Developing the Gifted and Talented Young Learner by Margaret Sutherland

By Margaret Sutherland

This booklet explores how educators can effect proficient younger newcomers’ ideals approximately skill and indicates ways in which employees can aid younger proficient childrens as they strengthen.

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Early years setting The early years setting is within an area of considerable social and economic deprivation. Some staff have worked in the setting for a lengthy period of time. Indeed, they have worked with many of the parents whose children now attend the setting. Staff refer to the children as ‘no hopers’, saying that they will amount to very little coming from this area, just like their parents before them. When planning learning activities, the staff members see it as their duty to ensure that the children engage in activities that will keep them occupied for as long as possible, after all, a child with nothing to do will cause trouble.

While there will still be challenges, it will be easier if we understand each other. 3 Dovetail narratives This SAGE ebook is copyright and is supplied by NetLibrary. Unauthorised distribution forbidden. 1 Situation chart The early years educator How this links to being gifted and talented The situation The child The parent 1 Doesn’t like working in groups. Prefers to play independently No one here understands what I’m saying. They can be so slow to work things out I just have to do it for them She only plays with her cousins.

Ability is not confined to the traditional notion of academic ability. There are some strengths to this approach; however, the staff’s collective expectations may be high or low. Observations may be general and, as such, miss vital information about children and their learning. When this happens no provision will be made to challenge a child’s particular abilities as they may have been missed. All children are given the same opportunities, but when this is accompanied by general observations it may lead to little individualization of the curriculum.

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