Go to "Gifted 101". You'll find links to sites that list characteristics that can help to identify giftedness in young children. In addition to the wealth of information at this site, there are also tonnes of great recommendations for additional reading.
Hoagies recommends professional testing, especially for gifted children going into public schools. I would be very leary of any online testing. For homeschoolers it's less of an academic issue because the curriculum is more or less tailored to the child's abilities anyway. However, there are potential ramifications to giftedness beyond the academic. I belive that identification through testing would allow homeschooling parents of children who are more than moderately gifted to better meet their children's emotional and developmental needs. There are a number of good books that talk about these issues... a sense of aloneness and need for private time is a common theme, as is a heightened sense of social justice.
I carried that label all through my school years, and it's heavy sometimes. It has never been necessary for me to label or test my daughter, because it really does't matter to us if she's 5 grade levels above the average 10 yr old in reading... I don't have to worry about the mythical average ten yr old's needs, I only have to wory about meeting her needs.
Single mom to Rain (1/93) , grad student, and world traveler
IMO Matt is at least a very bright child I have been told 4 year old kids are not expected to read on a basic level or do any math barring counting. You can look up your local public schools admission test online, if you cannot find it give them a call. They should be able to tell you what they use. They are available to view, or at least they are here. Here the public school uses STEPS. I forget what the private school used.
|Originally posted by sweetbaby3
I would add, that because my child is "gifted" and "labeled" as such, he is in a different curriculum in school.
Single mom to Rain (1/93) , grad student, and world traveler
|I don't have to worry about the mythical average ten yr old's needs, I only have to wory about meeting her needs.|
I have found the info on perfectionism in a gifted child really helpful in my approach to dd. I think a parent could definitely end up pulling their hair out about this, and some solutions can be found if you know what resources to look for...
I've learned more about learning styles and giftedness from my child (children) then from any book. Each child will teach you about themselves if you will simply listen and observe.
Remember that often lables are confining and inhibiting.
Thanks for the info ladies
You can do both he can be enrolled as a part time student and only take the courses he wants to take. And do the rest at home.
Exactly how I feel. This has helped me deal with my ds's obsessive need for neatness and perfectionism. I would not have understood it otherwise. That Hoagies website gave me alot of insight into the mind of my child thank you to the mama that posted it. I spent hours reading the info on there and learned so much information about why my son behaves the way he does.
In that case I would check out the schools and see if there is one you think will suit his needs. If not, homeschool. I plan to continue to follow Ds' lead on what he wants to learn on his own, even tho he will be going to school. Education does not end when the teachers go home
How do I tell when I encounter one? Insight mainly.
There are many attributes that can be particularly well developed in children of a young age, and this is often misinterpreted as "giftedness". This is because our current definition tends to be bent towards satisfying the "Industrial Age Education Model" of wat is useful for the Industrial Age Social Machine.
But true giftedness, as in child insightfulness is more about potential at a young age than premature achievement. I've occasionally been in the position of being able to cultivate a truly gifted child from a young age. Most often the parents don't "get it" and the educators lable them as "slow" or "ordinary".
By the time anything blossoms, the kids are ground into the machine.
I've been flamed in other places for these views. Hope I can make someone think affresh, even if it's only one.
Then you get him/her on a list to get into a program for the gifted. .... I.Q. 140+, last heard when I worked in the public schools.
If you are in a public school, this may be just before your child's 50th birthday, depending on race/ethnicity.....
Which is the problem with I.Q. tests in the first place, they were developed by eugenicists.
Our son is gifted. He started reading without assistance when he was 2.5 and now (a year later) will read a 70 page chapter book in an afternoon, just because he loves books. He can do simple computations, addition and subtraction mostly, in his head. He also has good spatial relations skills which manifest themselves in tasks like puzzle-solving (he can whip through a 50 piece puzzle in about 10-15 minutes) and mapreading (he can tell us step by step how to get from point A to point B, a la "turn left on Elm Street, then turn right onto Route 233"). Anyway, it's apparent to us that these are not average skills for 3 year olds. I do get a fair amount of comments from strangers and friends, especially when they notice that he can read competently. So I don't need a test to tell me that he's developmentally advanced in some areas.
Now, there are other areas where he's average, and some where he is delayed (like fine motor skills). The mind is an incredible varied thing. One reason why we're not sending him to school is so that we can accommodate his different abilities. If I ever need to get him tested, I will, but I feel no rush in getting the "magic IQ" number to tell me where he is on the scale.
it's just not sitting right with my gut feeling, did i miss something?
Public schools have never catered to those who are gifted musically or artistically, or (at least in the younger grades) athletically.
