GiftedandTalentedPreschoolerObservationandidentificationofgiftedandtalented

preschoolchildrenMag.MaruškaŽeljeznovSeničar

maruska@mib.si

The development of programme of identification, new teaching methodsand a chain oriented approach to prevent underachievement of giftedand talented

GiftedandTalentedPreschoolerIdentificationofgiftedandtalentedpreschoolchildren

Focus:StrategicpartnershipWewilldevelopthemethodologyforidentificationofgiftedandtalentedtopreventunderachievementyoungchildren(3years)BookofpracticalstrategiesandmethodologyTargetgroupintheproject:childreninkindergarten

HolisticViewofChildDevelopment

Developmentisholistic;itconsistsofinter-dependentdimensions.

Thismeansthatthechild’sdevelopmentcannotbefragmentedintohealth,nutrition,education,social,emotionalandspiritualvariables.Allareinterconnectedinachild’slifeandaredevelopingsimultaneously.Progressinoneareaaffectsprogressinothers.Whensomethinggoeswronginanyoneofthoseareas,ithasanimpactonalltheotherareas.

Sketch

TeachersviewofgiftednessandtalentConceptsandDefinitions RespondentQuotes

Multi-category Childrencanbegiftedindifferentaspects/wayse.g.mathematically,linguistically,musically,socially,soitishardtoputapercentageonit.

Holistic Amultipleintelligencesapproachmakesformoreholisticviewofgiftednessthereforeaholisticassessmentsiscritical,bothinEC[earlychildhood]andinprimaryeducation.

Comparative Giftednesschildrenarethosewhodemonstrateabilitiesabovethoseoftheirpeergroup.Theycouldalsobethosewhodemonstratethepotentialtoachieveabovetheirpeers.

Intellectual Achildwhohasanintellectualgraspofideasorconceptsandwhocanoutitintoactionorextendthetheoriesbeyondregurgitationoffacts.

Egalitarian Ibelievethatgiventherightenvironmenteverychildhasthepotentialtobegifted.

NotLabelling Iamwaryoflabellingandaimtofosterthestrengthsofall.

Qualitative Giftedchildrenarethosewholearnfaster,seethingsindifferentwaysfromtheiragepeers,exhibitcuriosityandunderstandingwhichis‘morethan’others,feelemotionsintensely,don’tfiteasily–manyofthesecharacteristicsinonechildindicategiftednesstome.

Source:Margrain,V.,&Farquhar,S.(2012).Theeducationofgiftedchildrenintheearlyyears:Afirstsurveyofviews,teachingpractices,resourcingandadministrationissues.APEX:TheNewZealandJournalofGiftedEducation,17(1).Retrievedfromwww.giftedchildren.org.nz/apex

Workshop2and3

Learningprocess/informationintegration

1Input2Processing3Memory4Output

Howtolookat“identification”ofabilityandpotential?Domain

Cognitive(thinking)skills

Academicgiftedness

Learningstyle

Creativethinkingstyle

Auditory-sequentialstyle

Visual-holisticstyle

Speechandlanguageskills

Motorabilities

Artisticexpression

Musicalskills

Socialskills

Emotionalandbehaviouralcharacteristics

Howtolookat“identification”ofabilityandpotential?Porter,L.(2005).Giftedyoungchildren(2ndedn),AllenandUnwin,Sydney

Domain

Cognitive(thinking)skills •earlyachievementofdevelopmentalmilestones(atleastone-thirdsooner)•quicklearning•keenobservationoftheenvironment•activeinelicitingstimulationfromtheenvironment•quickandaccuraterecall•recallofskillsandinformationintroducedsometimeago•deeperknowledgethanotherchildren•understandingofabstractconcepts(e.g.deathortime)

Academicgiftedness •read,writeorusenumbersinadvancedways•showadvancedpreferencesforbooksandfilms

Learningstyle •responsivitytonovelstimuli•speedandefficiencyofinformationprocessing•opennesstonewideasandexperiences•motivationandcuriosityinasearchforunderstandings•wide-ranginginterests•anintensefocusonortheabilitytoimmersethemselvesinanareaofinterest,inordertoachieveadepthofunderstanding•longerthanusualconcentrationspanonchallengingtopicsofinterest(butmay‘flit’fromoneactivitytoanotherifactivitiesarenotchallengingenough)•earlyuseofmetacognitiveskillstomanagetheirownthinkingprocesses•internallocusofcontrol•independenceatchallenging,non-routinetasks•willingnesstotakerisks•toleranceofambiguity

Creativethinkingstyle •imagination•creativeproblemsolving•useofintuition(thatis,allowingsomeoftheirthinkingtooccuratapreconsciouslevel)•fluency,whichreflectsanabilitytoemployarangeorquantityofideas•flexibility,whichrefersbothtothequalityofideasbroughttobearontheproblemandtoskillatadaptingtheirlearningstyletothetaskdemandsandgoals•beingnonconformingandrejectinglimits

