The value and importance of mindfulness for the highly to profoundly gifted child

2017 ◽  
Vol 34 (2) ◽  
pp. 193-202 ◽  
Author(s):  
Stephanie S Tolan
Keyword(s):  
Elementary School ◽  
Cognitive Abilities ◽  
Summer Camp ◽  
Gifted Children ◽  
Gifted Child ◽  
Inner Experience ◽  
Public Elementary School ◽  
Inside Out

This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child’s experience of life—the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use mindfulness techniques (Yunasa, a summer camp for highly gifted children, and the Holistic Life program in a public elementary school in Baltimore) are discussed. Mindfulness helps to bring all the pieces of gifted children into contact and congruity with each other and helps to make them more whole.

Double Perspective

G/C/T ◽  
1981 ◽  
Vol 4 (2) ◽  
pp. 71-74
Author(s):  
Gina Ginsberg-Riggs ◽  
Ann Weiner
Keyword(s):  
United States ◽  
Elementary School ◽  
Nursery School ◽  
The United States ◽  
Gifted Children ◽  
Full Potential ◽  
Full Time ◽  
Gifted Child ◽  
Public Elementary School ◽  
Intellectually Gifted

I don't know what to do with my eight year old daughter. We are getting tired of waiting until “next year” in school for her to get the extra attention she needs to learn something she does not already know. She has been reading since she was almost four and is prepared to discuss - argue! - any subject. When a child in nursery school teaches herself to say the alphabet backwards - something I still cannot do - you know something is ticking in that brain. Is it giftedness? Please help. Our six year old daughter, Mandy, has been identified as an intellectually gifted child. Educators at our public elementary school have recommended we enroll Mandy in a full-time program for gifted children so that she might realize her full potential. If you know of any such program in any part of the United States, please let us know. We are willing to move to an area that has such a program.

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

scholarly journals Children's Giftedness and Characteristics of a Gifted Child

2020 ◽  
Author(s):  
Alena Sergeevna Shchipitsyna
Keyword(s):  
Cognitive Abilities ◽  
Gifted Children ◽  
Gifted Child ◽  
Work System ◽  
The Relationship

The article is devoted to the issue of building a work system with gifted children. Theoretical prerequisites for developing the problem of giftedness are considered, as well as theoretical aspects of the concepts of "ability" and "giftedness" are presented. The main characteristics of children with signs of giftedness according to A.I. Savenkov are given, and the relationship between the level of cognitive abilities development and success of studying at school is analyzed.

scholarly journals The Gifted Disabled Student in the Regular and the Special Classroom

2015 ◽  
Vol 51 ◽  
pp. 19-32 ◽  
Author(s):  
Hanna David
Keyword(s):  
Learning Disabilities ◽  
Cognitive Abilities ◽  
Social Acceptance ◽  
Emotional Problems ◽  
Learning Ability ◽  
Gifted Children ◽  
Gifted Child ◽  
Age Appropriate ◽  
Physical Limitations ◽  
High Level

The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

scholarly journals Gifted child in kindergarten – assessment pitfalls

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Elżbieta Kwiatkowska
Keyword(s):  
Early Childhood ◽  
Case Studies ◽  
Cognitive Abilities ◽  
Individual Case ◽  
Preschool Age ◽  
Gifted Children ◽  
Gifted Child ◽  
The Individual ◽  
Kindergarten Assessment ◽  
Unique Potential

Issues and considerations raised in the article are related to the identification (assessment) of gifted children, often described in literature, in relation to selected theories  of ability. It is very likely that a gifted child characterized by the specificity of early childhood, commonly defined as intelligent, with high cognitive abilities, will abandonits innate, unique potential, entangling in various types of “problems”, taking on the features of the syndrome of inadequate school achievements, etc. in the future, as a result of adverse environmental impacts, the coincidence of events. The individual case studies presented in the article are intended to illustrate the significance of individual impacts on a gifted child of preschool age, due to the specific developmental peculiarities of this period.  

INTEGRASI NILAI-NILAI KEJUJURAN SEBAGAI WUJUD PENDIDIKAN ANTI KORUPSI DI SEKOLAH DASAR NEGERI TENGKLIK KABUPATEN KARANGANYAR

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Nadziroh Nadziroh ◽  
Chairiyah Chairiyah ◽  
Wachid Pratomo
Keyword(s):  
Elementary School ◽  
Public Elementary School ◽  
Inhibiting Factors ◽  
Made In

This study aims to determine the implementation of honesty values as a form of anti-corruption education in SD Negeri 01 Tengklik Karanganyar. The results showed that in Tengklik 01 Public Elementary School had carried out honesty values as a form of anti-corruption education. The anti-corruption values taught in Tengklik 01 Public Elementary School include the value of honesty, the value of discipline, the value of openness, and the value of responsibility. Inhibiting factors or constraints are: (1) lack of awareness of students, (2) there are still habits of corruptive behavior. There are several ways that can be used to overcome obstacles and efforts made in Anti-Corruption Education, namely: (1) exemplary, (2) habituation, (3) giving strict sanctions. (4) competitions and resource persons (5) increasing devotion.

Meeting the educational needs of a gifted child: A parent’s narrative

2019 ◽  
Vol 35 (3) ◽  
pp. 189-200
Author(s):  
SA Manasawala ◽  
DN Desai
Keyword(s):  
Support Groups ◽  
Educational Needs ◽  
Education For All ◽  
Gifted Children ◽  
Local Learning ◽  
Special Population ◽  
Learning Resources ◽  
Gifted Child ◽  
Community Or

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.

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