TALENT-FRIENDLY ENVIRONMENTTALENT-FRIENDLY ENVIRONMENTAustrian Research and Support Centre for the Gifted and TalentedAustrian Research and Support Centre for the Gifted and Talented (özbf) (özbf)

Claudia E. ReschClaudia E. Resch

25. September 2009

What a child needs What a child needs

• loving and holistic education that offers them the opportunity to explore their environment independently

holistic development: promoting cognitive development BUT also social, emotional and motoric competences

• Offer various impressions and stimuli • Free space for undisturbed play and exploration

promotes concentration and self-initiative

What a child needsWhat a child needs

• Develop the child’s personality parents exert considerable influence and act as role models

• Develop a positive self-concept, self-confidence, persistence, joy with one’s achievements and the acquisition of appropriate problem-solving strategies

• Parents should ask themselves: – What interests does my child have? – How much stimulation does it need? – How much time does it need for itself?– Where does it need support? Where does it need its

parents’ trust in its abilities?

How can I provide support for my gifted child How can I provide support for my gifted child at home?at home?

• Support should be geared to child’s interests and needs• child decides form, length and intensity of the support

• Parents: encourage child to try out new areas

• Primary experiences are very important Children learn best when they are exposed to direct experiences

• However, the children’s interests and needs should always be the focus.

How can I provide support for my gifted child How can I provide support for my gifted child at home?at home?• Provide them with a variety of offers in order to find out

what their interests really are.• reading and being read to are important activities

Show your child how to use libraries• Support your child in finding answers to questions

independently: through direct experiences, books, newspapers, CDs, documentaries, computer programmes, the internet or by visiting a museum

promotes acquisition of research methods and the child’s joy with the intellectual challenge

How can I provide support for my gifted child How can I provide support for my gifted child at home?at home?

– If you want to support your child with finding a solution to a problem, do not give him direct suggestions instead point to a connection between problem and solution

– Speak with your child about its experiences• Talk about books and stories which you have read

together• offer explanations for your decisions• explain your reasons behind a decision

How can I provide support for my gifted child How can I provide support for my gifted child at home?at home?

• Learning an instrument can be a great stimulus for the cognitive development.

• Learning a foreign language can, like musical education, also boost cognitive development.

• Main principle: – “Support your child, but don’t overstrain it.” – “A tree doesn’t grow faster if you keep pulling it.”

 

In a nutshellIn a nutshell

• Create stimuli and incentives.• Be interested and share your child’s interests.• Speak with your child as much as you can.• Try to avoid overemphasising your child’s intellectual abilities. • Talent development is personality development• Keep a balance between freedom and achievement • If necessary, set clear boundaries to your child. However, always

explain your reasons for your decisions.• Don’t compare your child with other children, only with itself.• But in the end: Don’t make yourself the slave of your child’s talent

development.

Howard Gardner‘s Theory of Multiple Howard Gardner‘s Theory of Multiple Intelligences (1983)Intelligences (1983)

• It is not a single potential (g-factor or general intelligence factor) that makes up for high intelligence

• Intelligence comprises of a number of relatively independent abilities analogy: The mind is not like one comprehensive computer but rather consists of several independently working computers

• Gardner’s theory questions the usefulness of traditional IQ tests which usually only focus on verbal and logical abilities.

ReferencesReferences• Altenmüller, E., Gruhn, W., Parlitz, D. & Liebert, G. (2000). The Impact of Music

Education on Brain Networks: Evidence from EEG-studies. International Journal of Music Education, 35, 1, 47-53.

• Hany, E. (2000). Zitate aus dem unveröffentlichten Skript. In: H. Ulbricht (2002), Lern- und Verhaltensprobleme hochbegabter Kinder als Stolpersteine für die Schullaufbahn. München: Staatliche Schulberatung.

• Rost, D. (2007). ’Der liebe Herrgott ist gerecht’. Auch Hochbegabte sind nur Menschen. Ein Gespräch mit Detlef H. Rost, der mit vielen Mythen aufräumt. In: DIE ZEIT, 31.05.2007, Nr. 23.

• Perleth, C. & Schatz, T. (2004). Aus der Forschung: Zur Begabungsentwicklung und -förderung im Vorschulalter. In: H. Wagner (Hrsg.), Frühzeitig fördern: Hochbegabte im Kindergarten und in der Grundschule. Tagungsbericht (S. 17-39). Bad Honnef: K. H. Bock.

• Peterson, J. S. (2003). An Argument for Proactive Attention to Affective Concerns of Gifted Adolescents. Journal of Secondary Gifted Education, 14, 2, 62-70.

• Stadelmann, W. (2003). Frühe Förderung und lebensbegleitendes Lernen im Lichte neuropsychologischer Erkenntnisse. Vortrag am OECD-Regionalseminar für deutschsprachige Länder vom 29. September bis 2. Oktober 2003 in Wien. Zugriff am 21.04.2009 unter http://www.phz.ch/seiten/dokumente/referate/phz_stadelmann02102003.pdf.

• Velay, J. & Longcamp, M. (2007). Besser von Hand. Gehirn & Geist 3/2007, 14-18.

Thank you very much for your attention! Thank you very much for your attention!