Methods for getting Your Gifted Child’s Attention

 

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Ways to Get Your Gifted Child’s Attention Make Physical Contact. Try touching your child lightly on the shoulder or arm as you address them by name. The physical Give Early Alerts. These are notices that help prepare your child.

Talking With Your Gifted Child’s Teacher. The point is to keep the focus on the child’s individual needs as a learner and to try to build a partnership with the teacher. Telling most teachers that a child is gifted can move the focus away from the individual child and onto the issue of gifted children in general. Although testing is only part of the assessment procedure for understanding if your child may be gifted, it can be an important marker, especially for school placements. Gifted children often struggle with anxiety.

Here’s a look at why, plus 4 ways to help your child cope. Three weeks ago, my six-year-old started having panic attacks over the possibility of. Setting up a way to manage your gifted child’s time depends in large part on how your child thinks. Logical, analytical thinkers keep neat notebooks and like to organize.

Their sock drawers are neat. Creative, holistic, or “feeling” thinkers. Pay attention to your child’s questions. Many children ask questions, but a gifted child’s line of questioning will stand out. Gifted children ask questions to better understand the world and the people around them, as they have a genuine desire to learn.

Gifted children will constantly ask questions about their environment. Appreciation of natural beauty and — Gifted children may particularly enjoy being around and pointing out trees, sunsets, flowers, the ocean, animals, and other things of inherent beauty. Just as every child is unique, no two gifted children are exactly alike. Psychologists, researchers, and experts who study giftedness have identified several formal and informal indicators to help determine if a child is gifted. Following are common questions often asked when trying to determining if an individual is gifted: Does my child.

Testing is often used as a measurement tool to qualify for a specific program or when it is suspected that a student’s gifts and talents are not being recognized. School-age children are typically tested using. Until your angry gifted child learns to control her anger, those things are going to have to take a back seat.

When your child feels ready to return from her breather, try going for a walk or.

List of related literature:

Early interactions and metacognitive development of gifted preschoolers.

“International Handbook of Giftedness and Talent” by K. A. Heller, F. J. Mönks, R. Subotnik, Robert J. Sternberg
from International Handbook of Giftedness and Talent
by K. A. Heller, F. J. Mönks, et. al.
Elsevier Science, 2000

Conceptualizing giftedness in terms of learning rate presumes that everyone is on the same learning path, and that the gifted child just gets “there” faster.

“Giftedness 101” by Linda Kreger Silverman, PhD
from Giftedness 101
by Linda Kreger Silverman, PhD
Springer Publishing Company, 2012

• Teach the gifted AD/HD child how to talk to him or herself about a situation.

“Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits” by Deirdre V Lovecky
from Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits
by Deirdre V Lovecky
Jessica Kingsley Publishers, 2003

Help families find needed resources such as information or organizations on parenting gifted children; create a resource center in your building with literature on gifted children.

“Home, School, and Community Collaboration: Culturally Responsive Family Engagement” by Kathy B. Grant, Julie A. Ray
from Home, School, and Community Collaboration: Culturally Responsive Family Engagement
by Kathy B. Grant, Julie A. Ray
SAGE Publications, 2015

Theory and research on curriculum development for the gifted.

“Handbook of Research on Science Education” by Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
from Handbook of Research on Science Education
by Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
Taylor & Francis, 2013

Introducing children to new areas can also help children discover their abilities by widening their horizons, and, as this is a key role for primary schools, adding breadth to the curriculum for all children (as well as those identified as gifted) should be seen as a key strategy in challenging the gifted and talented.

“Learning to Teach in the Primary School” by Teresa Cremin, James Arthur
from Learning to Teach in the Primary School
by Teresa Cremin, James Arthur
Taylor & Francis, 2014

Development of metacognition in gifted children: Directions for future research.

“Handbook of Research on Learning and Instruction” by Richard E. Mayer, Patricia A. Alexander
from Handbook of Research on Learning and Instruction
by Richard E. Mayer, Patricia A. Alexander
Taylor & Francis, 2011

Instead of sharing in typical activities with other children, they are more likely to repetitively show an interest in a small number of items (e.g., only play with the same puzzle or carry a block with them) or parts of objects (e.g., the wheel on a car), repeat a motor

“Encyclopedia of School Psychology” by T. Stuart Watson, Christopher H. Skinner
from Encyclopedia of School Psychology
by T. Stuart Watson, Christopher H. Skinner
Springer US, 2004

Gifted students learn best in a receptive, nonjudgmental, student-centered environment that encourages inquiry and independence, includes a variety of materials, provides some physical movement, is generally complex, and connects the school experience with the greater world.