There is a little information of other types of giftedness at Hoagies, but many of the issues they talk about: perfectionism, asynchronous development, etc. are applicable to many kinds of giftedness.
There is a book about profoundly gifted children by Ellen Winner entitled Gifted Children that deals only briefly with the globally gifted and discusses different types of giftedness in detail.
My son was in a private school with many conventionally gifted students - early readers, kids who could wiz through math workbooks.
My son is gifted, and can tell you all kinds of complex things about math, but he loathes math workbooks - so in school, his "problem" with math workbooks was interpreted as a difficulty in learning math. Subsequently, he began to say he was "stupid" in math, and began to hate it. Only after 9 months of homeschooling has he begun to see again that math is fun - and that he's good at it. Workbooks are a minimal part of math for us at home.
My son is also highly gifted in science, and in language comprehension. He was praised in school for his complex and rich oral book reports - however, he was "behind" in language arts, because he has difficulty writing his thoughts down (mechanics of writing are still challenging for him). He also has motor planning issues, and so eye-tracking for reading skills has come slowly to him. Consequently, he was given boring baby books to read in school, and decided that he "hated" reading. At home, I can read complex and rich literature to him, and discuss it with him, and I can write down what he has to say about it.
I have to say - I also bought into the idea that gifted meant early reader, and math workbook whiz, so I didn't consider that some of the personality traits my son exhibited were traits of giftedness. I knew he was bright, but I didn't think he was gited. However, when I read about the personality traits of gifted children on the hoagies websight, I realized this description fit him so much better than the "learning disabled" descriptions I had been advised to learn about.
So, we've thrown out the "learning disabled" idea altogether, and embraced the "gifted" idea - None of which has ever been communicated to our son. These are just ways to help me better serve his needs. And I am serving him better by supporting his gifts, rather than focusing on his challenges.
your son is lucky to have a parent observant enough to catch this!
|Originally posted by Openskyheart
My son is also highly gifted in science, and in language comprehension. He was praised in school for his complex and rich oral book reports - however, he was "behind" in language arts, because he has difficulty writing his thoughts down (mechanics of writing are still challenging for him).
Yes, I agree. Even the Waldorf and Montessori schools I observed were very narrow in their approaches to teaching children and supporting their learning styles. They appeared to be more narrow even than the school my son attended.
And don't even get me started on the public schools....with the near-fanatic emphasis on testing in California, and the drill and kill approach this emphasis fosters, the joy in learning with which children enter school is being squashed on a daily basis.
That being said, my daughter still goes to the private school. We've given her the option to choose, and she has chosen to stay in school so far. She doesn't mind workbooks, and the enrichment classes are many and fun, (not to mention all the friends she has made there...). So, for my daughter's well being, and my own, I do respect her decision and I look for the good in her program. Honestly, there is a lot of good there (including no standardized testing, and no grading system).
I'd say that my kids are both advanced for their ages, often surprisingly so, (they're almost 4 and almost 2) and I want to nurture every aspect of their development (emotional, intellectual, artistic, etc, ) We're currently HS'ing, and I'm drawn to an arts-based, unschooling approach, sort of Waldorfian.
HOWEVER, what I find difficult is striking a balance between letting them just live and learn and feeling like I should be doing more to foster their advanced abilities. The waldorf approach had me feeling like I must have subconsciously pressured her because my daughter knows all the preschool stuff and most of the kindergarten readiness, and is doing beginning reading, none of which we've forced AT ALL, but then I hear of many other HS'ing families whose kids are reading, doing math, playing music, etc, at advanced levels and I wonder if I'm actually stifling my kids abilities by insisting that they fall into the Waldorfian style of learning (which they don't really at all) that seems to discourage knowledge of letters/numbers etc. until kids are a bit older, in favor of...verses and watercolor painting? waldorfians with advanced kids help me out here...
My son on the other hand, who isn't yet two, speaks in full sentences and can count (with a few flubs) to 30 or 40, and I know for a fact that I've never counted WITH him past 10 or so (#of stairs or whatever) and he's just picked it up on his own, from listening to his sister. I often feel guilty because I've done nothing to help him learn letters and at his age now his sister could spell her name and knew all the letters, etc, but I've been discouraged by the Waldorf reading I've done to *teach* him anything at all. I feel like a pushy mom any time I do anything towards helping him "learn things". But isn't it good for general brain development to learn new things, especially in the early years?
isn't it good to know when to end a post?
We're Tiffani , Mark , Lucy (9/99) , Dexter (8/01) ,and Zachary Marvin (3/07) and Naomi Rose (6/09), home 11/10, by way of Ugandan adoption.