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The Nature and Needs of Gifted and Talented Students in the
Early Years of Schooling
Rosalind WalshChildren and Families Research Centre
Institute of Early ChildhoodMacquarie University
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Thinking back to the child/ren you are working with, what are some of the characteristics of young gifted children that you have observed?
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Characteristics of young gifted children• Learn quickly and easily• Excellent memory• Heightened level of curiosity (obsessive
fascination)• Wide range of interests• Long attention span• Ability to handle abstract ideas• Independent• Advanced play interests
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Characteristics of young gifted children• High level of personal responsibility• Strong feelings and opinions• Advanced levels of moral development• Sense of humour• Superior vocabulary• Advanced reading ability• Single-mindedness• High levels of energy• Preference for unusual, original, creative
responses
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Characteristic Possible Negative Classroom Behaviour
Some Classroom Needs
Heightened levels of curiosity and a wide variety of interests
Takes on too much; poor group participant; asks inappropriate questions; easily diverted from task
Exposure to a variety of subjects; opportunities to pursue individual interests; learning centres
Long attention span Dislikes interruptions and disruptive routines
Long-term projects; IEPs
Ability to handle abstract ideas
Questions other decisions and may be seen as disrespectful
Multidisciplinary units of work; theme-based work; higher levels of problem-solving
Alert and subtle sense of humour
May use humour at others’ expense
Opportunities to examine humour in positive and negative situations
Superior vocabulary and verbal ability
May be “bossy” and influence other students
Foreign language studies; vocabulary-building exercises
Gross et al. 2003
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Characteristic Possible Negative Classroom Behaviour
Some Classroom Needs
Independent Avoids discussions and group work; dislikes working with others; is uncooperative in group situations
Independent study projects; find like-minded peers to work with
Advanced levels of moral development
Isolates self from peer group; frustration when attempting “reforms”
Exposure to other viewpoints; problem solving activities in the affective domain
Preference for original, creative and unusual responses
Asks impertinent questions; does not accept the status quo; is disorganised and absent-minded; find decision making difficult.
Mentoring; acceleration
High level of energy Appears to be hyperactive; stimulus seeking; easily bored without challenge
Needs alternating activities requiring intellectual and creative stimulation with routine tasks
Gross et al. 2003
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Levels of Giftedness
Levels of giftedness Prevalence Programming options
Mildly (115 – 129) (basically)
1:6 to 1:40 Enrichment in regular classroom Modified curriculum Curriculum compacting
Moderately (130 – 144) 1:40 to 1:1,000 Advanced work Challenges within content Some form of ability grouping Mentorships Single subject acceleration Single grade skip or early entrance to school
Highly (145 – 159) 1:1,000 to 1:10,000 Fast-paced content work in talent area Ability grouping at least in talent area Acceleration options Challenging academic enrichments, e.g. Latin Mentorships
Exceptionally (160 – 179) 1:10,000 to 1:1 million Highly individualised programs High school / university level programs Advanced placement Radical acceleration (3+ carefully spaced grade skips) Ability grouping in specific talent areas Specific counselling services
Profoundly (180+) Feldhusen (1993)
Fewer than 1:1 million Radical acceleration Early admission to university Highly individualised programs Special program searches Special couselling services Ability grouping in specific talent areas
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Needs of young gifted children
• “Complexity and Connection”• Support for abilities• Opportunities to take risks/make
mistakes• Opportunities to mix with “like minds”• Teaching that focuses on a “strengths”
model
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Three Fundamental Differences
1. The capacity to learn at faster rates2. The capacity to find, solve and act on
problems more easily3. The capacity to manipulate abstract
ideas and make connections
(VanTassel-Baska, 1988)
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1. All learners should be provided with curriculum opportunities that allow them to attain optimal levels of learning.
2. Gifted learners have different learning needs compared with typical learners. Therefore, curriculum must be adapted or designed to accommodate these needs.
3. The needs of gifted learners cut across cognitive, affective, social and aesthetic areas of curriculum experiences.
4. Gifted learners are best served by a confluent approach that allows for both accelerated and enriched learning.
5. Curriculum experiences for gifted learners need to be carefully planned, written down, implemented, and evaluated in order to maximise potential effect.
(VanTassel-Baska, 1996, p.126)
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Teachers and precocious readers• Burns et al. (1991) – when early readers not
challenged their achievement scores regress• Chall (2000) – teachers tend to give on-grade
enrichment, rather than more challenging material
• Stainthorp & Hughes (2004) – precocious readers maintained advantage, but school experiences did not appear to have added any value.
• Early readers, tend over time to remain good readers (Jackson, 1992)
