What is Resilience? with Dr. Dan Peters
Video taken from the channel: SummitCenterCA
Del Siegle — Interview With the National Association for Gifted Children
Video taken from the channel: Neag School
Gifted and Talented: How do we support our most advanced learners?
Video taken from the channel: Jeffrey Bradbury
How to IDENTIFY and NURTURE Your CHILD’s TALENT!!!
Video taken from the channel: MomagersHOWTO!
Raising a Successful Child A talk by Professor Steven Pfeiffer
Video taken from the channel: National Library Board
Anxiety and the Twice Exceptional Child
Video taken from the channel: chconlinepaloalto
Marie-Lise Schläppy: Are all gifted people also highly sensitive? Part I Seminar.
Video taken from the channel: CLEA-ECCO Interdisciplinary Seminars VUB
Tips for Helping Your Gifted Child Stay Stimulated Many people, teachers among them, may not entirely understand this rage to learn and could tell you to stop pushing your child. As long as your child is the one initiating the desire to learn, there’s no need to pay attention to those critics. Nurturing follows your child’s interest.
Pushing aims at a packaged curriculum. Nurturing instills a love of learning and a quest for more knowledge by using real lessons Too much push can set in motion a feeling of being pressured and a. Parents are repeatedly warned not to push children, so these worries and doubts are not uncommon. However, there are distinct differences between being a pushy parent and being a nurturing parent to a gifted child. It might take some time to find a balance, but doing so will help you and your child thrive.
Gifted students—you may or may not spot them in your classroom. They may be highly visible, like the high achievers or straight-A students.But they may also be among those students who don’t finish their work (it’s never perfect enough), who zone out or act out in class (they’re bored), or who test poorly because they overthink things (“Hmmm, this answer might be true in this cas. Share Your Passion. found that the common denominator among these gifted individuals was their having parents who early on recognized the child’s. There are kids in the world with actual problems.” when it comes to differentiation in a school setting: 58. “Differentiation is elitist.” 59. “We don’t believe in gifted programming.” 60. “All kids even out around 3rd grade.” No, many kids lose their passion for learning by 3rd grade. 61. “Kids need to learn how to be.
learning styles. Gifted students need contact with their intellectual peers to promote social-emotional development. Gifted children have specific social-emotional needs that must be addressed/are essential to full development.
Gifted students need attention to the development of practical and social skills in the same way that all students do. 10. Keep your own passion for learning alive.
Your child will be influenced by your example. 11. Don’t limit your child with labels. They may saddle her with a reputation that doesn’t match her inner gifts.
12. Play games together as a family. 13.
Have a regular family time for reading, listening to music, talking. 14. So, when it comes to discovering if your own kid is gifted, one option is to wait and see whether teachers or others at your child’s school recommend testing for a gifted.
Gifted children often lean heavily toward one area of interest, spending as much time as possible on one subject and ignoring another. While this is a normal part of possessing extraordinary talent, parents should push their whiz kids to consider other interests as well, says Barbara Swicord, the executive director of the National Society for the Talented and Gifted.
List of related literature:
|from What To Expect The 1st Year [rev Edition]|
|from Abnormal Child Psychology, International Edition|
|from Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential|
|from International Handbook of Giftedness and Talent|
|from Bioethics: An Anthology|
|from The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them|
|from Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think|
|from How Children Develop|
|from Inclusive Early Childhood Education: Development, Resources, and Practice|
|from Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky|