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Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

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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.

Résumé

Malgré qu’il y ait des orientations sociales inclusives et sans préjugés bien articulées en petite enfance, les besoins des jeunes enfants doués paraissent avoir été négligés dans les services préscolaires. Le but de cet article est d’examiner les tensions et contradictions qui semblent exister entre éducateurs travaillant dans les champs de l’éducation de la petite enfance et de l’éducation des enfants doués. Des dimensions susceptibles d’incompréhension relativement à l’éducation des jeunes enfants doués y sont discutées : l’identification des jeunes enfants doués, la socialisation des jeunes enfants doués, le recours à des stratégies de l’éducation des enfants doués appropriées au contexte préscolaire, le recours aux approches actuelles en éducation de la petite enfance pour satisfaire les besoins des jeunes enfants doués, et la socialisation des jeunes enfants potentiellement doués en contexte scolaire. Des recommandations sont faites eu égard à la façon dont les éducateurs des deux champs pourraient collaborer pour tenir adéquatement compte des caractéristiques propres aux jeunes enfants doués.

Resumen

A pesar de que existen buenos programas de inclusión social y antidiscriminatorios en la primera infancia, las necesidades de los niños dotados en ámbitos preescolares parecen haber sido desatendidas. El propósito de este trabajo es examinar las tensiones y contradicciones que existen entre los educadores especializados en la primera infancia y los especializados en la educación de niños dotados. Este trabajo se focaliza en áreas en las que pueden producirse malentendidos respecto de la educación de niños dotados en la primera infancia: la identificación y etiquetamiento de estos niños, la aplicación de enfoques actuales sobre la primera infancia para satisfacer sus necesidades, y la socialización de los niños dotados en el ámbito educacional. El trabajo ofrece recomendaciones acerca de cómo los educadores de ambos campos podrían colaborar con mayor eficacia para atender apropiadamente las singulares características de estos niños.

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  1. Children and Families Research Centre, Institute of Early Childhood, Macquarie University, North Ryde, NSW, 2109, Australia

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

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  1. Rosalind L. Walsh
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  2. Kerry A. Hodge
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  4. Coral R. Kemp
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Correspondence to Rosalind L. Walsh.

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Walsh, R.L., Hodge, K.A., Bowes, J.M. et al. Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings. IJEC 42, 43–58 (2010). https://doi.org/10.1007/s13158-010-0004-8

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