From: Subject: Parenting Gifted Preschoolers - Austega Date: Tue, 9 Aug 2011 13:45:48 +1000 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01CC569A.A5544F20" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.6109 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01CC569A.A5544F20 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.austega.com/gifted/preschoolers.htm Parenting Gifted Preschoolers - Austega

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Parenting Gifted Preschoolers

This article by David Farmer provides some = ideas on=20 identifying and parenting gifted preschoolers - as the start of a = long=20 road for child, parent and the whole family!

REALIZING THAT YOUR preschooler is gifted can catch you = unawares,=20 especially if the child is your firstborn.

If you are lucky you may have a partner, relatives or friends = who act=20 as resources, or at least sanity-preservers, as you face the = ultimate=20 hands-on, independent learning challenge - parenting. If you are = more=20 fortunate still, these support people or some other source of=20 information might give you the perspective that enables you to = detect=20 when you have a youngster that is developing faster than normal. =
Identifying giftedness in young children=20
Perhaps the most useful first piece of advice is to keep = good, dated=20 records of your child's development, not just of sitting and = walking,=20 but of the less glamorous stages too, such as grasping an object = with=20 finger and thumb, first using a two word sentence, and first = turning of=20 the pages of a book etc.=20
Children clearly progress at different rates in the various = areas of=20 development. A child may mature quickly in the area of gross = motor=20 skills but may be slower in his or her mastery of the cognitive=20 milestones. Of course individual milestones are not, on their = own, a=20 good basis either for diagnosing giftedness or for concern. It = is the=20 overall pattern of development in the area, with due allowance = for=20 cultural and personality factors, that should form the basis of=20 judgement. On this basis the adjacent tables showing normal=20 developmental milestones, and those significantly advanced, may = be=20 useful.=20

Development milestones

Normal Development 30% Advanced

Gross motor

Rolls over
3 months 2.1 months

Sits alone
7 4.9

Stands alone well
11 7.7

Walks alone
12.5 8.8

Walks up stairs
18 12.6

Turns pages of book
18 12.6

Runs well
24 16.8

Jumps with both feet
30 21

Rides tricycle using pedals
36 25.2

Throws ball
48 33.6

Skips with alternate feet
60 42

Fine motor

Plays with rattle
3 2.1

Holds object between finger and thumb =
9 6.3

Scribbles spontaneously
13 9.1

Draws person with two body parts =
48 33.6

Draws recognisable person with body =
60 42

Draws person with neck, hands & = clothes=20
72 50.4

Language development

Vocalises two different sounds =
2.3 1.6

Says first word
7.9 5.5

Responds to name
9 6.3

Babbles with intonation
12 8.4

Vocabulary of 4-6 words
15 10.5

Names an object
17.8 12.5

Vocabulary of 20 words
21 14.7

Combines several words spontaneously =
21 14.7

Uses simple sentences
24 16.8

Uses personal pronouns
24 16.8

The above details were taken from Harrison (1995) pp 24 & = 33,=20 with Harrison attributing her information to Hall, EG & = Skinner, N=20 (1980) Somewhere to turn: strategies for parents of the = gifted and=20 talented children. New York: Teachers College Press.

It is in the cognitive and social areas of = giftedness that=20 some of these milestones are often more difficult to assess. In = addition=20 to language development, Milner-Davis (1996) suggests notice be = taken of=20 a child's

advanced knowledge=20
advanced thinking or reasoning=20
particular creativity=20
humour and joke telling=20
spontaneity=20
demands for independence=20
being competitive=20
persistence in completing tasks, and=20
advanced social maturity (such as in sharing, invitations, = reminding others about rules, and role-playing).

