Supporting young gifted children through transitioning from early childhood education to school (2019)
Type of ContentJournal Article
The importance of the early years has long been recognised. Positive experiences in the early years help to build children’s learning and development across the lifespan. This article argues that strong collaborative partnerships between school and early childhood educational settings enhance transition experiences for all children, and specifically for gifted children. To ensure gifted children have positive and smooth transitions to school, teachers need to ensure there is sufficient flexibility within transition processes. Teachers also need to have a good understanding of the characteristics of gifted children in order to anticipate and dismantle potential limitations for the children within the transition. Transition to school process needs to cater for individual children and be sufficiently aware of current understandings of giftedness in order to support gifted children. This article considers the characteristics of the gifted child and how transition processes may affect them; and offers recommendations for practice to assist teachers to support the smother transition of gifted children from early childhood education into primary schooling.
CitationDean J, Delaune A (2019). Supporting young gifted children through transitioning from early childhood education to school. He Kupu. 6(1). 19-25.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research39 - Education::3903 - Education systems::390302 - Early childhood education
39 - Education::3903 - Education systems::390304 - Primary education
13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability
Showing items related by title, author, creator and subject.
The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development, 2009)Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children with Down Syndrome (DS) and their peers (aged ...
Patterns of early primary school-based literacy interventions among Pacific children from a nationwide health screening programme of 4 year olds Schluter P; Kokaua J; Tautolo E-S; Richards R; Taleni T; Kim HM; Audas R; McNeill B; Taylor B; Gillon G (2018)Literacy success is critical to unlocking a child’s potential and enhancing their future wellbeing. Thus, the early identification and redressing of literacy needs is vital. Pacific children have, on average, the lowest ...
Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development, 2010)Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children with Down Syndrome (DS) and their peers, aged ...