intervenção completo, que abarque tanto o âmbito cognitivo quanto o social e emocional desses indivíduos, além de um ambiente (família, escola e amigos) alinhado às necessidades originadas a partir da identificação das habilidades superiores (BRODY, 2017;HERTZOG et al, 2018). A partir do caso supracitado, almeja-se que a realidade percebida no país em termos de identificação e atendimento de um quadro de altas habilidade/superdotação em ambiente escolar possa aproximar-se, cada vez mais, da visão multidimensional e desmistificada, além de desempenhar estratégias que resultem na diminuição da desmotivação e perda do interesse por parte dos indivíduos que possuem características elevadas em alguma área do conhecimento humano.…”