This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Mooij, T. Search for Related Content Social Bookmarking                         What's this?

Integrating Gifted Children Into Kindergarten by Improving Educational Processes

University of Nijmegen, Institute for Applied Social Sciences

At the beginning of kindergarten, it often happens that a gifted child is not doing well because he or she may be forced to underachieve. A longitudinal case study clarifies this process. The analysis and discussion of the problems reveal clues for prevention in kindergarten and subsequent forms of education. Each child entering kindergarten could be included in a screening procedure in which parents and teacher inform each other about the behavior of the child. Relevant differences in development between students could be basic to part of the pedagogical, play, and didactic characteristics provided for in kindergarten. The curricular and instructional aspects of this "student-based instruction" effect changes in teachers' pedagogical focus and helps them in realizing challenging adjustments in the play and learning activities offered. Two cases in which suggested strategies are utilized illustrate what this means for gifted children and their teachers. Positive effects may become greatest for students whose level of development is either clearly higher or lower than that of their age mates in one or more aspects.

Gifted Child Quarterly, Vol. 43, No. 2, 63-74 (1999)
DOI: 10.1177/001698629904300203


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?