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When a young child's development is advanced: Program directions from North America and the UK

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Abstract:

Some children reveal quite advanced development in one or more domains very early in life and seem to require some adjustment of the curriculum usually offered to children of their age. For some others, advanced development remains hidden until their environment invites them to show what they are capable of. The presenter will share what she has learned from an overseas study tour to investigate programs that cater for intellectually advanced (gifted) children aged 3-5. She has spent eight weeks travelling on the 2009 Nancy Fairfax Churchill Fellowship to sites in North America and the UK. Some of these programs set out specifically to educate in separate environments children who have been identified as gifted; others plan to offer an enriching environment to the diverse children enrolled, even in disadvantaged communities, and to nurture advanced development if it emerges. The latter group included three early childhood programs with perceived potential for recognising and responding to advanced development: the HighScope Demonstration Preschool (Ypsilanti, Michigan), the Froebel Education Centre (near Toronto, Canada) and the Kernow Woodland Learning program (Cornwall, England). This presentation highlights what the visited programs offer to children who are clearly gifted or might emerge as gifted. What is similar to good education for all children? What seems especially important in catering for advanced intellectual development? Given that few educators have encountered giftedness in early childhood in their pre-service and in-service education programs, this presentation invites educators of 3-5 year olds to reflect on how their current programs and practices support development and learning that is advanced and what else they might explore to ensure that these unusual children have an early childhood environment attuned to their strengths, needs and interests.
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Association:
Name: Children and Childhoods Research Symposium
URL:
http://www.iec.mq.edu.au


Citation:
URL: http://citation.allacademic.com/meta/p439530_index.html
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MLA Citation:

Hodge, Kerry. "When a young child's development is advanced: Program directions from North America and the UK" Paper presented at the annual meeting of the Children and Childhoods Research Symposium, Institute of Early Childhood, Macquarie University, Sydney, Australia, Sep 24, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p439530_index.html>

APA Citation:

Hodge, K. , 2010-09-24 "When a young child's development is advanced: Program directions from North America and the UK" Paper presented at the annual meeting of the Children and Childhoods Research Symposium, Institute of Early Childhood, Macquarie University, Sydney, Australia <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p439530_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Some children reveal quite advanced development in one or more domains very early in life and seem to require some adjustment of the curriculum usually offered to children of their age. For some others, advanced development remains hidden until their environment invites them to show what they are capable of. The presenter will share what she has learned from an overseas study tour to investigate programs that cater for intellectually advanced (gifted) children aged 3-5. She has spent eight weeks travelling on the 2009 Nancy Fairfax Churchill Fellowship to sites in North America and the UK. Some of these programs set out specifically to educate in separate environments children who have been identified as gifted; others plan to offer an enriching environment to the diverse children enrolled, even in disadvantaged communities, and to nurture advanced development if it emerges. The latter group included three early childhood programs with perceived potential for recognising and responding to advanced development: the HighScope Demonstration Preschool (Ypsilanti, Michigan), the Froebel Education Centre (near Toronto, Canada) and the Kernow Woodland Learning program (Cornwall, England). This presentation highlights what the visited programs offer to children who are clearly gifted or might emerge as gifted. What is similar to good education for all children? What seems especially important in catering for advanced intellectual development? Given that few educators have encountered giftedness in early childhood in their pre-service and in-service education programs, this presentation invites educators of 3-5 year olds to reflect on how their current programs and practices support development and learning that is advanced and what else they might explore to ensure that these unusual children have an early childhood environment attuned to their strengths, needs and interests.


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