Nurturing gifted and talented children at Key Stage 1

This digest found in

Gifted and Talented

Authors

Koshy, V.; Mitchell, C.; and Williams, M.

Publisher

Department for Education and Skills, 2006. Research report RR741

Introduction

Younger gifted and talented (G & T) children often go unidentified or are not identified early enough. This can lead to them being turned off from learning and not making progress. Previous research studies show that this failure to identify and nurture G & T children at an early stage can harm their life chances and be a loss to society as a whole.

This small-scale study showed how teachers improved the identification and provision for gifted and talented children aged 4-7. Teacher-researchers in 14 Local Education Authorities (LEAs) undertook action research projects focused on the needs of young gifted and talented children. The aim of the study was to contribute to the professional development and practice amongst teachers of the gifted and talented by providing principles and activities which could be replicated in other situations.

The action research projects were linked to positive impact on professional development and confidence among teaching staff. The teachers’ enhanced confidence was, in turn, linked with improvements in the early identification of young gifted and talented children which in turn improved and enriched provision at foundation and key stage 1 within their schools.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What skills did teachers find useful in identifying children’s gifts and talents? What helped children to demonstrate and develop their individual gifts? What do we know about successfully supporting gifted and talented children? What is gifted and talented? How was the study carried out? What are the implications? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Nurturing gifted and talented children at Key Stage 1 This digest found in Gifted and Talented Send to a friend Word doc 70KB Printer friendly Collate for later Authors Koshy, V.; Mitchell, C.; and Williams, M. Publisher Department for Education and Skills, 2006. Research report RR741 Introduction Younger gifted and talented (G & T) children often go unidentified or are not identified early enough. This can lead to them being turned off from learning and not making progress. Previous research studies show that this failure to identify and nurture G & T children at an early stage can harm their life chances and be a loss to society as a whole. This small-scale study showed how teachers improved the identification and provision for gifted and talented children aged 4-7. Teacher-researchers in 14 Local Education Authorities (LEAs) undertook action research projects focused on the needs of young gifted and talented children. The aim of the study was to contribute to the professional development and practice amongst teachers of the gifted and talented by providing principles and activities which could be replicated in other situations. The action research projects were linked to positive impact on professional development and confidence among teaching staff. The teachers’ enhanced confidence was, in turn, linked with improvements in the early identification of young gifted and talented children which in turn improved and enriched provision at foundation and key stage 1 within their schools.