Auditory-sequentialstyle •learnsequentially:oneideaatatime•areanalytical:areabletobreakproblemsdownintotheirparts•attendwelltodetails•learnwellfromverbalinstructions•areabletocarryoutinstructionstodoseveralthingsinsuccession•thinklogically•havegoodplanningskills•areorganised•arelessimpulsivethanagemates•haveaclearunderstandingofcause-and-effect•userehearsaltoremember•onceinschool,earnreasonablyevengradesacrossallsubjectareas

Visual-holisticstyle •learnconceptsallatonce(holistically)•synthesisideas:thatis,putthemtogether•seethebigpictureand,correspondingly,maymissdetails•learnintuitively•havewhatcanonlybetermed‘quirky’organisational systems•learninstantlyandsodonotbenefitfromrehearsalorrepetition•onceinschool,obtainunevengradesacrosssubjectareas

Speechandlanguageskills •earlycomprehension•advancedspeech,intermsofvocabulary,grammarandcleararticulation•useofmetaphorsandanalogies•abilitytomakeupsongsorstoriesspontaneously•abilitytomodifylanguageforlessmaturechildren•useoflanguageforarealexchangeofideasandinformationatanearlyage•asophisticatedsenseofhumour

Motorabilities •earlymotordevelopment,particularlyinskillsthatareundercognitivecontrolsuchasbalance•abilitytolocatethemselveswithintheenvironment•earlyawarenessofleftandright•facilityatputtingtogethernewordifficultpuzzles•abilitytotakeapartandreassembleobjectswithunusualskill•abilitytomakeinterestingshapesorpatternswithobjects•advanceddrawingorhandwriting•highlevelsofphysicalenergy

Artisticexpression •superiorvisualmemory•engagingwithanimaginaryplaymateinelaborateconversationsandgames•assigningelaboratecharacterstodollsorteddies•creatingandperforminginplays•enjoymentofdrama,roleplaying•advancedskillatdrawing,paintingorotherartisticmodalities

Musicalskills •areenthralledbymusicalsounds•haveadeepappreciationandunderstandingofmusic(withorwithoutmusicalperformance)•aresensitivetomusicalstructure– tonality,key,harmonyandrhythm•appreciatetheexpressivepropertiesofmusic– timbre,loudness,articulationandphrasing•haveastrongmusicalmemorythatpermitsthemtorecallmusicandplayitbacklatereitherbysingingorthroughaninstrument

Socialskills •highlydevelopedempathyforothers•lessegocentricity:theycandeducethecauseofothers’emotions•advancedplayinterests•earlyabilitytoplaygameswithrules•earlyabilitytoformclosefriendships•seekoutolderchildrenoradultsforcompanionship•withdrawtosolitaryplayifintellectualpeersarenotavailable•areoftensoughtoutbyotherchildrenfortheirplayideasandsenseoffairness•leadershipskills•earlydevelopmentofmoralreasoningandjudgment•earlyinterestinsocialissuesinvolvinginjustices

Emotionalandbehaviouralcharacteristics

•emotionalsensitivity,intensityandresponsiveness•forsome,earlyspiritualawareness•earlydevelopmentoffears•earlydevelopmentofself-conceptandawarenessofbeingdifferent•self-confidenceintheirstrongdomains•perfectionism,inthesenseofhavinghighstandards•over-sensitivitytocriticism•frustration,whichcanleadtoemotionalorbehavioural outbursts•acceptanceofresponsibilityusuallygivenonlytoolderchildren•non-conformity

Fromability/potentialtoexcellence

Source:Subotnik,R.F.,Olszewski-Kubilius,P.,&Worrell,F.C.(2011).Rethinkinggiftednessandgiftededucation:Aproposeddirectionforwardbasedonpsychologicalscience.PsychologicalScienceinthePublicInterest,12,3-54.Shouldeminencebasedonoutstandinginnovationbethegoalofgiftededucationandtalentdevelopment?ImplicationsforpolicyandresearchRenaF.Subotnik�,RochelleRickoffAmericanPsychologicalAssociation,750FirstStreetNE,WashingtonDC20002-4242,202-312-6473,UnitedStates

Identifyingunderachievers

DefinitionUnderachievement

ADISCREPANCYbetweenPOTENTIAL(whatachildoughttobeabletodo)andACTUALPERFORMANCE(whatachildisreallydemonstrating)

• Richert 1991

Functionsofhumanbehavior

1toget2toavoid3toescape

Richert,E.S.(1991).Patternsofunderachievementamonggiftedstudents.InM.Bireley,&J.Genshaft,(Eds.),Understandingthegiftedadolescent:Educational,developmental,andmulticulturalissues (139-162.NewYork:TeachersCollegePress.

