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Brandy Chevalier 04.760 Education of Children Who are Gifted, Talented and Creative June, 2013

Optimizing Your Child’s Potential. Brandy Chevalier 04.760 Education of Children Who are Gifted, Talented and Creative June, 2013. Intelligence. C ontrary to popular belief, intelligence is not something that you are born with! Intelligence is: -educable -changeable

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Brandy Chevalier 04.760 Education of Children Who are Gifted, Talented and Creative June, 2013

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  1. Optimizing Your Child’s Potential Brandy Chevalier 04.760 Education of Children Who are Gifted, Talented and Creative June, 2013

  2. Intelligence Contrary to popular belief, intelligence is not something that you are born with! Intelligence is: -educable -changeable (Clark, 2011, pg. 3) http://www.kiddicaru.com/our-nurseries/plympton-nursery/gallery/kiddi-caru-plympton/

  3. Stimulation • Humans have a need for stimulating activities as well as enriching environments for their entire lives. (Clark, 2011, pg. 3) http://www.casagv.org/adult-day-health-care

  4. Developing Giftedness • Genes do not produce intelligence traits. • Genes respond to stimulation and experiences from the environment. (Clark, 2011, pg. 35) http://www.psychologytoday.com/blog/radical-teaching/201302/giftedness-not-unwrapped-we-all-lose

  5. Provide Support • Strategies that have been shown to be beneficial to families supporting young children in pursuit of maximizing their potential are: • Allow for the development of empathy • Work on clear communication between family members • Display pleasure for family members’ accomplishments • Allow young children to be involved in planning activities and trips for the family (Clark, 2011, pg. 38) http://www.rickackerly.com/2012/04/10/parents-and-teachers-building-empathy-in-children/

  6. Development of Special Talent or Abilities • Early opportunities for the development of abilities with encouragement from friends and family • Early and continued instruction and guidance • Opportunity to practice and develop special abilities • Interactions with others of similar ability • Opportunities for real accomplishments • Allowing for strong experiences of success combined with recognition for these successes (Clark, 2011, pg. 38)

  7. Values & Interests • A child’s parents and their own values and interests have the ability to determine which traits and qualities will be encouraged. (Clark, 2011, pg. 38) http://naturalrunningcenter.com/2012/09/12/father-son-freedom-runs-half-marathon/

  8. Identifying & DevelopingSpecial Ability • Families where music, the arts, sports and/or intellectual activity is highly valued • Families who believe in the importance of a strong work ethic • A first teacher that is loving, makes lessons fun, instructs children individually and includes parental interests • A second teacher who places emphasis on skills and self-discipline combined with continued individual instruction • Access to a master teacher (Clark, 2011, pp. 38-39)

  9. Beginning of Giftedness • Bright and outgoing infants are typically the offspring of happy, contented women. • Giftedness begins during pregnancy. (Clark, 2011, pg. 62) http://bodyfabulous.blogspot.com/2012/06/running-during-and-after-pregnancy.html

  10. A Responsive Learning Environment for Early Learning • One of the first steps in optimizing learning is providing a responsive learning environment. • Lack of stimulation in the environment between the ages of 1 and 3 years can result in a lower IQ and learning ability. (Clark, 2011, pg. 69)

  11. Responsive Learning Environments for Early Learning(0-3 months) • Respond to the child’s signals • Breastfeed • Change crib location in the nursery often • Hang mobiles over the crib • Rock infant • Allow skin to skin contact • Provide variety in sounds and speech patterns • Sing to the infant • Play vocal games • Bring baby from room to room when cleaning and going about daily activities (Clark, 2011, pg. 65) http://learnboxx.wordpress.com/

  12. Responsive LearningEnvironments for Early Learning(4-10 months) • Once a child is mobile don’t restrict their environment with a play pen • Provide toys of interest • Play games with toes and fingers • Play, talk and interact • Encourage new games • Talk about what you see • Read books • Carry baby for daily activities (Clark, 2011, pg. 66) http://www.nytimes.com/2010/10/08/us/08picture.html?pagewanted=all&_r=0

  13. Responsive Learning Environments for Early Learning (11months – 2 years) • Allow for a variety of sensory experiences • Provide a variety of toys • Play games with the child • Teach the child to be aware of objects and their names • Make books familiar to them • Talk to the baby during all caregiving • Take walks and discuss what you see • Include the child in daily activities as much as possible (Clark, 2011, pg. 68) http://mumstreet.co.uk/content/your-child/ask-health-visitor/how-can-i-help-my-childs-development-through-play/

  14. Ensuring the Development of High Potential • Between the ages of 2 and 5 years of age, a child’s mental ability shows immense, rapid growth. • The development of speech, mobility and increased social involvement adds to the child’s intellectual development. (Clark, 2011, pg. 73) http://www.ucdsb.on.ca/school/css/newsmedia/Pages/FullDayKindergartenComestoCaldwell!!.aspx

