Identifying Gifted And Talented Children Education Essay

Identifying Gifted And Talented Children Education leavenThe term gift and expert is surrounded with a great get of controversy, and is currently under re quite a little by the Coalition Government. A considerable amount of research has been undertaken over the last ten years, into the long-term, emotional effects of labelling a kidskin, and the practitioners role in come ining a pip-squeak and differentiating the curriculum. Directgov (2010), currently defines talented as one who excels in academic subjects such as mathematics and English, and expert as those who possess skills in practical beas such as sport and music.Pound (2008), discusses how Gardners theory revolves around eight words. Gardner believes that each respective(prenominal) possesses his or her own unique combination of intelligences, which he calls multiple intelligences, which shag be enhanced and enriched in an environment which provides stimulating and repugn activities. Teaching, with Gardners t heory enables the practitioner to bring out a gifted and quick childs advanced natural talents, in a challenging way. (Conklin 2007)Gardners multiple intelligence theory and the Early Years Foundation Stage (EYFS), are inversely supportive. Both emphasise individuality and uniqueness. The DCSF (2008), asserts that every area of development is equally important, and that no child should face discrimination. The DCSF (2008) as well as explains that the early learning goals hand practitioners scope to identify and plan for all children across the developmental continuum. It follows that practitioners must(prenominal) identify childrens needs and build on their strengths.Freeman (1991) advocates that the child who is as bright as a button, and maintains their enthusiasm for learning is more liable(predicate) to make a positive contribution to society. The EYFS has been condemned by the Open meat Campaign (2007) who claim that it is overly prescriptive and potentially harmful to development, and that legion(predicate) of its goals are developmentally inappropriate.In comparison to the EYFS the Key Stage nonpareil is more academically biased. The Office for Standards in Education (Ofsted)(2007), reported that ii thirds of Year One teachers did not use the information gained from the EYFS to inform course session and planning. Consequently, many talented children may be over looked. Palaiologou (2010), discusses Gardners view that grooming should be less academically driven and his five minds theory. This focuses on an individuals capacity to sort useful and relevant information in any condition situation, how to think outside of the box, and to understand diversity, citizenship and community relationships in both the prompt and wider environment. He referred to these as modern day talents.It is the role of the practitioner to identify and differentiate the curriculum to develop gifted and talented individuals. Failing to do this could have a negative impact on the child. A child may easily lose interest and misbehave when presented with unchallenging tasks. Freeman (2009), questions how a reception class teacher copes with a child who is working at a advanceder level than their peers. She writes that children should not be left to handle while others catch up, and believes that this is where boredom begins, this can result in a child disengaging from learning. Quart (2006) agrees with this fact and believes that there should be more championship available to train practitioners in the assessment of and teaching techniques for gifted and talented pupils. Freeman (2010a) states that successful and happy children need consistent. Freemans research revealed that discovered that children who were set as gifted and talented in one school would in fact be below average in another. Often practitioners mistakenly identified a child as gifted and talented. She later states that done analysis of collected data she discovered that lab elling children as gifted and talented makes a negative difference to their sense of self, resulting in low self-esteem. Children who were labelled by parents suffered more emotional problems than their equally gifted but unlabeled peers.James (2007), draws our attention to the fact that many parents may be despotic and demanding, claiming that the child becomes fixated with fulfilling parental goals in an attempt to minimise conflict. He explains that high achievement is often a consequence of over parental pressurisation in childhood that often leads to self-criticism and depression in later years. Quart (2006), supports this view and concludes that parents and educators should refrain from pushing children to succeed. She issues a cautionary warning that the pressure move on the gifted and talented can lead to emotional fall of being deprived of a childhood. For some who were placed on, a foundation form an early age reach adulthood and realize they are no longer quite so sp ecial. Freeman(2010b), leads us to believe that the media is scarce interested when things go wrong, and in fact many gifted and talented children go on to lead happy ordinary lives. She states that parents should support and acquire children without pushing them to succeed and love should be unconditional and not dependent on achievement.To conclude, Gardners theories offer practitioners a model for providing a rich and challenging environment for all children, including those who are gifted and talented. Practitioners need comprehensive development to ensure that planning for learning provides challenges to guarantee children are challenged and stretched, not, bored and pushed. It also Emotional difficulties are more likely to occur when a child is labelled gifted and talented. Therefore, parents and cultivational practitioners should aim to ensure that an identified gifted and talented child grows into a happy, well-rounded adult. More collaboration is required between Foun dation and Key Stage One. In fact, it would be sound to children if the EYFS were continued in Year One. Through this research, a greater incursion into the term gifted and talented has been obtained. It offered differing perspectives on the subject, and the conclusion reached was that there is actually a place in society for the gifted and talented, however, identification and education should be undertaken with care and sensitivity.In the words of Benjamin Franklin,Hide not your talents. They for use were made. Whats a sundial in the shade?Franklin(1706 1790)