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.

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.

Full Time Gifted Child Education in a Boys Only Elementary School

1988 ◽  
Vol 5 (3) ◽  
pp. 173-178
Author(s):  
Ken Alston
Keyword(s):  
Elementary School ◽  
Social Relationships ◽  
Gifted Students ◽  
Educational Experience ◽  
Full Time ◽  
Gifted Child ◽  
Child Education

The needs of gifted students demand alternative forms of educational experience. This article surveys the results when mere lip service to a concept was turned into a reality. The article presents both the positive and negative perspectives of aspects of the programme, including acceleration, the lack of formal examinations and the development of social relationships.

Identification of Young Gifted Students

1992 ◽  
Vol 15 (2) ◽  
pp. 134-144 ◽  
Author(s):  
Beverly D. Shaklee
Keyword(s):  
Young Children ◽  
Economically Disadvantaged ◽  
Developmentally Appropriate ◽  
Gifted Students ◽  
Gifted Children ◽  
Accurate Assessment ◽  
Gifted Child ◽  
Traditional Assessment ◽  
Child Education ◽  
Critical Issues

Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.

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.

Olympiads for Elementary Schools

1985 ◽  
Vol 32 (5) ◽  
pp. 22-24
Author(s):  
George Lenchner
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Gifted Students ◽  
School Level ◽  
Gifted Children ◽  
Elementary School Mathematics ◽  
Talented And Gifted ◽  
Mathematics Program ◽  
State And Local ◽  
Local Levels

Mathematics competitions are widely used to promote interest and enthusiasm for problem solving in programs for capable, talented, and gifted students at the secondary school and college levels. Such competitions are available at the national, state, and local levels. However, few competitions are available at the elementary school level. This lack may be related to some shortcomings of the elementary school mathematics program for capable, talented, and gifted children. Among the shortcomings are (1) a lack of agreement on what special topics and extensions of the curriculum are appropriate, (2) a shortage of teachers trained to teach such topics and exten ions where they exist, and (3) a lack of sources for related “good” problems.

scholarly journals Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

2020 ◽  
Vol 5 (4) ◽  
pp. 280-289
Author(s):  
Ivona Ninkov
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Comparative Method ◽  
Gifted Students ◽  
Positive Outcome ◽  
Professional Staff ◽  
Gifted Children ◽  
The Usa ◽  
The Individual ◽  
High Level

AbstractGifted students are the most important part of every society and keeping the gifted child challenged and engaged is necessary. This paper aims to offer suggestions for the appropriate education system to enlarge their knowledge and creativity, without disturbing their usual life and educational surroundings. The author uses a comparative method, focusing on different countries worldwide and comparing and interpreting the various concepts of education in those countries. Based on the United Nations regionalization, the author focuses on the countries of the Eastern European Group (Bosnia and Herzegovina, Croatia, Hungary, and Serbia) and Western European and Others Group (Austria, Germany, Netherlands, UK, Turkey, and the USA). The study finds that inclusive education as an alternative framework is potentially the best education system for gifted students. The prevailing opinion in most countries is that the concept of inclusive education primarily refers to children with special needs. This authorexplains that there is no logical obstacle to applying inclusive education to gifted students as well. Such an inclusive education system would require changing current education systems and programs and, most of all, hiring various professional staff as social workers and trained teachers who can meet the various demanding needs of gifted students in any community. The study concludes that it is necessary to improve existing policies in education to provide the inclusive education framework to gifted children and to understand that the essence is not only to agree on differences but to stimulate the individuality and diversity of the gifted at all levels; the greatest gem of each country is its educated children. Inclusion of gifted students has a positive outcome not only for the individual but also for the other students in the classroom. Gifted students stimulate the others, pushing them to reach their potential academic capabilities. Also, the unidentified students who could learn at elevated levels could benefit from this kind of education model and a high level of instruction could push them in the same way that it challenges the gifted students in the classroom.

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.  

Management of Value Based Education and Spirituality: A Practical Application by Mahamana Malaviyaji in BHU

2014 ◽  
Vol 1 (5) ◽  
pp. 12 ◽  
Author(s):  
Gitali Choudhury
Keyword(s):  
Social Responsibility ◽  
Education System ◽  
Human Being ◽  
Human Beings ◽  
Practical Application ◽  
Indian Culture ◽  
Good Citizen ◽  
Social Animals ◽  
Genuine Effort ◽  
Civilized Society

Education is the backbone of a civilized society. Values have an important role in education system of any society. Most important thing is that, education should be based on some core values of human being like truthfulness, honesty, justice, good behavior etc. Only this can help a society to maintain a peaceful atmosphere. As all human beings are social animals, so this is the duty of every human being to obey their social responsibility. Mahamana Malaviyaji is one of those great personalities who felt his social responsibility very well and established Banaras Hindu University to bring people out from the mode of ignorance. He values our Indian culture and tradition, which is based on Bhagavat Gita and Srimad Bhagavatam. His genuine effort was to build the character of new generations, so that they can be a good citizen of the country and thus can serve the country. This paper intends to focus on Mahamana’s practical thoughts and applications to contribute to the value-based education system.

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