  15. Positive Nurture Essentials • Encourage exploration • Praise accomplishments • Help the child with practicing and expanding basic skills • Protect the child from disapproval, punishment and teasing • Provide a rich, responsive language environment (Clark, 2011, pg. 73)

  16. Pre-School • Learning experiences with other children become important after the age of 3. • Look for pre-schools that focus on planned exploration and development of learning skills. (Clark, 2011, pg. 74) http://gracioushandslearning.com/category/preschool/

  17. Gifted Students • A gifted or talented student can be identified as an individual who is advanced in one or many areas of development. • These students exceed teacher and parent expectations in specific developmental areas or in the school curriculum. • Only 2-5% of school-aged children are identified as gifted. (Hutchinson, 2010, pg. 73)

  18. High-Ability Learner Needs • Educators can utilize a simple equation to assist in the development of programming and special services for students with high abilities to guide them. Characteristics + Needs = Curriculum Implications (Dettmer, Knackendoffel & Thurston, 2013, pg. 302) http://www.underthegoldenappletree.com/2012/04/six-things-to-consider-when-choosing.html

  19. Tailoring Curriculum • Four types of modifications to consider when tailoring curriculum are: • Release from repetition • Removal of ceilings • Flexible pacing • Self-directed learning and production (Dettmer, Knackendoffel & Thurston, 2013, pg. 302)

  20. Differentiated Curriculum • Accelerated Curriculum = Enrichment (Dettmer, Knackendoffel & Thurston, 2013, pp. 302-303) http://www.openarmsofblueridge.org/campaigns/child-enrichment-fund.aspx

  21. What Classroom Teachers Can Do for Gifted Students • Provide enrichment and acceleration opportunities • Allow gifted students to pursue individual projects • Become involved in organizations that assist teachers of gifted students • Take courses specific to instructional strategies for gifted students • Encourage students to be active participants in events that showcase their skills (Hardman, Drew & Egan, 2011, pp. 432-433)

  22. Planning for Gifted Students • Compact curriculum to allow for extended learning in other areas • Make cross-curricular connections • Provide authentic problems • Encourage students to pursue their personal interests • Encourage critical thinking • Listen to student ideas • Provide an engaging environment • Use collaborative learning • Consider student interest when designing assignments (Hutchinson, 2004, pg. 39)

  23. Living With Gifted Children • Listen and let your child know they are valuable • Allow for individual time with each child • Include your child in the activities that you like to do • Participate in things with your child that they are interest in • Allow your child to be an individual and accept them unconditionally • Treat your child with dignity and respect • Allow your child to make decisions that they are capable of • Assist in understanding and dealing with belonging and conformity needs • Show that you value reflection and day dreaming • Help with identifying time and energy priorities • Help them appreciate difference and understand others capabilities (Clark, 2011, pg. 45)

  24. Parent & Teacher Resources 1) Gifted and Talented Education http://www.cbv.ns.ca/giftededucation/ -This website is an excellent resource for both educators and parents of gifted students. It provides guiding principles, defines giftedness, a process for identification, teaching strategies, and ten things to know about gifted students. 2) 50 Essential Links for the Parents of Gifted Children http://oedb.org/library/beginning-online-learning/50-essential-links-for-the-parents-of-gifted-children/ -This website provides an extensive list of resources for parents of gifted children that can be beneficial to the further development of advanced children. 3) Traits and Characteristics of Gifted Children http://www.giftsforlearning.com/traits.htm -Cognitive traits, behaviors, characteristics and traits of young gifted children are provided on this site. As well as problems of gifted kids, information about gifted adults, books and toys for gifted kids.

  25. References Cape Breton-Victoria Regional School Board. (2013). Gifted and talented education in CBVRSB.Retrieved on June 8, 2013, from http://www.cbv.ns.ca/giftededucation/ Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home. (8th ed.). Upper Saddle River, NJ: Pearson Education. Dettmer, P., Knackendoffel, A., & Thurston, L.P.. (2013). Collaboration, consultation, and teamwork: For students with special needs. (7th ed.). Upper Saddle River, NJ: Pearson Education. Gifts for Learning. (2011). All about gifted kids. Retrieved on June 8, 2013, from http://www.giftsforlearning.com/about_gifted_kids.htm Hardman, M.L., Drew, C.J., & Egan, M.W. (2011). Human exceptionality: School, community, and family. (10th ed.). Belmont, CA: Wadsworth. Hutchinson, N.L. (2010). Inclusion of exceptional learners in canadian schools: A practical handbook for teachers. (3rd ed.). Toronto, ON: Pearson Canada. Hutchinson, N.L. (2004). Teaching exceptional children and adolescents: A canadian casebook. (2nd ed.). Toronto, ON: Pearson Canada. Open Education Database. (2013). 50 essential links for the parents of gifted children. Retrieved on June 8, 2013, from http://oedb.org/library/beginning-online-learning/50-essential-links-for-the-parents-of-giftedchildren/

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