Nurturing gifted and talented children at Key Stage 1

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How was the study carried out?

The study focused on the needs of gifted and talented children at foundation and key stage 1. Teacher-researchers in 14 LEAs undertook action research projects which explored aspects of effective provision for gifted and talented children.

The purpose of this research was to improve practice in the early identification of these children and to make a contribution to the professional development and practice amongst teachers of gifted and talented.

Support for the teacher-researchers was provided by the Department for Education and Skills (DfES) commissioned research team from Brunel University. The action research model for this study emphasised collaboration. The teacher-researchers defined a topic for investigation and then working with the research team they defined the approach, evaluated the outcomes and developed conclusions. Teacher-researchers then disseminated the teaching and learning strategies more widely within their institutions, Local Authorities and beyond.

The action research projects covered a range of topics and issues:

Early identification of young gifted and talented children;
mentoring exceptionally able children at key stage 1;
teaching and learning strategies for gifted and talented children at key stage 1;
thinking skills (cognitive and creative);
emotional well-being;
transition; and
enriching provision.

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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 How was the study carried out? The study focused on the needs of gifted and talented children at foundation and key stage 1. Teacher-researchers in 14 LEAs undertook action research projects which explored aspects of effective provision for gifted and talented children. The purpose of this research was to improve practice in the early identification of these children and to make a contribution to the professional development and practice amongst teachers of gifted and talented. Support for the teacher-researchers was provided by the Department for Education and Skills (DfES) commissioned research team from Brunel University. The action research model for this study emphasised collaboration. The teacher-researchers defined a topic for investigation and then working with the research team they defined the approach, evaluated the outcomes and developed conclusions. Teacher-researchers then disseminated the teaching and learning strategies more widely within their institutions, Local Authorities and beyond. The action research projects covered a range of topics and issues: Early identification of young gifted and talented children; mentoring exceptionally able children at key stage 1; teaching and learning strategies for gifted and talented children at key stage 1; thinking skills (cognitive and creative); emotional well-being; transition; and enriching provision.