The Extent, Nature and Effectiveness of Planned Approaches in ...

Outcomes for StudentsEarly entry is primarily a form of acceleration, and as such, the research refuting and supportingaccelerative options is an important basis for the outcomes-based research regarding acceleration. Thissection describes some of the research regarding early entry to primary school and tertiary study froman international perspective. As stated previously, the review of the literature yielded no New Zealandbasedresearch on this provision.Early entry to primary school. Advocates of early entry for gifted children argue that it has academicand social emotional benefits. Academic advantages of early entry have been reported for severaldecades (see studies cited in Diezmann, Watters, & Fox, 2001) and include the following: that childrenare able to achieve at average or above average levels in academic tasks, perform well or areadvantaged at high school, outperform later entry students with a common birth date and mental age,and have been more successful beyond compulsory schooling. They found no empirical evidence ofany long-term intellectual deficit.There is limited empirical research that details social and emotional advantages for early entryprocesses for gifted students. Where social adjustment is considered more important than intellectualchallenge, the decision for early entry is discouraged (Kerr, 2000). Many young gifted children have aheightened social awareness, personal sensitivity, and high expectations for themselves (LeVine &Kitano, 1998). These affective attributes may be strengths when they influence interpersonalrelationships and their ability to relate to age peers. Consideration must be given to view that “thisplacement does not provide intellectual peers for the gifted child; average 5-year old children do notthink in the same ways or about the same topics as gifted 4-year old children” (Schiever & Maker,1991, p. 101).There is little research that substantiates any disadvantage for carefully considered selected giftedchildren. Feldhusen and Feldhusen (1998) suggest that there must be consideration given to thedangers of not accelerating as there is to accelerating. The following points were raised by Diezmannet al., (2001) from a parent’s perspective:• The parents had to take the initiative and demonstrate disadvantage rather than advantage forearly entry.• Early entry occurred because the parent’s were well informed, had professional support anddocumentation.• Parents should be recognised as credible sources of information about a young child’sbehaviour.• Acceleration to school and a more appropriate environment may contribute to a positivechange in the child’s behaviour.• It is important that there is open communication between parents and teachers so discrepanciesbetween behaviours and performance at home and in early education settings areacknowledged.• Some curriculum tasks may be insufficiently challenging for young gifted children despite thephilosophy of a child-centred curriculum in the early years.For a child to gain advantages from early entry there must be a cognitive match; information must bepresented in a form that fits within the child’s existing cognitive constructs. The child should be keento learn and be made to feel like a valued member of the class and school community. There should beno major cultural conflict. Additionally, the child should not be bored by receiving a programme thatis too simplistic, paced too slowly and without a degree of ‘moderate novelty.’ Early entry to schoolcan be successful if the school procedure is thorough; the teacher is aware of the needs of the giftedchild and has a positive attitude towards the child’s placement (Mares & Byles, 1994).105