Sant eller falskt? - Reflektionsuppgift1. Särskild begåvning är ärftlig.

2. Särskild begåvning är inlärd.

3. Särskild begåvning kan vara “drillad” (“hothoused”).

4. Särskild begåvning visar sig kring mellanstadiet(~8-9 års åldern).

5. Individer med särskild begåvning har högt IQ.

6. Barn med särskild begåvning lär sig att läsa tidigt.

7. Pojkar nomineras till program för barn med särskild begåvning oftare än flickor.

8. Föräldrar till barn med särskild begåvning betraktas som “krävande”.

9. Föräldrar till barn med särskild begåvning gör ofta en korrekt bedömining av sitt barns begåvning.

True or False? - Reflect1. Giftedness is genetic.

2. Giftedness is learned.

3. Giftedness can be “hothoused”.

4. Giftedness emerges mid- primary school age.

5. Gifted individuals have a high IQ.

6. Gifted children are early readers.

7. Boys are nominated for gifted programs more often than girls.

8. Parents of gifted children are labelled “pushy’.

9. Parents of gifted children are accurate at identifying giftedness.

UNGA SÄRSKILT BEGÅVAD BARN - YOUNG GIFTED CHILDREN:

STORIES OF INCLUSION, EXCLUSION, AND CHILDREN’S RIGHTS

Valerie Margrain,

Australian Catholic University

Content of Session•How is giftedness relevant to those working with children aged birth to 8 years? •How can we ensure that all children can learn, feel valued, and positive about schooling? •Why are many gifted children and students, and their families, often misunderstood, rejected, ignored and marginalised?•Should we be treating all children equally, and if so does that mean that gifted children shouldn’t get extra special treatment?•Authentic stories of young children in early childhood and the early years of school, highlighting negative experiences of exclusion and positive possibilities for inclusion.

Case Study: Xavier

Xavier’s Narrative (4 yrs, 8 months)

• “This is a picture of the planets with man-made satellites and some moons. If you start on the right hand side and work your way over to the left, we start with the sun, then Mercury, then Venus – the marshmallow out of those represents Mariner 10, the first space probe to do flybys of the planets. Next the one with heaps out of it is earth, but there wasn’t room to put any more although there are heaps of satellites flying around the earth, but the white one on its own is the moon. Next is Mars and Phobos and Demios and Space Probe Pathfinder, then Jupiter with its four main moons and Voyager, then Saturn with the Saturn Cassini and Voyager 2, then Uranus and Neptune with Voyager 2, and Pluto with Charon.”

• “When the model was made Voyager 2 hadn’t reached Pluto yet, but it has now.” (Margrain, 2010)

Xavier’s Right to Learn

• The right to grapple with advanced concepts and ideas

• The right to be exposed to rich content and knowledge

• The right to share learning with others

• The right to re-visit learning

• The right to be identified

• Issue: Transition to school

Henry (Margrain, 2005)

• A wide range of practical interests: • Playing with toy cars and trains. Climbing all over

me. Bouncing on the trampoline with me. Drawing roads on the concrete with chalk. Helping me work on things in the garage – or getting in the way – playing card games, board games, correcting my spelling on the computer. (H: Parent interview with father)

• Lived with mother, father and baby brother, and Had a best friend whom he spent a lot of time with.

• Described as “A sensitive wee soul” by parents

Henry: Precocious Reading• Chronological age:

4 yrs 9 months• Reading accuracy:

10 yrs 8 months• Reading

comprehension: 8 yrs 3 months

• Reading fluency (speed) 12 yrs 2 months

Henry’s Reading (Neale Analysis of Reading)

• Among animals the fox has no rivval (rival) for cunning. Aspychus (suspicious) of man, who is its only natural enemy, it will, when purshowed (pursued), perform extraordinary feats, even alighting on the backs of sheep to divert its scent. Parent foxes share the responsibilities of cub-rearing. Through their hunting expeditions they acquire an uncanny knowledge of their surroundings which they use (Repeated: ‘which they use’) in an emergency. This is well illustrated by the story of a hunted fox which led its pusers (pursuers) to a negited (neglected) mine-shaft enclosed by a circular hedge. It appeared to surmount the barrier. The hounds followed headlong, only to fall into the indirectly (accumulated) water below. The fox, however, apparently on familar (familiar) territory, had skirted the hedge and subsequently escaped.

