The history of formal education began with the one-room school house that served all the children in town with one teacher. As the town grew and more students were added, the school expanded to multiple rooms. The decision had to be made on how to divide the students into these different rooms.
It was determined that age would be the measure to divide the students because it seemed that children of different ages developed learning capabilities as they grew older. While generally true, this decision did not account for that part of the student population that was gifted and talented beyond their chronological age.
And so we have had historically age-appropriate education rather than ability-appropriate education. Today educators and researchers – as well as parents – know that young children with special abilities can take advantage of advanced educational opportunities for them and start early in the formal development of their unique talents.
Research studies suggest that 90 percent of a child’s brain develops in the first five years. This would further suggest that this is the best time to start the education process.
Early entry has considerations
There are some considerations for early entry into education that involve the welfare of the gifted child. Is the young child socially and emotionally ready and mature enough to adapt to the educational environment? Interacting with other children may be too difficult or stressful, especially if the other children are older.
Can the child hold attention and focus on what is being taught? Does the child have enough patience and self-control to handle the minimal discipline needed in an educational setting?
There are also concerns about physical maturity. Does the child have the fine and gross motor skills, to handle a pencil for example, or to play an instrument?
Starting early will have later impact on adolescence, too. The child will be younger than peers at the same educational level and may have social issues and personal challenges to self-image and self-confidence.
IQ testing may give some indications as to whether the child is ready intellectually to start school early, but parents should consult their family physician and other professionals and use their own good sense to decide if their child is ready for formal schooling.
Research does say that is generally better for parents to go for early placement for their gifted children. That means that a child could start as early as five years old, according to state standards, and in some cases as early as four if the individual school waives the state recommendation.
Pre-K programs exist for 4-year olds
Schools for gifted children have programs for 4-year olds. They provide a socially comfortable environment that is both educational and fun. They introduce concepts and situations that stimulate a child’s imagination.
Instructional practices at the Pre-K level are designed to nurture personal development and are child-centered. They support the child’s curiosity and inquisitive mind and promote a love of learning.
Early programs focus on language, literacy and numeracy. They invite higher level thinking and reasoning. They combine individual instruction, group instruction, and free play and group time to develop the whole child.
Subjects can involve academic areas, music and movement, nature, science, art, drama, engineering, physical activities like group games and sports, and assemblies and special programs.
Pre-K students have opportunities to learn how to understand numbers and their relationships, simple measurements, and geometric patterns that form the basis of future reasoning of abstract concepts.
Visual and creative arts provide the gifted child with ways to be self-expressive while learning about famous artists and their individual styles and techniques.
Language and literacy programs begin with simple phonics and story-telling, and proceed to reading, writing and eventually a love of classic literature.
Learning philosophies are based on research
Educational objectives and practices are based on the philosophies of leading researchers and scholars like Piaget, Montessori, Gesell and Vygotsky. Modern child psychologists and child development experts have also contributed to the progress of gifted child development.
The goal of educational development for gifted children is to develop the whole person, and to provide opportunities for advancement to reach the full potential of what the child can accomplish relative to his or her own goals.
A good educational program for Pre-K level students is designed for balanced learning. It starts with natural curiosity and leads to simple problem solving while building awareness and self-confidence.
Character development is important
The goal of early education is to develop the whole child including self-confidence and positive self-image. It is important to teach honesty and mutual respect for others. Friendships start early and help children adapt to a multi-cultural multi=-dimensional society.
The educational process for young children supports positive behaviors. It involves teaching them to become empathetic and compassionate toward others. It involves teaching them to enjoy sharing and to overcome difficulties and differences. They learn to be thankful and resilient.
Early education should be balanced
On realizing their children are gifted, parents may choose to focus on a single area of further development based on talents being exhibited. But a better decision might be to enroll the children in a school for the gifted so that, in addition to that special talent being developed, the whole child is developed.
A balanced learning environment will help the child become more knowledgeable but just as important, the child will learn to grow and adapt emotionally and socially. The child will also grow in self-confidence and become more comfortable in understanding what makes him or her special.
Pre-K students will benefit from character development in a nurturing environment and will learn not only academic and physical but life skills as well.
The amazing thing about early education today is that there are actually programs for infants and toddlers even before pre-k programs. There are children who show precocity at age one or two. So starting a child’s formal education at ages four or five is no longer considered unusual.
One big advantage to Pre-K programs is the awareness and understanding of the school and its philosophy and staff. Such a school will know how to provide the nurturing of your child’s gifts in an environment of total professional support.
Teachers will be specially trained to educate and care for gifted children. School administration, psychologists and other specialists will be ready to provide direction and individual advice and programs as needed. Lessons and activities will have been designed by curriculum specialists familiar with sound educational principles for the gifted. There is a good chance that a Pre-K program will be the right choice for your child.