Profilesofunderachievers

Toget Toavoid Toescape

TheUnderachievingCoaster

Childwhodoesenoughtogetbywithoutworkingtoohardorconsistently.Avoidresponsibilityandavoid confrontationatallcosts.

TheAnxiousUnderachiever

Childwhofearsfailureandneverthinkshis/herworkisgoodenough.Childmaylooklike worrier.

TheIdentity-searchingUnderachiever

Childwhostrugglewiththemselves tofigureoutwhotheyare,wheretheyaregoingandwhethertheeffortwillbeworthit.Theylooktheyarelazyinfacttheyaredrainedbytheenergyittakestosearchfortheypurpose.

ProfilesofunderachieversTheDefiantUnderachiever

Childturnseverythingintoapowerstruggle.Theylosetheirtempersandarguewithauthority.Freedom andindependence.

TheWheeler-dealerUnderachiever

Childisimpulsive,charming,andactionoriented.Theylie,cheat,steal,damageproperty.Satisfy needs.

Specific learningproblems

DysleksiaDiscalculiaDispraxia

Neurological disorders ADHDAutismAsperger sindrom

Methodsandtechniquesof“identification”

1NominationofkindergartenteacherObservationthedevelopmentofchildren

2NominationofparentsObservationthedevelopmentofchildren

3Testing(?)

Techniques Activities

Teachers asTesters Basedonactivitiesinwhich childrentypicallyengage

Played- BasedObservation Nonstructured playStructuredTransdisciplinary

•Providesanopportunitytoassessbehaviorofachildwhocannotorwillnotperforminformaltestingsituation.•Morecanbeseeninobservingchildrenatplaythaninaskingthemtoperform.•Allthedevelopmentdomainsofachildcanbewitnessedatthesametime.

ChildInterviews Questioning (short) BookInterview ProtocolDescribing:What’shappeningonthispage?Predicting:Whatdoyouthinkwillhappennext?Problemsolving:Howelsecouldthecharactersolvetheproblem?Empathizing:Howdoesthecharactersfeelaboutwhat’shappening?Creating:Whatwouldyoudoifyouwerethecharacter?Recalling:Doyourememberwhattheharacterdidfirst?

Techniques Activities

VisualDocumentation Photos,videos

DocumentPanels Photographsofchildrenalongwiththeirproducts(e.g.,painting,writing,andsciencecollections)aredisplayedonaboardorapanelonthewalloftheclassroom.

•Objectivity:Youmustobserveeachchildwithoutjudging.•Confidentiality:Youmustkeeptheinformationyouobtaintoyourself.•Recordingdetails:Youshouldlookforandrecordeventhesmallestdetails.•Usingdirectquotes:Youshouldlistencloselyandrecordwhateachchildsays.•Usingmoodcues:Youshoulddescribetheemotionalmoodofthechild.

Methods

AnekdotalRecords • Describewhathappenedinafactual,objectivemanner;• Tellinghowithappened;• Whenandwhereithappened;• Whatwassaidanddone.

+1.Theobserverneedsnospecialtrainingtorecord.2.Theobservationisopenended.Therecorderwritesanythingandeverythingheorshewitnessesandisnotrestrictedtoonekindofbehaviororrecording.3.Theobservercancatchanunexpectedincidentnomatterwhenitoccurs,foritisusuallyrecordedatalatertime.4.Theobservercanlookforandrecordthesignificantbehaviorandignoretherest.-1Itdoesnotgiveacompletepicturebecauseitrecordsonlyincidentsofinteresttotheobserver.2.Itdependstoomuchonthememoryoftheobserverbecauseitisrecordedaftertheevent.3.Incidentsmaybetakenoutofcontextandthusbeinterpretedincorrectlyorusedinabiasedmanner.4.Itisdifficulttocodeoranalyzenarrativerecords;thus,themethodmaynotproveusefulinascientificstudy.

RunningRecords • Facialexpressions•Interactionswithmaterials•Interactionswithpeople•Bodymovements•Bodylangauge•Spokenlanguage•Attentionspan

Recordisbeneficial becauseitallowsustorecordminutedetails,butitisnotconsideredpracticalwhentryingtocollectagreatdealofinformationaboutachild.Todiscovercauses andeffectsof behavior;forcaseconferences;toplan forindividuals

ObserverErrors InsufficientEvidence Wasanythingoverlookedoromitted?

OmittingorAddingFacts

OmittingsomeofthefactsRecordingthingsthat didnothappenRecordingthingsoutoforder

•Recordonlythefacts.•Recordeverydetailwithoutomittinganything.•Donotinterpretasyouobserveandrecord.•Usewordsthatdescribebutdonotjudgeorinterpret.•Recordthefactsintheorderthattheyoccur.