Henry: Inclusion & Exclusion

• Choosing a school (rejection & partnership)

• Antarctic cod (differentiation)

• New learning• Social-emotional

support (SIDS)• Community &

family friendships

David’s Computer Club

David’s Right to Follow a Passion

• The right of access to opportunities to learn and discover

• The right to resources that support learning

• The right to play in ways of choice

• The right for family to make choices

• The right to program differentiation

• Issue: Age-related assumptions & access

Characteristics: Xavier, Henry, David • reasons well (good thinker)

• learns rapidly• extensive vocabulary• excellent memory• long attention span (if interested)• sensitive (feelings hurt easily)• shows compassion• perfectionist• intense• morally sensitive• strong curiosity• perseverant in areas of interest• prefers older companions or adults• wide range of interests• great sense of humour• early or avid reader • keen observer• vivid imagination• highly creative• tends to question authority

• introvert•facility with numbers• good at jigsaw puzzles• concerned with justice, fairness• shows compassion• early language development• enjoyment and speed of problem solving• early use of symbol systems• capacity for symbolic thought• more complex play patterns• personal maturity• heightened concentration• early interest in time (clocks, etc.)• recognition of letters before age 2• early ability to count • early ability to put 20 piece puzzle together by age 3)• ability to read/early reader by age 4(Silverman, 2013)

Characteristics of Giftedness - Discuss• reasons well (good thinker)

• learns rapidly• extensive vocabulary• excellent memory• long attention span (if interested)• sensitive (feelings hurt easily)• shows compassion• perfectionist• intense• morally sensitive• strong curiosity• perseverant in areas of interest• prefers older companions or adults• wide range of interests• great sense of humour• early or avid reader • keen observer• vivid imagination• highly creative• tends to question authority

• introvert•facility with numbers• good at jigsaw puzzles• concerned with justice, fairness• shows compassion• early language development• enjoyment and speed of problem solving• early use of symbol systems• capacity for symbolic thought• more complex play patterns• personal maturity• heightened concentration• early interest in time (clocks, etc.)• recognition of letters before age 2• early ability to count • early ability to put 20 piece puzzle together by age 3)• ability to read/early reader by age 4(Silverman, 2013)

Further Common Characteristics

• An early reader with good comprehension • Learns basic skills quickly with less practice • Asks several 'how' and 'why' questions in a single conversation • Works independently for longer periods of time than peers; Longer

attention and concentration span on one or more topics • Responds well to teachers, parents, and other adults • An original thinker who seeks new and unusual associations among

seemingly unrelated objects, ideas, or facts • Thrives in problem situations • High level of curiosity about objects, ideas, situations, or events;

displays a questioning attitude and actively seeks information • Expresses opinions and ideas and often exhibits spirited disagreement • Keen powers of observation with an eye for important details • Likes structure, organization, and consistency in learning environment • Has a large storehouse of information regarding a variety of topics • Exhibits an intrinsic motivation to learn, find out, or explore • AND OTHERS

Stefan Olsson – equity and inclusion

Stefan Olsson and Peter Vikstrom Sweden Paralymics 2012

Anders Olsson: The Swedish Torpedo

Anders Olsson: The Swedish Torpedo• “Swedish handicapped swimmer Anders Olsson shocked a field of experienced open-

water swimmers by winning a race from prison island Alcatraz to the California mainland in record time on Sunday. “I didn't think it was true that I won. Then I thought it was really amazing since they had actually laughed at me when I came here to compete,” the 45-year-old Olsson told TV4. Olsson, a Paralympic gold medalist who is paralyzed from the waist down, was the first swimmer without functioning legs to enter the grueling competition.

• Dubbed the “Swim with the Centurions”, the race entails swimming 2.6 kilometres in the rough and frigid waters of the San Francisco bay that separate the famed prison island from the mainland. While Olsson described plying through the chilly 13 degree Celsius waters as “tough” he nevertheless managed to outclass hundreds of other swimmers who participated in the event, despite not having use of his legs.

• Not only was Olsson's time of 24m32s enough to give him a four minute margin of victory over second place Kyle Winters, but it also set a new record for the 9-year-old Alcatraz Classic. Following his stunning victory, Olsson was christened “The Swedish Torpedo” by his fellow competitors.

