Meeting the needs of gifted preschoolers

Children Today, March-April, 1985 by Ann E. Lupkowski, Elizabeth A. Lupkowski

Curriculum

Not only should basic skills development be included in the educational plan for gifted children, but as much enrichment as possible should be provided by the teacher. In class, teachers can respond to gifted preschoolers (and other children) by structuring, modeling and using positive reinforcement to sustain prosocial behaviors already present. Discussion, creative movement, field trips, role play, collections, drawings, music and stories can all be used effectively by teachers.

Such resource people as a father who speaks French or a mother who demonstrates the uses of a calculator may visit the classroom. A piano with color-coded keys and color-coded music may be provided for children who show an interest in music. Children also enjoy dramatic play and science experiments.

In addition to field trips to usual places such as the fire station, the children might visit art musuems and interesting buildings to study architecture. After the trips, children may want to make "experience charts."

The unit approach, which can be usec with all children, is especially appropriate for use with giften preschoolers. These children, however may want to go into more detail than the rest of the class. In a unit on transportation, for example, the gifted children may be interested in hydroplanes and balloons as forms of transportation, and the teacher could have them look through magazines for pictures and words about different types of transportation. A unit on likenesses and differences in people could be expanded to include people in different geographic areas as well as those of different races.

Conclusions

While traditional standardized intelligence tests may be useful in identifying gifted children, these tests have been fairly unsuccessful in the identification of young gifted children. The option of using parent and teacher observations of the children is a more dependable and effective means of identification. Characteristics associated with the "ideal" teacher of young gifted children--such as flexibility and acceptance--play a crucial role in the development of the gifted child. Finally, programs for young gifted children should emphasize individualization and foster independence in learning.