LearningCenterLogs Asmallspiralnotebookonthetopoftheroomdividerforeachlearningcenter

Teachercanpiecetogetherarecordformorethanonechild’sentiredayofactivitiesasseenbyseveraldifferentobservers.

EventSampling Abriefnarrativeof conditionsprecedingand followingspecifiedbehavior,recordedwhilebehaviorisoccurring

+Itkeepstheeventorbehaviorintact,makinganalysiseasier.2.Itismoreobjectivethansomemethodsbecausethebehaviorhasbeendefinedaheadoftime.3.Itisespeciallyhelpfulinexamininginfrequentorrarelyoccurringbehaviors.-Ittakestheeventoutofcontextandthusmayminimizeotherphenomenathatareimportanttotheinterpretation.2.Itisaclosedmethodthatlooksonlyforspecifiedbehaviorandignoresotherimportantbehavior.3.Itmissestherichnessofdetailthatanecdotes,specimenrecords,orrunningrecordsprovide.

RatingScales Ascaleoftraitsorbehaviorswithcheckmarks,recorded before,during,andafter behavioroccurs.

Checklists Alistofbehaviorswithcheckmarks,recordedbefore,during,andafterbehavioroccurs

+Efficientforobservingmorethanonechildatatimeformanybehaviors;usefulforanindividualduringaperiodoftime;agoodsurveyorinventorytool;usefulforseveralobserversatonce;nospecialtrainingneeded-Closed;limitedtospecifiedbehaviors;noinformationonqualityofbehavior

TimeSamplingobservations

Recordsthefrequencyofabehavior’soccurrenceovertime.

Rubrics Setofguidelinesthatevaluateperformance.HolisticRubricAnalyticRubricDevelopmentalRubric

AttentionSpan1—Rarelyfinishestask,movesrapidlyfromonetasktoanother2—Usuallyneedsencouragementtostaywithtaskuntilcomplete3—Canusuallyremainwithtaskappropriatetoageleveluntilitisfinished4—Canstaywithachosenactivityforverylongperiods,evenreturningnextday1—Getsupandleaves beforestartingtask;2—Startsataskbutleavesbeforefinished;3—Stayswithtaskforawhilebeforeleaving;4—Stayswithtaskalmosttotheendbeforeleaving.

Focusingquestions

• Whataredifferencesbetweenwatchingandobservation?• Whatischildobservation?• Whydoweobservechildren?• Whatcanweseeorcannot?• Whatcanlearnfromobservingchildren?• Howcanweimproveteachingpracticesthroughobservingthem?

Identificationprocess

1Decision(why,what,who,when,how,purpose,vision)2Choosingthemethod/sandthetopicoftheevaluation(quantitative,qualitative)3Collectthedata/material(questionaires,videos,photos,checklist…)4Interpretationofdataandmaterial5Preparetheplanforchildren(goals(processorgoaloriented),activities,resources),parents6Evaluation

Spontaneousgame– childrengame(Flow– Optimalexperience)Challengewhichcanbeaccomplished.Concentrationistotal…GoalsareclearFeedbackisimmediateWegaincompletefocusSenseofcontrolNoroomforpreoccupationwiththeselfWearefreefromtyrannyoftime

Lowskills,highchallenges=anxietyLowchallenges,highskills=boredomHighchallenges,highskills=FLOWMihalyCsikszentmihalyi,"Flow:ThePsychologyofOptimalExperience",NewYork:Harper&Row,1990.

Strategies– giftedchild

Emotional– socialstrategies- Attachment/Relationship- Relaxingtechniques- Turtletechnique

Strategies– giftedchild

Cognitive– academicgiftedness- Questions(newBloomtaxonomy)

Strategies– giftedchild

Creativelearningstyle

OTHERUSENewoptions?Modified?Whatotherideas?CHANGETurnaround?Changemeaning,color,motion,sound,names,forms...?Otherchanges?INCREASEWhattoadd?Morewhat?Greaterfrequency?Harder?Higher?Longer?Additionalcontent?Doubling?Multiplying?Exaggeration?Smaller?Morecompact?Minimized?Lowered?Short?Reduceweight?Drain- eliminated?Divide?REPLACE.whatinstead?Otheringredients?Anothermaterial?Anotherprocess?Adifferentapproach?Anothertoneorvoice?TRANSFORMReplacecomponents?Differentappearance?Adifferentsequence?Replacingthecauseoftheresult?RETURNtoreplacethenegativewiththepositive,orviceversa?Whataboutconflicts?Replacethestartingpoint?Tochangetheapplication?Seetheotherside?Whatabouttaste,composition,aroma,assortment...?COMBININGCombining units?Combiningpurposesorideas?