• Olsson, who lost the use of his legs in the mid-1990s, was confined to a bed for five years battling depression and morphine addiction until he turned his life around in 2002, according to an account on his personal website. He has since competed in the Paralyimpics in 2004 and 2008, and been named Sweden's Handicapped Athlete of the year in 2008 and 2010.” http://www.thelocal.se/20110905/35960

Your Turn

• Famous Swedish gifted or talented individuals?

• Children you have worked with?

• Issues in your work?

Policy: Rights & Inclusion

UNCRC

• United Nations Convention on the Rights of the Child (United Nations, 1989).

• Article 28 acknowledges the right of every child to education

• Article 29 that this education shall be directed to helping the child achieve to their fullest potential.

Rights in the Australian Early Years Learning Framework

• Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning.

• “All children experience learning that is engaging and builds success for life” (p. 7)

• Principle 3. “High expectations and equity” (p. 16)

Inclusion in Australia - The Early Years Learning Framework

Educators should recognise and respond to all children, and support educational success for all children … This aspiration can be achieved through educator practices and “curriculum decisions that promote inclusion and participation of all children” (p. 13).

Principle 1. “Secure, respectful and reciprocal relationships – Educators positively interact with the young child in their learning” (p. 15)

Rights in Te Whāriki, Early Childhood Curriciulum, NZ

• Aspiration for children - “To grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society” (p. 9).

• “Young children need …challenging opportunities which keep pace with their physical co-ordination and development” (p. 26).

Inclusion in NZ – Te Whāriki, early childhood curriculum

• “An Individual Development Plan or Individual Education Plan (IDP or IEP) will be developed for any children who require resources alternative or additional to those usually provided within an early childhood education setting” (p. 11).

• Te Whāriki is designed to be inclusive and appropriate for all children” (p. 11).

Rights in the Swedish CurriculumLäroplan för förskolan Lpfö 98 (rev 2010, Eng. ver.)

Fundamental values:

“The rights of each individual shall be emphasised … Preschool should be characterised by care for the individual’s well-being and development” (p. 3).

Objectivity and comprehensiveness

“Full participation and belief in their own ability should thus be established and grow” (p. 4).

The tasks of the preschool

The task of the preschool means working in co-operation with parents so that each child receives the opportunity of developing in accordance with their potential.” (p. 4)

Inclusive Curriculum in SwedenLäroplan för förskolan Lpfö 98 (rev 2010, Eng. ver.)

Fundamental values:

“…promote all children’s development and learning, and a lifelong desire to learn” (p. 3).

The tasks of the preschool:

“Pedagogical activities should be related to the needs of all children in the preschool. Children who occasionally or on a more permanent basis need more support and stimulation than others should receive such support in relation to their needs and circumstances” (p. 5).

Att arbeta med särskilt begåvade elever:http://www.skolverket.se/skolutveckling/larande/sarskilt-begavade-elever-1.230661

Fem procent av eleverna kan räknas som särskilt begåvade. De behöver många gånger andra utmaningar än sina klasskamrater. År 2010 förtydligades skollagen och där står nu att elever som lätt når de kunskapskrav som minst ska uppnås ska ges ledning och stimulans för att kunna nå längre i sin kunskapsutveckling.

De särskilt begåvade eleverna mår bra av att få stora utmaningar utifrån sina styrkor. De behöver lära och diskutera på sin nivå. De behöver också mötas med respekt och acceptans utifrån sina förutsättningar och behov.

Att arbeta med särskilt begåvade elever: guidance, encouragement, strengths, respect, acceptance

Fem procent av eleverna kan räknas som särskilt begåvade. De behöver många gånger andra utmaningar än sina klasskamrater. År 2010 förtydligades skollagen och där står nu att elever som lätt når de kunskapskrav som minst ska uppnås ska ges ledning och stimulans för att kunna nå längre i sin kunskapsutveckling.

De särskilt begåvade eleverna mår bra av att få stora utmaningar utifrån sina styrkor. De behöver lära och diskutera på sin nivå. De behöver också mötas med respekt och acceptans utifrån sina förutsättningar och behov.

Case Study – Zlatan (egalitarianism doesn’t win games)

Contributions, Social Justice

'Wherever I go people recognize me, call my name, cheer for me,' said the PSG striker, who found the net after just 72 seconds in the Ligue 1 encounter at the Parc des Princes.

