GIFTED CHILDREN EDUCATION IN EARLY CHILDHOOD- PRACTICAL STRATEGIES
doi>10.24250/JPE/1/2020/GK
Keywords:
identification; education; strategies; special education; stimulation.Abstract
The identification and education of gifted children at an early age remains a challenge and a priority objective of Romanian education. Undoubtedly, children have certain exceptional abilities when entering school, it is the educators` duty to identify these innate skills and to stimulate them so that they reach the performance level. The challenge of the school is to find the means and methods of early intervention to promote a differentiated education that will help the whole group to develop, but which will take into account individualities to promote learning according to the needs of the children. Stimulating the development of each child according to his/her abilities requires a flexible curriculum and differentiated and personalized teaching strategies. In our article we will outline some strategies used in educating gifted children by focusing education and instruction on the child.
References
Carpenter. H. (2010, August 18). 25 definitions of innovation [Web log
post]. Retrieved from http://cloudave.com/31/25-definitions-of-innovation
Davis, J. L., Moore, J. L., III. (Eds.). (2016). Gifted children of color
around the world: Diverse needs, exemplary practices, and directions for the
future. Bingley, England: Emerald.
Ford, D. Y. (2013). Recruiting and Retaining Culturally Different Students
in Gifted Education.Waco, TX: Prufrock Press
Gagné, F. (2009). Building gifts into talents: Detailed overview of the
DMGT 2.0. In B. MacFarlane, & T. Stambaught (Eds.), Leading change in gifted
education: The festschrift of Dr Joyce VanTassel-Baska.Waco, TX: Prufrock Press.
Henshon, S. E. (2010). Master builder of bridges between research and
practice: An interview with Ann Robinson. Roeper Review, 32, 145-149
Kelemen, G., (2014), Identification and education of gifted children,
Kelemen, G., (2014), Psycho pedagogy of gifted, Edited by Pro
Universitaria, Bucarest.
National Association for Gifted Children. (2010). 2010 pre-k-grade 12
gifted programming standards.Washington, DC: Author. Retrieved from
http://www.nagc.org/index.aspx?id=546
Robinson, A. (2010, July). What can we learn from creative lives?
Biography as research. Paper presented at the 12th European Council for High
Ability, Paris, France.
Sawyer, R. K. (2008). The future of learning in the age of innovation.
Report prepared for utureLab and the U.K. Department for Children, Schools and
Families. Retrieved from http://www.beyondcurrenthorizons.org.uk/the-future-oflearning-
in-the-age-of-innovation
Steenbergen-Hu, S., Moon, S. M. (2011). The effects of acceleration on
high-ability learners: A meta-analysis. Gifted Child Quarterly, 55, 39-53.
Steenbergen-Hu, S., Makel, M. C., Olszewski-Kubilius, P. (2016). What
one hundred years of research says about the effects of ability grouping and
acceleration on K-12 student academic achievement. Review of Educational
Research, 86, 849-899.
Swanson, J. (2016). Drawing upon lessons learned: Effective curriculum
and instruction for culturally and linguistically diverse gifted learners. Gifted
Child Quarterly, 60, 172-191.
VanTassel-Baska, J. (2015). The role of acceleration in policy development
in gifted education. In Assouline, S. G., Colangelo, N., VanTassel-Baska, J.,
Lupkowski-Shoplik, A. (Eds.), A nation empowered: Evidence trumps the excuses
holding back America’s brightest students, Volume 2 (pp. 43-52). Iowa City: The
Connie Belin & Jacqueline N. Blank International Center for Gifted Education and
Talent Development, College of Education, University of Iowa.
