Early Academic Intervention Do Young Gifted Children Benefit ?

Slides:

Advertisements

Similar presentations

Readiness To Learn Curriculum Coordinator Meeting. 17 June 2010.

Advertisements

Gifted and Talented Identification Presentation McFarland Gifted and Talented Staff Kitty Ver Kuilen – District Coordinator Cindy Clark – Resource Teacher.

LearningGames and Early Childhood Curriculum Connecting Center-Based and Home Learning Using a Comprehensive Curriculum Hilary Parrish Product Development.

Of the many research-based reasons to talk to young children, which do you find most compelling? A. There is a language input gap of 32 million words heard.

Inquiry Project by Kristine Bryer Why is Emma such a good reader?

The Effects of Reading at Home With a Parent on Reading Achievement in School Alissa Collins Education Midterm Presentation.

Gifted TLSE 240. Does the student…  Have a curiosity about the world?  Have many interests or hobbies?  Use advanced vocabulary?  Catch on quickly?

Gifted, Creative, and Talented

The economic importance of early childhood education in a European perspective Torberg Falch Department of Economics Norwegian University of Science and.

Gifted Education Identification Resources. Defining Gifted and Talented Using a broad definition of giftedness, a school system could expect to identify.

Opening Activity: Warm-up

Question 1 1.Explain the differences in the two Early Childhood programs. 2.Describe the other Education programs at Suffolk. 3.Explain the NYS teaching.

Gifted and Talented Learners Amanda Kitchell By PresenterMedia.comPresenterMedia.com.

Gifted & Talented Exceptional Child Spring Group Members.

Ann Matschiner OATAG October 11, 2013 Pacific University Early and Equitable Identification of Talented and Gifted First Grade Students.

Culturally Competent Services: Why is Your Leadership Needed?

ALP and ICAP Say What?.

Evidence-Based Family- School Partnerships for Early Childhood The Future of School Psychology Task Force on Family-School Partnerships Jon Lasser and.

Gifted Education West Linn-Wilsonville School District West Linn-Wilsonville School District.

International programs for the Gifted and the Bethlen School Prof. em. Dr. Franz Mönks Radboud University Nijmegen (Netherlands) Center for the Study of.

CHILDREN’S REACTIONS TO DIVORCE Presented by Pupil Services Department Ruamrudee International School.

Literature Review. –Protective Factors Self-awareness Family cohesion Perception of risk Age of first use –Intervention Programs Substance abuse Prevention.

Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.

Identification and Assessment of Talented Learners What is identification of the gifted? A process by which educators attempt to become aware of students.

Parent Information Presentation. To nurture potential in all students. To challenge those with advanced learning capabilities through differentiation.

GIFTED AND TALENTED IDENTIFICATION IN KENTUCKY Understanding the interests, needs, and abilities of gifted and talented children. Presented by: Leann Pickerill-

Class and Student Body Size  Schools vary widely in the number of students in each class and in the school as a whole.  Being in small classes from.

1 By: Peggy Humphries.  “Progress through an educational program at rates faster or at ages younger than conventional”(Pressy,1949,p.2) 2.

Early Reading First. The ultimate goal of Early Reading First is to close the achievement gap by preventing reading difficulties.

Gifted and Talented Informational Parent Meeting WELCOME!

The George Betts Model: Profiles of the Gifted and Talented Talented and Gifted Department.

Psychology November 30, 2011 Warm Up. Differences in Intelligence Most people have average intelligence. A few have either very high or very low intelligence.

Inclusion and Early Childhood Education. Population of Young Children with Special Needs Birth to age 8 Children with developmental delays Biologically.

1 Rationale of gifted education Gifted students are a national resource vital to the social interest and security. Gifted students are a national resource.

Planning and Integrating Curriculum: Unit 4, Key Topic 3http://facultyinitiative.wested.org/1.

IDENTIFYING GIFTED & TALENTED STUDENTS EDUC 4420 THE GIFTED CHILD P. PRICE INSTRUCTOR.

Creating an Autonomous Lifestyle George Betts, Ed.D. Director, Center for the Education & Study of Gifted, Talented, Creative Learners University of Northern.

Chandler Unified School District CATS Program Chandler Academically Talented Students.

Observation and Assessment in Early Childhood Feel free to chat with each other. We will start class at 9:00 PM ET! Seminar Two: Using Standardized Tests.

Affective Issues in Giftedness Addressing the Social-Emotional Needs of Gifted Learners Patti Wood, Ph.D. Samford University AFFECTIVE Issues.

Identifying the Gifted Children Across your School From Caterpillar to Butterfly.

Section 1. Introduction Orientation to Virginia’s QRIS.

Kindergarten Literacy Jan Joines (803) Literacy Coach Forts Pond Elementary.