'But there are names no one cares to remember. That no one cheers for: the 805m people suffering from hunger in the world today. I have the supporters all over the world. From now on I want this support to go to the people who suffer from hunger, they are the real champions. So whenever you hear my name, you will think of their names.'Read more: http://www.dailymail.co.uk/sport/football/article-2954515/Zlatan-Ibrahimovic-tattooed-names-50-starving-people-body.html#ixzz3ktQMDiAh

Zlatan: 50 starving people

Characteristics of Giftedness - Zlatan • reasons well (good thinker)

• learns rapidly• extensive vocabulary• excellent memory• long attention span (if interested)• sensitive (feelings hurt easily)• shows compassion• perfectionist• intense• morally sensitive• strong curiosity• perseverant in areas of interest• prefers older companions or adults• wide range of interests• great sense of humour• early or avid reader • keen observer• vivid imagination• highly creative• tends to question authority

• introvert•facility with numbers• good at jigsaw puzzles• concerned with justice, fairness• shows compassion• early language development• enjoyment and speed of problem solving• early use of symbol systems• capacity for symbolic thought• more complex play patterns• personal maturity• heightened concentration• early interest in time (clocks, etc.)• recognition of letters before age 2• early ability to count • early ability to put 20 piece puzzle together by age 3)• ability to read/early reader by age 4(Silverman, 2013)

Activity 1: Freely downloadable teacher resources

• Choose ONE or TWO of the handouts

• Review and think of relevance in Sweden

• Feedback a summary of the handout and your discussion to the large group

Activity 2: Two ECE case studies: Jenny & Jamie (Belonging article)Discuss the possible indications of

giftedness, as well as potential misunderstandings

Characteristics of Giftedness:Jenny & Jamie• reasons well (good thinker)• learns rapidly• extensive vocabulary• excellent memory• long attention span (if interested)• sensitive (feelings hurt easily)• shows compassion• perfectionist• intense• morally sensitive• strong curiosity• perseverant in areas of interest• prefers older companions or adults• wide range of interests• great sense of humour•keen observer• vivid imagination• highly creative• tends to question authority

• introvert•facility with numbers• good at jigsaw puzzles• concerned with justice, fairness• shows compassion• early language development• enjoyment and speed of problem solving• early use of symbol systems• capacity for symbolic thought• more complex play patterns• personal maturity• heightened concentration• early interest in time (clocks, etc.)• recognition of letters before age 2• early ability to count • early ability to put 20 piece puzzle together by age 3/good at jigsaw puzzles• ability to read/early reader by age 4(Silverman, 2013)

Inclusion, Exclusion & ActionJenny Jamie

Inclusion • Sharing her varied interests with others

• Community involvement

• Community mentor (retired pilot)

• Communicative about his knowledge

Exclusion • Alienated if using complex vocabulary

• Family blamed for hothousing

• Blamed for being unruly• Lack of interest in his

expertise

Action (what can EC teachers do?)

• Provide books of wide range of complexity, fiction and non-fiction

• Value her capability• Respect her family

• Encourage others to share his interests

• Value his capability• Communication with family &

mentor – shared documentation

Children’s Rights - Narratives

• Right to play creatively- Blocks & marbles

• Right to be accepted – Puzzle and giraffe

• Right to respect – “Who’s the boss?

• Right to have friends – One Day School

• Right to be valued – Shoelaces & lunchbox

• Right to learn – Computer club

• Right to wonder & search for the stars – your stories

Teacher Assessment & Documentation

• Learning stories (with added child’s, parent’s voices)• Anecdotes, little handwritten notes• Other observation (running records, etc…..)• Photos (with and without comments)• Artwork and photos of artwork• Parent’s and family’s contributions• Snap shots of learning• Meaningful achievements outside kindergarten

(awards, etc….)• Parent’s notes on child’s interests • Individual Education Plans etc, etc … All these contributions can tell us something

about giftedness, and the child who may be gifted

Who contributes to the portfolio? All teaching staff, families, and even practicum students

Some other kinds of assessment

• Psychological testing (IQ)• Standardised tests (eg literacy)• Teacher-constructed tests

• Check with your local primary school and discuss “beyond-level” assessment

• Work with specialists who have the relevant expertise to undertake tests

• Ensure all assessment is valid and purposeful

Differentiation

Differentiation involves adapting and changing planning to suit individual children.

This reflects the philosophy held by most educators that all children are unique, and that planning should be responsive and flexible.

