Originally Posted by loraxc
She would have no trouble at all with the academics. She writes well and legibly, which I always think of as the major thing to be careful about with a skip. How is your son's writing?
His ability to do the mental work of writing (constructing sentences, spelling out unfamiliar words) is pretty high, but his hand does get tired after a few sentences. I don't know enough about how much writing he would have to do in higher grades.
I will look for the Iowa scale. I do have some social concerns. On one hand, I think some of his weirdness about social situations is a result of the ability gap. His teacher commented that he explains things to other kids, such as why they got "only a check and not a check plus." She said that most kids aren't even aware of that distinction, but some of his social awkwardness comes from his being aware of things that the other kids don't really notice. She did say that she doesn't think he has trouble making friends, more that he really doesn't have any intrinsic need for friends. He sits at a table of all girls, and his teacher said they all have crushes on him and think he's cute (which we kind of knew because of how these girls giggle and flirt with him). He truly doesn't care. (One girl slipped a personalized Valentine in his backpack, and his response was, "yeah, she gave me 2 Valentine's Day cards, but she spelled my name wrong. ) So, I don't know that it'd be that different in 1st or 2nd grade, other than that children may catch on to some of the things - like comparison of grades - that most kindergarteners don't.
Originally Posted by JollyGG
We had some concerns about maturity early on. When we were discussing it with his current school principle she mentioned that every grade/class has a wide range of maturity levels in the kids. Some are more immature, some more mature. If he's on target for his grade but just a bit immature for the next he likely may find he fits into that range fine, even if it's on the more immature end.
If he's immature for his age or current grade that would be more of a concern for me than just on target for age but immature for the next grade up.
I think he's pretty much on target for emotional maturity. I think he's on the higher end in terms of behavior, problem-solving, that sort of thing. He has made huge leaps in the past 6 months, so it's hard to know where he'll be next fall. OTOH, we were at a school-wide carnival last Friday, and I saw some boys who seemed much less mature than DS. I sometimes wonder how much of what looks like "immaturity" is just a completely different set of interests. I know that it was a problem for me as a child. My 1st grade teacher suggested I get evaluated because I "didn't laugh at the same things as the other kids." She took that as stunted development, but the psychologist who did my eval said that I just didn't find those things funny because I was at a different level from most of the kids. We don't allow a lot of things that the other kids do. DS has not seen Star Wars, Bakugan, etc., and so he is missing some common ground there. He's way too sensitive and thinks through those things for days with lots of anxiety if we let him watch anything even remotely violent or scary.
Originally Posted by jen in co
I just wanted to echo a few of the things that PPs have said. I would really look at whether his fine motor skills are up to snuff for a grade skip. My DS is in K and is one of the younger kids (late June BDay in an area with lots of redshirting) -- his math skills aren't as advanced (maybe 1-2 years ahead), but he reads at a mid-late 3rd grade level (currently gets subject acceleration to a 2nd grade classroom). But, his fine motor skills are very age-typical. The school originally wanted to do subject acceleration to 3rd grade for reading, but he really can't do the writing yet. We're lucky his school is doing so much for him (in addition to the subject acceleration, he gets to work 1-on-1 with the teacher librarian for 2 hours per week on special research projects and tech stuff).
You know, I don't know about his fine motor skills in that I don't know what's typical. I'll have to look for a chart. His gross motor skills probably are on the low end of average. He can't hula hoop or jump rope, and it seems like about 1/2 of the kids I know who are his age can do those things. He does run races and play soccer, though.
Originally Posted by Linda on the move
one girl I knew who jumped a grade really floundered once middle school hit, but I think that part of the problem was her mother. Her mother kept parenting her like she was 10, which she was, but her peer group was 12-14. (all activities were for grades 6-8). Because the girl had a completely different set of rules than the other kids, it set it apart. She ended up doing a lot of stupid stuff to try to fit in. I really think if her mother had relaxed about things like music choices, movie choices, face book pages, etc., it might have gone a lot better.
Yeah, I've thought a bit about the older grades. My experience was that I was not grade skipped. I got into (minor) trouble in junior high because I had nothing else really occupying my time. I eventually just went to college early, which helped. I don't know how it would be if I'd been grade skipped, but my mother did not allow me to do much at all - ever. I eventually stopped coming home during college because she still would want me home at 9:00. It was absurd really. Knowing DS, I feel that he'd be more of the lab rat/library nerd type, so I don't know how much going out he'll ever want to do! I do worry, though, that he'll blame us later for making this decision for him. While I would have (and obviously eventually did) loved to skip grades, DH would have been mad at his parents for taking time away from his personal interests for harder schoolwork.
Originally Posted by MJB
He has friends, he fits in, and although he started a year early, it's not an issue. If he skipped, he'd be a 5 yr. old 2nd grader in the fall, and I'm not sure that's a great situation to be in. We're considering sending him to Montessori so he could be in a 1st-3rd grade class, and then we could consider sending him to a 4th-5th grade class after 2 years in primary if necessary (a 7.5 yr. old 4th grader doesn't sound great, either, though).
Honestly, from your description of your son, I wouldn't skip him now. I'd work for lots of subject acceleration in math but it seems like his other needs are being met in kindergarten.
I don't know about his needs being met, to be honest. He has other kids who like him. They almost clamor for his attention, but he just goes on his way. He says it's because he doesn't want to talk about what they do. Honestly my DH at 31 is the same way. Other people just flock to him, but he doesn't understand why. DH once told me that there are only a handful of people he truly likes and would go out of his way to be around. (Luckily for me, I guess, I'm one of them!) The only kids DS has ever connected to have been a good bit older than him. OTOH, he has a very small stature. He's really the size of a big 3YO, and I do worry that it will make him an easy target if we skip him.
As far as academics, he's doing fine with just the one acceleration in reading. He could read at a higher level, and his teacher said he's great at decoding but really excels at comprehension and vocabulary. His scores in that area are much higher. If he skipped to 2nd grade, he would be pretty much on target for actual reading ability but still pretty high for understanding. I think that could be workable for him. His understanding of science is much higher than grade level, and his *interest* in social studies is as well. I just think, though, that those are focus areas for elementary school.
Math just is such a big obstacle. There's so much resistance to just accelerating him. How can a child who adds fractions and solves equations going to be served with even 1 or 2 grade-level accelerations? Bleh. DH is starting to feel more strongly about pushing for the school to do *something*, rather than just saying, "well, we don't identify gifted kids this early." Okay, fine, but what if he were on the other end? (For starters, you couldn't not identify a special need until 4th grade just because you didn't want to.) No one would say, "gee, we should provide individualized reading instruction, but he could just sit quietly while everyone else works."
I think right now I'm leaning toward insisting on an individual math plan, even if we have to buy the materials. We'll do the math club. (DS was super-excited about that!) We'll just plan to have him evaluated privately and then considering pushing for a skip of 2nd grade if that looks like it will work for him.