U-STARS ~ PLUS Using Science, Talents, and Abilities to Recognize Students ~ Promoting Learning for Underrepresented Students © 2011 CEC Mary Ruth Coleman,

Students with Learning Disabilities Early Identification and Intervention.

Primary Talent Pool. If… during the first five or six years of school, a child earns good grades and high praise without having to make much effort, what.

Why should you care about diversity?. 2 There are significant disparities in the education, economic well- being, and health of children in the U.S. based.

Diana Dinzey Educational Placement. General Education Paraprofessional Residential Treatment Center Alternative H.S Self Contained Resource Room I nclusion.

Should Kindergarten be Required? By: Ninfa Velazquez.

CE300-Observation and Assessment in Early Childhood Unit 2 Using Standardized Tests and Authentic Assessments Feel free to chat with each other. We will.

School Readiness and Early Childhood Special Education – Ready Children & Ready Schools Scott McConnell, Ph.D. Professor, Educational Psychology & Affiliate,

Current Analysis The current analysis contains data from 3 time points: (1) 18 month lab visit; (2) 24 month home visit, and (3) the 72-month lab visit.

Creating a Home Environment that Enhance Emergent Literacy By: Akira Goldsmith.

Developing Potential in Primary Students

Chapter 5 Early Identification and Intervention

Philip McCabe, Sheryl McCloskey, Marie Clark, Sharon Vasquez,

Students who are Gifted and Talented

Learner Differences.

How do After School Programs Enrich the Community

Working with Young Children

Resources to Support Your Work

WCPSS 3rd Grade Explorers

Baltimore City Schools Definition and Vision

Vanessa Ewing, Ph.D. Laura Tuthill, Ph.D.

Career Clusters Education & Training.

Program Guidelines There are three program guideline publications, from the California Department of Education The Guidelines for Early Learning in Child.

Pre school teacher.

Gifted and talented identification in Kentucky

Giftedness and Talents

Best Las Vegas Preschool in Nevada

Presentation transcript:

Early Academic Intervention Do Young Gifted Children Benefit ?

High Public Interest ● Discussed even in daily newspapers ● Especially for at-risk and minority children ● High enrollment in enrichment programs (Language Stars, Kumon etc.)

Early identification ● Educators generally in favor (McBride, 1992) ● Nurture at home independent of ID (Colangelo, 1986; Tannenbaum, 1992) ● Danger of being labeled (Freeman, 1995) ● Early Identification not reliable (Ziegler, 2004) Identified children on the “gifted track” can be under pressure to perform

Early is the ideal time... ● Stimuli work best with children under 5 (Tannenbaum, 1992) ● Earlier entry – better performance (Field, 1991) ● Children discouraged from learning may hide their talents (Whitmore, 1986; Barbour, 1992) ● Early school entry gives confidence – children know the “drill” (Sylva, 1994)

Later is better... ● Loss of childhood (Elkind, 1981) ● Children need free time to incorporate learned content (Elkind, 1988a) ● Formal schooling “quenches” creativity (Meador, 1992) ● If early then child-centered (Stipek, 1995)

Conclusion - or what is best? ● Early academics for gifted children must be child-centered / flexible ● Gifted children learn early to value and use their talents ● Nurturing and supporting environment more important than being or not being in a preschool

References: ● Barbour, N. B. (1992). Early Childhood Gifted Education: A Collaborative Perspective. Journal for the Education of the Gifted, 15(2), ● Colangelo, N., & Fleuridas, C. (1986). The Abdication of Childhood. Journal of Counseling and Development, 64, ● Elkind, D. (1981) The Hurried Child – Growing up too Fast too Soon. Cambridge, MA:Perseus Publishing ● Elkind, D. (1988a). Our President: Acceleration. Young Children, 43(4) ● Field, T. (1991). Quality Infant Day Care and Grade School Behavior and Performance. Child Development, 62, ● Freeman, J. (1995).Annotation: Recent Studies of Giftedness in Children. Journal of Child Psychology Psychiatry, 36(4),

References II: ● McBride, N. (1992). Early Identification of the Gifted and Talented Students: Where Do Teachers Stand? Gifted Education International, 8, ● Meador, K.S. (1992). Emerging Rainbows. Journal for the Education of the Gifted 15(2) ● Stipek, D. et al. (1995). Effects of different approaches on Young Children's Achievement and Motivation. Child Development 66(1) ● Sylva, K. (1994). School influences on Children’s Development. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, ● Tannenbaum, A. (1992). Early Signs of Giftedness. Norwood, NJ: Ablex Publishing Corporation. ● Whitmore. (1986). Intellectual Giftedness in Young Children. New York: Waworth. ● Ziegler, A. (2004). Stabilität von Intelligenz und Hochbegabung im Vorschulalter. LVH aktuell, 13.