Suggestions for Adapting Curriculum

• encourage higher-level thinking skills (analysis, synthesis, evaluation and problem solving).

• support children to pursue their own interests.

• promote creativity, risk taking and divergent thinking.

• ensure novelty, variety, complexity, challenge, and choice.

• provide opportunities for deeper and broader learning (enrichment).

• include opportunities for more advanced content, or content to be learned more rapidly (acceleration).

(Porter, 1999; Van Tassel-Baska, 1994)

Discussion Time – your stories

A definition by Gagné (2012), differentiating Giftedness and

Talent • Giftedness designates the possession and use of

outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers.

• Talent designates the outstanding mastery of systematically developed abilities, called competencies (knowledge and skills), in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field.

Broad curriculum

Broad view on giftedness

Some other definitions

• Top 10% (or 15%, or 5%, or 1%)• Some people believe that all children are gifted.• Some people believe that there is no such thing as

giftedness, especially not in early childhood.• Some people only recognise giftedness in academic

domain.• Some people recognise giftedness in multicategorical

domain.• Above average ability, task commitment and

creativity (Renzulli’s three-ring model)There is no mandated national/state definition.

A definition by Cathie Harrison (2005)

A gifted child is one who performs or has the ability to perform at a level significantly beyond his or her chronologically aged peers and whose unique abilities and characteristics require special provisions and social and emotional support from the family, community and educational context

(Harrison, 2005).

What do EY teachers need so they can honour (gifted) children’s rights?

• Professional development for teaching staff• Knowledge about characteristics and behaviour• Partnerships and collaboration with parents & families,

children, all staff, & involved agencies• Pedagogical documentation skills especially with narrative

assessment • Exemplars and case studies• Expecting diversity ( inclusive & equitable teaching practice)• Resources like

http://www.education.vic.gov.au/childhood/professionals/learning/Pages/gtmakedifference.aspx

True or False? Let’s return

1. Giftedness is genetic.

2. Giftedness is learned.

3. Giftedness can be “hothoused”.

4. Giftedness emerges mid- primary school age.

5. Gifted individuals have a high IQ.

6. Gifted children are early readers.

7. Boys are nominated for gifted programs more often than girls.

8. Parents of gifted children are labelled “pushy’.

9. Parents of gifted children are accurate at identifying giftedness.

Research: Misunderstandings of Young Gifted Children &

Families • Heredity?• Age-specific?• Economically privileged?• Educationally privileged?• Parents with high expectations?• Hothoused?• Socially awkward?• Valued?• Demanding?• Cultural context?• Learning disabilities/difficulties?• Naughty? No manners?

Children’s Rights: Our Advocacy

• Right to play creatively

• Right to be accepted

• Right to respect

• Right to have friends

• Right to be valued

• Right to learn

• Right to wonder & search for the stars

Summary• Awareness of characteristics of giftedness

is important – teachers need PD• Broad and holistic definitions• Expect to find gifted children in all

settings• Assessment of gifted children is the

responsibility of every EY teacher• There are many ways to differentiate

practice• “Inclusion for all” should truly mean for all• As teachers/advocates/researchers we can

make a positive difference for children and families!

Research & Resourceshttp://www.skolverket.se/skolutveckling/larande/sarskilt-begavade-elever-1.230661

Margrain, V. G. (2005). Precocious readers: Case studies of spontaneous learning, Self- regulation and social support in the early years. Unpublished PhD thesis: Victoria University of Wellington.

Margrain, V. (2010). Parent-teacher partnership for gifted early readers in New Zealand. International Journal about Parents in Education, 4(1), 39-48.

Margrain, V. (2011). Assessment for learning with young gifted children. Apex: The New Zealand Journal of Gifted Education, 16(1), 1-5.

Margrain, V., & Farquhar, S. (2012). The education of gifted children in the early years: A first survey of views, teaching practices, resourcing and administration issues. APEX: The New Zealand Journal of Gifted Education, 17(1). Retrieved from www.giftedchildren.org.nz/apex

Margrain, V., Murphy, C., & Dean, J. (2015). Giftedness in the early years: Informing, Teaching & Learning. Wellington, New Zealand: NZCER Press http://www.nzcer.org.nz/nzcerpress/giftedness

Freely downloadable handouts from http://www.nzcer.org.nz/nzcerpress/giftedness

Email: valerie.margrain@acu.edu.au