“Encyclopedia of Educational Leadership and Administration” by Fenwick W. English
from Encyclopedia of Educational Leadership and Administration
by Fenwick W. English
SAGE Publications, 2006

Academically, I have found that very few teachers understand or even recognize the gifted child.

“Special Education in Contemporary Society, 4e – Media Edition: An Introduction to Exceptionality” by Richard M. Gargiulo
from Special Education in Contemporary Society, 4e – Media Edition: An Introduction to Exceptionality
by Richard M. Gargiulo
SAGE Publications, 2011

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

Mail: [email protected]
Telephone: +1 (877) 492-3666

Biography: https://medicine.yale.edu/profile/kutluk_oktay/
Bibliography: oktay_bibliography

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6 comments

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  • Hi dr paul!
    I really need your advice.
    My son is 7, hes in grade 1. The curriculum is pretty full on, he has always had learning issues, for example he only understood how to name colours at age 4. Theres no way he will learn something when he isnt ready, for example i tried to teach him letters from age 4 and he just couldnt get them until he was 6 and a half. He is reading now, but gets confused with b d g (i was the same and i was told i was dyslexic). Credit to him though, hes learning two languages.
    He does great with a lot of study, he has exams in school and gets great marks with a lot of study. All of this is not a concern to me just a bit of background.

    My problem is that sometimes he will know some thing then completely forget the entire concept. For example he is learning numbers to 99 and he knows them all. Writes them all fine. He then has to answer questions like “what number comes before/after 50” or “what number is 2 bigger than 50”.
    He was doing this fine, answering it all right, telling me how happy he was when hed get the tricky ones.
    Then suddenly he forgot the whole concept. I ask him what comes after 49 and he tells me 59. What comes before 50 and hell tell me 40.

    He does this wirh other things too. Ive noticed that with some things if i leave it and let him sleep and we try again the next day he remembers it all again. With thr maths i think im going to start from square 1 again.

    Ive noticed that if he needs to memorize something he does better if its something he can visualise. Eg. He needed to know the boardering countries to our country and he retained them when i showed him the map and he read the names of the countries and read the words “north south east and west” next to them. Then when id ask him the question i actually saw him reading the words from his mind as if he was looking at the picture of the map in his mind, sounding out the letters.

    I know u cant diagnose him, but should i be concerned? I know he has learning difficulties so i try to give him the extra attention that i didnt have as a child. Or is there more to it that i need to be aware of?? It blows my mind and im tell him “you knew this!!! U know how to do this we were doing it fine all week”! And i know hes giving it his all too.

    Thanks for taking the time!

  • i pretty sure i have ADHD or ADD. i’m not sure though because my father was the same as a kid, and was tested for ADHD, and didn’t have it. i find it very hard to focus in school and find myself daydreaming and fidgeting with things all the time. i also find it super hard to get into anything (reading a book or watching a video that i’m not interested in. i’ll read it and hear it in my head but i just forget about it as soon as i think about it again.). i’m bored very easily too. i sometimes get hyper for no reason. i have other things too that i can’t really describe, i guess lol.

  • in 3rd grade is where I kinda found out. There was parent teacher conferences and my dad came, My teacher then said I dont pay attention and doodle in class to much. I was active and my dad brushed it off as “I like to draw and I’m just young and active” so I brushed it off like that too. My notebook was filled with drawings, doodles, and random writing. I couldn’t pay attention! and it got annoying. I am 12 years old now and I still think I may have ADD not ADHD because I’m not so active anymore or move so much but now I just struggle with paying attention, I space out in class or a conversation, I also still draw and doodle in class but I still think that’s from me just liking to draw. I am now scared to tell someone if I have ADD. I don’t live with my dad anymore and he has ADHD and my mom would probably say I’m trying to be quirky. It’s hard for me to read as well. I even spaced out while writing all this�� anyways if anyone is seeing this.. please give me some tips onto how I can tell my mom, thank you <3

  • Fidget toys or things don’t work in my household. They focus more on the thing in hand then they do on their school worlk. 😉 With my 13 year old…I started him on wearing headphones to block out noice and that seems to work great so far.:)

  • These are great tips and cushion with some rice in also helps fidgety kids stay still.

    Also i forgot to message you, I tagged you on the Homeschool Mom Tag. I would love for you to do the tag because you would bring a lot of value. Here is the link so you can find the questions not necessary to tag or mention anyone. https://m.youtube.com/watch?v=ZEhViMjgM60

  • got bored here is a story

    i was the yes the but the what but i tink yes but ur a little piss baby �� canceled i is the hat u but i is the no but ABCDEFJHIJKLMNOPQRSTUVWXYZ