A parenting response=20
It has been said that parents of gifted preschoolers should = just do=20 what all parents should do - feed their child's interests and = respond to=20 their needs as they change, and stay loose (ie flexible). (The = normal=20 follow-on advice is to enjoy this time, for problems undoubtedly = start=20 when the child reaches school!)=20
While there may well be truth in this, Milner-Davis (1996) = suggests=20 it is important to realise that the needs of the gifted = youngster may=20 not all be ones of simply finding the right materials or = enrichment=20 activities, and moreover that interaction with preschools and = day-care=20 staff can be demanding.=20
For instance a child may have a need for independence and = leadership=20 at an age where his or her chronological peers may not generally = be=20 ready to be led - this can lead to intense frustration unless = there are=20 other opportunities for appropriate social interaction. And the=20 frustration and difficulties may well lead to problem = behaviours, such=20 as bossiness, which might need to be addressed and modified.=20
Problems with day-care and preschool arrangements can include = those=20 which may seem trivial to the adults involved. The = organisationally=20 efficient practice of having a line of little toilets without = privacy=20 might offend the sense of dignity in some advanced preschool = children.=20 (Or alternately it might appeal to the humour of others.) Some=20 emotionally mature children might find being talked about by = adults in=20 their hearing offensive. Alternately children who have passed = the need=20 for an afternoon nap might find a timetabled slot for one a real = problem.=20
The same flexibility we need in ourselves as parents we also = need to=20 look for in a preschool or care setting. This includes flexible=20 groupings to allow a child to find their appropriate cognitive, = physical=20 and social challenges, and flexible use of resources, without = certain=20 materials being withheld simply due to age. Arguments for early=20 admission or transfers from one stage to another apply equally = in the=20 preschool setting as they do at school.=20
Almost certainly there will be problems and parents may seek = to=20 charge in and set things to right. This might not always be = wise. One=20 parent, for whom I have great respect, says it is important for = the=20 child to receive the message that the parent can do something = about any=20 problem the child faces (King, 1996). But she continues to say = that one=20 of the choices the parent may make, after considering the = choices, is to=20 do nothing and to leave facing the problem to the child.=20
Parents and other adults can facilitate language and social=20 development by talking with the child about such issues and = problems=20 that he or she might be facing. The child can be encouraged to = raise=20 some of different solutions and then to predict the likely = consequences.=20 Ideally this process gradually becomes the child's, with the = adult=20 gradually withdrawing and leaving the child a strong tool with = which to=20 face problems in school and later in life.=20
Parents can also use real life examples to show how different = people=20 can have conflicting opinions and still be good people, and how = varying=20 standards of behaviour and language might reasonably apply in = different=20 circumstances. Unfortunately gifted children can expect a range = of=20 problems through schooling and learning to cope with them can be = a=20 preschooler's parent's greatest gift.=20
Activities for gifted preschoolers=20
Now for some immediate practical ideas. Things to do in that = rare=20 commodity, "quality time". Or in the queue at the supermarket. = Most of=20 the following ideas come from an article "Ideas and activities = for=20 parents of preschool gifted children" by Laura Siegelbaum and = Susan=20 Rotner, that appeared in Gifted Child Today in Jan/Feb = 1983.=20

