Early Childhood Gifted Education
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About this ebook
Nancy Hertzog
Nancy Hertzog is an assistant professor in the Department of Special Education and director of University Primary School at the University of Illinois at Urbana-Champaign. Dedicated to serving the education of young children, Hertzog has become a sought-after specialist on the topic of early childhood education in smart children. She has studied young children both in role as the director of UIUC's University Primary School, an inclusive early childhood setting that serves a multiculturally diverse population of students from preschool to first grade and at the exemplary Reggio Emilia municipal preschools and infant/toddler centers in Italy. Her current research focuses on curricular approaches and teaching strategies to challenge and instruct children with diverse abilities, studying teacher's implementation of Project Approach in classrooms with both high- and low-achieving children from low-income backgrounds.
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Early Childhood Gifted Education - Nancy Hertzog
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Series Preface
The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:
• Acceleration Strategies for Teaching Gifted Learners
• Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students
• Enrichment Opportunities for Gifted Learners
• Independent Study for Gifted Learners
• Motivating Gifted Students
• Questioning Strategies for Teaching the Gifted
• Social & Emotional Teaching Strategies
• Using Media & Technology With Gifted Learners
For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http:// www.prufrock.com.
Introduction
The ability to challenge children intellectually is the critical ingredient that differentiates the ordinary classroom from the distinguished one.
(Feinburg & Mindess, 1994, p. 83)
Imagine two kindergarten classrooms. It is the first hour of the morning. In the first classroom, the teacher is in the front of the room giving a small group a guided reading lesson while the other children are in their seats quietly completing the work of the day,
which consists of an open-ended journal assignment, a worksheet on letter-sound relationships, a coloring puzzle with basic math facts as the key to the colors, and a worksheet where children practice printing their first and last names. The classroom is fairly quiet, with the teacher’s small group providing the conversation. If students finish their work early, they can get a book from the class library and bring it back to their desks until it is their turn to read with the teacher.
In the second classroom, the children are working individually or in small groups on activities of their choice. Some of the children are creating boxes and junk
representations of the machines they are studying. Another small group of children is writing stories together. Four children are working on the computer. Two are typing stories they wrote the day before, and two are playing a math game together. Two other children are in the class library buddy reading,
where they choose to read a book of their choice to a friend, and another small group of children is working with the teacher to prepare a survey about machines that their families use at home. Some children are building with blocks and others are using special markers at the art center to draw pictures of machines they use every day. When they finish their drawings, they write independently about their machine and what it does, or they dictate their description to a teacher or another child. There is conversation among students in every area of the room. All children are engaged.
Which classroom would create a warm, caring environment for acceptance, risk-taking, growth, and challenge? Which classroom would celebrate the diversity of each child?
This guide provides practical strategies for creating the type of classroom described in the second scenario. In this learning environment, children learn self-direction, have opportunities to express their ideas, get feedback from peers and adults, wrestle with ideas and problem solve, and appreciate the work and ideas of others. In addition, this guide is organized around essential questions that focus our attention and efforts toward how to best educate young children with promising potential or those who exhibit gifted behaviors. Who are these children? How do we challenge them at home and at school? What informs our practices? The practical strategies presented here are for parents, teachers, caregivers, and all of those in the community who are teachers
of our young children.
Who Are Young Gifted Children?
Gifted education literature includes many lists of characteristics, both positive and negative, of young gifted learners. Early development often is associated with giftedness, but it is not always a determining factor. Parents and teachers should look for signs of advanced development and address