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Nurturing Talented Toddlers: Unlocking Their Potential Through Play and Differentiation

Discover effective strategies to nurture the cognitive, social-emotional, and physical development of gifted toddlers. Learn how to create engaging and individualized learning experiences through play and differentiation.

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Nurturing Talented Toddlers: Unlocking Their Potential Through Play and Differentiation

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  1. Talented Toddlers (How to Nurture Our Littlest Einsteins) Rocky Mountain Early Childhood Conference Vanessa Ewing, Ph.D. Laura Tuthill, Ph.D.

  2. Our Goals for Today: • Learning Outcomes:

  3. what do you think? When you hear “Gifted”~

  4. Characteristics of Giftedness- Social/Emotional • Early development of empathy • Emotional intensity and sensitivity • Frustrations with limitations • Think abstractly • Perfectionism • Leader during cooperative play • Concern with truth and fairness

  5. Cognitive Characteristics- Fact or Fiction

  6. Characteristics of Giftedness- Cognitive • Alertness • Talent Development • Curiosity • Faster pace of reading developmental milestones • Advanced vocabulary • Sustained attention • Excellent memory • Creativity • May be an early reader

  7. Possible areas of challenge- • Emotional Sensitivity • Peer struggles • Perfectionism • Asynchronous development • May be advanced in one or more areas and behind in another • Underachievement • Anxiety and depression

  8. Overexcitabilities- Dabrowski • Imaginational • Psychomotor • Sensual • Intellectual • Emotional

  9. Classroom Strategies • *Play and Creativity • *Developmentally Appropriate Practices (for that child and their abilities, understandings, and interests) • *Involve children in decisions about what to learn • *Build on prior knowledge (KWL charts help- Prior to instruction determine: what they Know, and what they Want To Know. After instruction: determine what they Learned)

  10. Why Differentiation Is Critical

  11. Differentiated Instruction • Individualize content, process, or products. Altering the pace, depth, or complexity of instruction are important, though rarely implemented in pre-school and early elementary classrooms (Robinson et al., 2002; Stainthorp & Hughes, 2004). • providing engaging, responsive learning environments in which young learners’ interests, strengths, and skills are identified, developed, and used to guide individualized learning experiences are important. • Developmental appropriateness does not, however, mandate that children be grouped together within an age group, but as the term itself implies, that they be treated in a manner that is appropriate for their own individual level of cognitive, social-emotional, and physical development (Frances A. Karnes Center for Gifted Studies).

  12. Classroom Strategies • *Encourage and model thinking aloud during instruction • *Opportunities for same age and mixed age (similar ability levels, as well as mixed ability levels) • *Opportunities for in-depth study of interests

  13. The Importance of Play • Play is essential because it promotes physical, cognitive, social emotional health for children. It also gives parents opportunities to interact with their children (Reading, R., 2007, Child: care, health and development, 33(6), 807-808). • In spite of this, we are seeing a decrease in play as academics, enrichment, family structures, and a hurried lifestyle all are reasons for this (Reading, R., 2007, Child: care, health and development, 33(6), 807-808). • Gifted children may need even more time for play, but usually get even less (may be because of their passions for many things, concerns about not challenging them enough, etc.).

  14. Programming • Challenging, content rich curriculum (utilize non-fiction also!) • Matched to child’s strength area • General cognition, specific academic area, leadership, creativity, visual arts, performing arts, and/or music • School and/or community resources • Instructional program, expanded learning opportunities, and acceleration • (pace, depth, complexity) • Advanced learning plan (ALP) or Individual Goals and Progress Monitoring 15

  15. Challenges… *asynchronous development *hard to formally identify *may hide their abilities and talents to fit in *under identification for ethnically diverse, financially disadvantaged youth *proper training and support….how to remain TRULY DAP (Developmentally Appropriate Programming) AND meet each child’s needs *Documentation

  16. Strategies for Parents • Make time for reading to your child (more advanced reading materials, focus on comprehension. Do this even if they are reading independently). • Set aside time for free play and exploration. • Help your child develop interests- clubs, mentors, community activities • Explore educational options, advocate for your child, join a parent support group • Plan outings and trips together vs. pre-planning alone as a parent

  17. Taking it back to your classroom! • What do you want your EC classroom to feel and look like? What do you want your students to experience? • What questions do you still have?

  18. Resources • American Journal of Play: free, peer-reviewed online journal. • www.journalofplay.org • Dombkowski, K. (2001). Will the real kindergarten please stand up?: Defining and redefining the twentieth century US kindergarten. History of Education, 30(6), 527-545. • Ewing, V. & Tuthill, L. www.basevillageforgifted.com*our website with links to presentation Powerpoints • Hertzhog, N. (2008). Early Childhood Gifted Education • KaBOOM!: nonprofit dedicated to bringing active play into daily lives of children, especially low-income communities. • www.kaboom.org • The Strong National Museum of Play • www.museumofplay.org

  19. Resources • Appropriate practices for screening, identifying and serving potentially gifted preschoolers: • https://www.usm.edu/sites/default/files/groups/frances-karnes-center-gifted-studies/pdf/appropriatepracticespreschool.pdf • https://www.usm.edu/sites/default/files/groups/frances-karnes-center-gifted-studies/pdf/preschool_gifted_brochure.pdf.pdf • https://www.usm.edu/sites/default/files/groups/frances-karnes-center-gifted-studies/pdf/preschoolgifted_factsheet.pdf.pdf • Resource: NAGC Young, Bright Students: https://www.nagc.org/resources-publications/resources-parents/young-bright-children

  20. Programs / Services • www.sengifted.org • http://www.gifteddevelopment.com/ • http://www.hoagiesgifted.org/young_children.html • http://www.nagc.org/ • www.davidsongifted.org • https://www.cde.state.co.us/gt/earlyaccess • House Bill 08-1021 created the opportunity for Colorado administrative units (AUs) to accelerate highly advanced gifted children under age 4 for kindergarten and/or under age 5 for first grade pursuant to CRS 22-20-204(2).  The Exceptional Children’s Educational Act (ECEA) is Colorado’s primary law with requirements for the implementation of specific elements and procedures for gifted education programs.  ECEA Rules provide AUs guidance for the implementation of early access as well as clarify provisions for AUs to receive state education funds for early access children. 

  21. QUESTIONS Dr. Laura Tuthill: ltuthill@uccs.edu Dr. Vanessa Ewing: vanessa.ewing@jeffco.k12.co.us

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