Compare and contrast - ask you child what is = different and=20 what is the same about things like two dogs, two characters in = a book,=20 two people he or she knows, two TV shows, two cereals=85=20
Different ways of grouping - ask your child to find = different ways of grouping things like favourite TV shows, = people he=20 or she knows, toys, drinks, hours of the day, feelings, = clothes,=20 different geometrical shapes=85=20
Educated guesses - ask your child to make guesses = like what=20 will happen next in this TV show, or in this book, or what do = you=20 think that man does for a living, or why do you think that = child is=20 angry=85=20
What ifs - ask your child what would happen if we = leave=20 this piece of bread outside on the grass, or if we send a = letter to=20 grandma, or if people could fly, or if he or she was angry = with all=20 her friends=85=20
Scrambled animals - ask your child to choose a = couple of=20 animals he or she knows and then ask him or her to scramble = some of=20 the parts together, then see if he or she would like to draw = the=20 result or model it in plasticine or tell a story about it or = suggest=20 some things that the new animal could or couldn't do well=85=20
Taping a story - show your child how to use a = portable=20 cassette recorder with microphone, and encourage him or her to = either=20 tell a story or sing a song or perhaps to go on a trip around = the=20 house describing what he or she can see so that you can guess = when you=20 listen later=85=20
Create your own super hero - ask your child if they = want to=20 create a super hero, just like someone else created Superman = (or=20 whatever else is popular) in their imagination, then ask your = child to=20 close his or her eyes and just imagine this new super hero for = a=20 while, before telling you about it, giving it a name, drawing = it or=20 making up a story about it etc=85=20
Picture makers - give your child a good piece of = paper with=20 some lines drawn on it that do not make anything in = particular, or=20 make something like a wheel that can be used in many ways, and = ask=20 your child to use these lines to make a picture of anything he = or she=20 likes, and then to describe it to you=85=20
Creative cooking - ask you child to create some = interesting=20 dishes of his or her own, perhaps by starting with one or two=20 suggestions like, Jungle Jelly or Nut Salad=85=20
Money, money, money - talk to your child about the = way=20 notes and coins are used, and if he or she is interested let = your=20 child set up his own shop with things from the pantry and with = real=20 coins, and extending this to letting your child make one or = two=20 purchases from the store and taking the change, or to working = out the=20 cost of a meal you are eating, etc=85=20
Recognising shapes - ask your child what basic = shapes are=20 involved in some real life objects like a book or a milk = carton or a=20 house, and to learn the names of common two and three = dimensional=20 shapes and to recognise them when he or she sees them=85=20
Step number lines - find a staircase and tie a = coloured=20 ribbon on one of the middle steps, telling your child to = imagine that=20 standing on this step means that there are no apples (or = whatever) and=20 that going up a step means one more apple and so on, then give = your=20 child some simple sums by going up and down steps, and while = you are=20 blind-folded give him or her some continuing simple sums (such = as=20 "take away two apples for the ones you ate for breakfast") = that end up=20 with your child say on the step corresponding to his or her = age, and=20 ask your child to check=85=20
Use your own imagination=85 and good luck!

References=20
Harrison, C (1995) Giftedness in early childhood. = Sydney: KU=20 Children's Services.=20
King, V (1996) Email message on TAGFAM mailing list.=20
Milner-Davis, Jessica (1996) The gifted child in the family:=20 Responding to the early childhood years. Talk given at the = NSWAGTC 1996=20 Annual General Meeting, Sydney.=20
Siegelbaum, L & Rotner, S (1983) Ideas and activities for = parents=20 of preschool gifted children. Gifted Child Today Jan/Feb = 1983.=20
For further reading there is an excellent set of references = in=20 Harrison (1995) and Milner-Davis, in particular, quoted:=20
Barnett, LA & Fiscella, J (1985) A child by any other = name=85 a=20 comparison of the playfulness of gifted and non-gifted children. = Gifted Child Quarterly 29(2), 61-66.=20
Kitano, MK (1985) Ethnography of a pre-school for the gifted: = what=20 gifted young children actually do. Gifted Child Quarterly = 29(2),=20 67-71.=20
Moss, E (1990) Social interaction and metacognitive = development in=20 gifted preschoolers. Gifted Child Quarterly 34(1), 16-20. =
=A9 David Farmer 1996 =

Last updated:16/5/07=20

Jump=20 to... Top | Gifted Resource = Center=20 | Austega = Home=20

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$3D\"Testing$

Testing for = Kindergarten

Karen Quinn

New $6.40

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Taking Care of Myself

Mary Wrobel

New = $16.47

Best $12.00

Testing for Kindergarten

Karen Quinn

New $9.71

Best $4.30

Bringing Out the Best

Jacquelyn Saunders...

Best $0.27

The Pocket Coach for = Parents

Tina Feigal, Jenni...

New

Writing Measurable IEP Goals and = Obj...

Barbara D. Bateman...

New $25.00

Best = $19.54

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