Same age, different page: Overcoming the barriers to catering for young gifted children in prior-to-school settings

Rosalind L. Walsh, Kerry A. Hodge, Jennifer M. Bowes, Coral R. Kemp

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)

Abstract

Despite well-articulated social inclusionist and anti-bias agendas in early childhood, the needs of young gifted children in prior-to-school settings appear to have been neglected. The purpose of this paper is to examine the tensions and contradictions that seem to exist between educators working in the fields of early childhood education and gifted education. Areas in which misunderstandings may occur regarding the education of young gifted children are discussed: the identification of young gifted children, the labelling of young gifted children, the application of appropriate gifted education strategies in the early childhood context, the application of current early childhood approaches to meeting the needs of young gifted children, and the socialisation of young potentially gifted children in the educational setting. Recommendations are offered regarding ways in which educators in the two fields might collaborate more effectively to cater appropriately to the unique characteristics of young gifted children.

Original languageEnglish
Pages (from-to)43-58
Number of pages16
JournalInternational Journal of Early Childhood
Volume42
Issue number1
DOIs
Publication statusPublished - 2010

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