Making meaningful links to gifted children's learning - The ...

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2/04/2012 CONTINUITY ….. 1st June Emma, today you brought your friend Mother Bear to kindergarten. You had a clear idea on what you wanted to do with Mother Bear. You asked if you could use the tape measure. You had remembered the one in the sewing kit from the previous week. Together we went and found the tape measure, you also thought you might like to use some tulle to make a “twirly dress” for Mummy Bear. You got busy measuring Mummy Bear which worked out to be quite long—17 inches. We talked about making a pattern for Mummy Bear. I was impressed with the way you thought about that suggestion Emma. You responded by lying Mummy Bear across my writing pad and tracing around her body. This will definitely give us an idea on how big Mummy Bear is. Then I suggested that you draw a plan on what the twirly dress might look like. Emma, you did a brilliant job of Mummy Bear in a tutu dress. I can clearly see how you would like the tutu to look. You got busy cutting separate pieces for the “straps, front bodice and back bodice. This is split down the back”, you told me. I was able to help you thread the needle so that you could begin your sewing. I can see you transferring your creative thinking into lots of different areas of play, Emma. I can’t wait to see the dress on Mummy Bear! Case study of Emma Emma’s approach to learning was through doing, particularly her sensory experiences. Emma frequently showed the ability to be an independent problem-solver, using prior knowledge and experiences to deepen her understanding. Emma expressed a high concentration span. Rich vocabulary base of over 200 words at the age of two. Very good memory and could quickly recall stories & songs heard some time ago. Gifted Characteristics Curiosity The ability to learn quickly from mistakes The ability to transfer knowledge Depth and breadth of interest. Advanced preference in books and videos. Boredom when forced into redundant work and learning. Decrease in quality on a series of repetitive tasks. Creative mischief Friends Games (Porter, 2005; Mare, 1991) Observing Allow the child the opportunities to explore possibilities at his or her natural pace and be prepared for changes in interest and commitment as each child continues to move through changes. If the child keeps options open, the future will remain flexible and rewarding. Unless you work with the child your message to her/him is that you do not approve of or accept as s/he actually is. (Porter, L, 1995) Carola Sampson “Dereck” Noticing, recognising and responding Do you see all of the above? Noticing, recognising and responding 2
2/04/2012 Māori giftedness as broad wide ranging concept with various areas like - spiritual, cognitive, affective, aesthetic, artistic, musical, psychomotor, social, intuitive, creative, leadership, cultural abilities and qualities. Below another one of the many tables/checklist for identification, however this one contains indicators related to Māori giftedness and is neither complete nor does it apply to every situation and/or to every child. But it still helps teachers to get the “idea” what to look for, what to recognise. Bevan-Brown warns that a child outstanding in te reo in mainstream class, might not be as outstanding compared to Māori kura kaupapa students. (Bevan-Brown, 1993; 2009) Dereck has chosen his culturally preferred way of learning, which is valued and supported by his teachers. He is “in charge” of his learning through his interests and teachers can follow his lead in “where to next”. He involves peers, teachers, family and community. Bevan-Brown, J.M. (2009). Identifying and providing for gifted and talented Mäori students. APEX, 15(4), 6-20. Retrieved online from http://www.giftedchildren.org.nz/apex/ Linking Te Whāriki into learning stories, bringing it to life - Kei Tua o te Pae Early childhood curriculum: Te Whāriki Te Whāriki places emphasis on planning based on individual characteristic strength, interests and needs. All children have the right “to reach their potential”. Teachers can provide for gifted children by identifying the areas of individual giftedness and respond in developmentally appropriate ways (Allan, 2000). “Planning experiences or events can focus on the environment, the setting, particular age groups, and on groups of children or individual children through an IDP or IEP” (Ministry of Education, 1996, p. 28). 8 ½ months 16 months Principles Whakamana - Empowerment Kotahitanga - Holistic development Whānau Tangata - Family and Community Ngā Hononga - Relationships 4/8/10 3 years 2 months Jackson is often interested in one particular creature at a time, carrying the model around with him. Parasaurolophus is the dinosaur Jackson has attached to lately and he asked me if we could find one on the laptop. He matched the model to the dinosaur poster and looked at the word on the chart to type in his search. We discussed the features of parasaurolophus looking out for the large horn on its head. Jackson is developing his literacy skills as he recognises letters on the keyboard. He is able to seek out resources and make connections in his understanding as he researches his interests. Emma 3 years 6 months Emotions Emma Intensified: experiences emotions feelings perceptions imaginations Gives the ability to grow to their fullest potential However, with inner growth there is also constant questioning of values and beliefs (Daniels & Piechowski, 2009) 3
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