It is important to establish giftedness at an early school age because it sets the tone for the child’s education and the expectations of teachers who will guide that education.
How early should educational programs start for gifted children? While there is some belief that they should start later, the National Association for Gifted Children has standards for gifted education programs starting at the pre-kindergarten level.
If teachers underestimate the potential of gifted children, even at this young age, in all likelihood the children will underperform. The effect is called the “Negative Pygmalion Effect.” There needs to be early identification of giftedness in order to give these children a timely start on developing those gifts.
Gifted children need guidance, support and intervention. If giftedness is not recognized at an early age, intervention will not happen. Gifted children may be misunderstood, and actions like daydreaming, procrastinating, lacking in focus, or physically acting out may be seen as disruptive.
The gifted child, who has a concentrated interest in some field and showing persistence far beyond peers, may be thought of as not having the ability to learn new things.
The gifted child who likes to spend time alone may be thought of as anti-social. A gifted learner who seeks justice may be considered as someone who is defying authority.
Many research studies have shown that teachers often are both ineffective and inefficient in identifying gifted children, while parents are more intuitive about their children’s gifts.
It is important, therefore, for parents to work with teachers, school administration, and guidance professionals to properly identify the giftedness of their children and make sure there is alignment with the child’s needs and school intervention programs.
Early Gifted Programs Set the Course for the Future
Several long-term studies have shown that early gifted educational programs positively affect a student’s secondary and post-secondary plans and achievements. One such study showed that gifted students who benefited from intervention services in elementary and secondary schools received doctorate degrees at 50x the normal level for non-gifted students. Over 60% receive more than one advanced degree.
Early services also help students maintain their interests and creative expression later in life, after completing their degrees. Performance in early programs foreshadows achievements in creative and technical areas well into middle age.
There are many examples of patent awards, book authorships, mathematics awards, and economist awards credited to gifted students with early recognition and intervention programs. Early programs teach children skills they will use all throughout their life.
Instilling a Love of Learning
Programs for gifted and talented children get them ready for college, careers, and life in general. They teach children a love of learning. Gifted education programs teach them to take on challenges and overcome adversity.
The Maryland Report on gifted children many years ago concluded, “Because the majority of gifted children’s school adjustment problems occur between kindergarten and fourth grade, about half of gifted children became ‘mental dropouts’ at around 10 years of age.”
Learning programs need to be adjusted to fit gifted and talented children as well as the normal student population. Gifted and talented students should be allowed to move ahead at their own pace. Materials need to be interesting and challenging. Students need to learn how to study, how to learn, and how to succeed.
Boosting Self-Esteem
Gifted and talented students who are placed in groups with similar students feel better about themselves. They don’t stand out as being different. Gifted children can concentrate on learning and not worry about social adjustment and peer judgement.
They will develop positive feelings about themselves and better self-esteem. They will have a healthier view of their own abilities and potential. As they have more and more success in school, they become more self-confident and more likely to use this confidence throughout life’s undertakings.
Even marginally-defined gifted and talented students benefit from gifted education programs. They benefit from associating with other gifted and talented students and from getting special instruction and advanced programming. The students who barely miss the gifted and talented evaluative cut-off benefit from a higher self-esteem because they still do better than their peers. It’s a win-win situation.
Customizing the Learning Plan
It’s important for early identification of giftedness so that an individualized gifted program can be constructed by parents, guardians, teachers and school administration.
Many states require Gifted Individualized Education Plans (GIEPs) for gifted and talented students. These plans typically include:
- Academic goals based on the child’s individual strengths and talents
- Outline of how instructions will be modified
- Measures for monitoring progress
- Expected outcomes (grades or performance levels)
GIEPs can include short- as well as long-term goals and program planning that might include accelerated curriculum, Advanced Placement (AP) programs, or early admission programs. The wheels for potential gifted education programs like these are set in motion as early as elementary school when giftedness is first discovered.
At the very least, teachers become aware of the need for individualized instruction over and above – or different from – what is given to the rest of the class. There are several strategies that can be put in place to give gifted and talented students opportunities to expand and develop their talents. An early GIEP might just be teacher awareness and some personalized instruction for after-school or home-based study.
Awareness is the First Step
Even if your child is found to be gifted, there is no immediate need to take any drastic action for acceleration of study or establishing a GIEP. Making teachers and school officials might be enough just to open the doors of opportunity.
Often regular classroom can provide the flexibility for exceptional learning to take place. If your child seems happy with the standard curriculum and is getting enough out of it, there is no need for special classes. Your child might be spending extra time on his or her own in exploring areas of interest in more depth.
If your child is bored or unhappy or not feeling challenged, that is the time to find out what your school is providing. That’s when you need to look for a gifted program or different teacher or even school.
As a parent or guardian, you have the responsibility – and the right – to ask for and receive the personalized attention your gifted and talented student needs to learn and grow at the best pace and in the best manner that fits him/her. A simple face-to-face meeting with your school principal and/or teacher is a great way to start.
