Discuss why early identification of children who are gifted and talented is an issue with some experts but not others.
What will be an ideal response?
Ans: Despite the early evidence of gifts and talents, children are frequently not identified as gifted and talented until the third or fourth grade. In fact, professionals disagree about the appropriateness of early identification of young children with gifts and talents. Critics of early programming argue that young children are rushed through their childhood. Supporters feel that there is a moral imperative to identify these youngsters and offer them challenging and stimulating opportunities to develop their unique abilities and gifts. One common proposal is early admission to kindergarten or first grade. Some consider this suggestion to be pedagogically sound and essential to the development of the child’s gifts. When making such a decision, however, parents and educators need to carefully consider the individual’s physical and emotional maturity so that an appropriate educational experience can be designed. Preschoolers who evidence gifts in one area, such as artistic talent, can be quite average in their verbal skills and social ability. Early school experiences for academically talented pupils must be both enriching and accelerated. The primary concern, however, should always be the child, with his or her special abilities second. Play, which is the “work” of a child, must be a critical component of any curriculum. The curriculum must be balanced and address all areas of development while reflecting the interests of the child. Finger painting and block building are just as important as counting and matching rhyming words.
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What are the legal rights of gifted students?
a. Federal legislation is in place to provide services for gifted students b. Students have a right to have a teacher with a gifted and talented endorsement c. Each state has its own laws and policies regarding services for gifted students d. Parents have a right to place their child in a gifted program
In this chapter the naturalistic research approaches that Dyson, Corsaro and Paley utilized in the study of play and interaction are discussed. Which is not a central feature of their naturalistic approach?
a. information on some of the ways children regulate roles, rules, and power relations in classrooms b. Quantifiable results c. a hidden curriculum of gender d. the context of social interaction of children in schools
How do Title I schools receive additional funding?
A. as a result of the No Child Left Behind federal legislation B. they have a high percentage of low-income families C. they must provide free or reduced-price meals D. in ways intended to reduce the achievement gap between wealthy and poor
"Emergent Literacy" and "Beginning Reading" are terms that describe the same stage in the process of learning to read
Indicate whether the statement is true or false