UNGA SÄRSKILT BEGÅVAD BARN - YOUNG GIFTED CHILDREN margrain...• Photos (with and without comments) • Artwork and photos of artwork • Parent’s and family’s contributions

KARLSTADS UNIVERSITETFakultet | Namn | Datum

Professor Valerie Margrain –1:e februari [email protected]

UNGA SÄRSKILT BEGÅVAD BARN -YOUNG GIFTED CHILDREN:Stories of Inclusion, Exclusion, and Children’s Rights


Session Overview• How is giftedness relevant to the

preschool in Sweden?• What does the curriculum say?• Should we be treating all children equally?• Authentic stories of young children -

exclusion and inclusion.


Kia ora


1. 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.


Broad curriculumBroad view on giftedness


Xavier age 4 years, 3 monthsWhat do you see? Discuss.


• “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 Rights as a Child and Learner

• 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: KEEPING INTERESTED


Henry (4 years, 9 months)• 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 & baby brother. Had a best friend whom he spent a lot of time with.

• Described as “A sensitive wee soul” by parents.


Henry – a Precocious Reader

• Chronological age: 4 yrs 9 months• Reading accuracy: 10 yrs 8 months• Reading fluency (speed): 12 yrs 2 months• Reading comprehension: 8 yrs 3 months

(understanding)


Inclusion for Henry

• Choosing a school (rejection & partnership)• Antarctic cod (differentiation)• New learning• Social-emotional support (SIDS)• Community & family friendships• ISSUE: RECOGNITION


David and the Computer Club


David’s Rights as a Learner

• 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 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)

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)


Gifted Children: Qualitative FindingsInclusion, Exclusion & Action (Margrain, 2016)

Jenny 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


A glimpse into the future … many kinds ofgiftedness• https://www.youtube.com/w

atch?v=0JTgPveGE8o&feature=youtu.be

• https://youtu.be/0JTgPveGE8o

https://www.youtube.com/watch?v=0JTgPveGE8o&feature=youtu.be

https://youtu.be/0JTgPveGE8o

https://www.youtube.com/watch?v=0JTgPveGE8o&feature=youtu.be


Share and discuss …

• What storiescan youshare aboutgifted childrenand talentedadults?


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.


Textual Analysis –5 country curriculum (frequency count)

(Margrain & Lundqvist, in press)

Text term Frequency Count, by Country

Australia Estonia New Zealand Norway Sweden

Gift 0 0 2 0 0

Talent 0 1 2 0 0

Compet(ant)* 12 0 13 17 0

Abilit* 14 14 48 23 35

Capab* 9 0 18 1 0

Strength* 10 2 18 2 0

Capacit* 12 1 11 0 1

Succe* 20 4 4 0 0

Develop* 58 61 142 102 103

Learn 370 21 296 125 56

Form* 1 4 4 44 4

Expect* 13 9 28 4 2

Right/s 19 0 18 34 5

Respect 48 1 46 36 14

Stimulat* 2 1 6 7 17

Equal 3 0 3 28 6

Equity 9 0 12 0 0

Challeng* 23 0 21 28 9

Competiti* 0 2 1 0 0


Mentions in the Swedish Läroplan för Förskolor (rev 2010)• Develop 103• Learn 56• Ability 35• Stimulat* 17• Respect 14• Challeng* 9• Gift* 0

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 preschoolThe 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.

http://www.skolverket.se/skolutveckling/larande/sarskilt-begavade-elever-1.230661

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.

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

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.

4. Resources Exist!! A tool to support identification of giftedness in EC (English)

https://gifted.tki.org.nz/assets/Uploads/files/Identifying-and-providing-for-giftedness-in-the-early-years-Allan-B-2002.pdf

Parent-Teacher Partnership book to support gifted children https://gifted.tki.org.nz/assets/Uploads/files/Nurturing-Gifted-and-Talented-ChildrenA-Parent-Teacher-Partnership.pdf

Pedagog Värmland youtube video (1 hr, 39 mins) 2015 https://www.youtube.com/watch?v=SaTsgR8H9JY

Handouts (connected to NZ Curriculum) and book/e-book https://www.nzcer.org.nz/nzcerpress/giftedness

Skolverket Särskilt begåvade elever (Swedish, school focus) https://www.skolverket.se/skolutveckling/inspiration-och-stod-i-arbetet/stod-i-arbetet/sarskilt-begavade-elever

Published case studies (Andi Delaune, Carola Sampson, Jo Dean)

28

https://gifted.tki.org.nz/assets/Uploads/files/Identifying-and-providing-for-giftedness-in-the-early-years-Allan-B-2002.pdf

https://gifted.tki.org.nz/assets/Uploads/files/Nurturing-Gifted-and-Talented-ChildrenA-Parent-Teacher-Partnership.pdf

https://www.youtube.com/watch?v=SaTsgR8H9JY

https://www.nzcer.org.nz/nzcerpress/giftedness

https://www.skolverket.se/skolutveckling/inspiration-och-stod-i-arbetet/stod-i-arbetet/sarskilt-begavade-elever


1. 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.

Summary: 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 of Presentation• Awareness of characteristics of giftedness is

important • Broad and holistic definitions• Expect to find gifted children in all settings• Assessment (eg observation) of gifted

children is the work of preschool 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!


Thank you for your time today.

Your questions?

Documents

UNGA SÄRSKILT BEGÅVAD BARN - YOUNG GIFTED CHILDREN margrain...• Photos (with and without comments) • Artwork and photos of artwork • Parent’s and family’s contributions