Nurturing gifted and talented children at Key Stage 1

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What helped children to demonstrate and develop their individual gifts?

For children to be able to demonstrate and develop their individual gifts, the classroom environment must create opportunities within a structured framework for full engagement with learning. Where children were encouraged to manage the identification of their own interests, learning preferences and challenges, the projects reported positive outcomes. For example, in Belleville Primary School in the London Borough of Wandsworth a whole-school approach to identifying gifted and talented children developed thinking skills using the ‘Good talkers’ work of Robert Fisher. This approach encourages discussion, questioning, evaluation as part of a ‘community of enquiry’. The use of learners’ voices, as developed in Bromley LA’s approach to the mentoring of exceptionally able pupils by higher ability Year 12 students was linked with enhanced listening and meta-cognitive skills, improvements in collaborative working, increased motivation, enhanced self esteem and confidence.

Increased motivation and self-esteem outcomes were particularly interesting in the projects where the children were not able to speak together fluently, for example in Hounslow LEA where the project focused on gifted and talented hearing impaired children and those where English was an additional language (EAL).

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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 What helped children to demonstrate and develop their individual gifts? For children to be able to demonstrate and develop their individual gifts, the classroom environment must create opportunities within a structured framework for full engagement with learning. Where children were encouraged to manage the identification of their own interests, learning preferences and challenges, the projects reported positive outcomes. For example, in Belleville Primary School in the London Borough of Wandsworth a whole-school approach to identifying gifted and talented children developed thinking skills using the ‘Good talkers’ work of Robert Fisher. This approach encourages discussion, questioning, evaluation as part of a ‘community of enquiry’. The use of learners’ voices, as developed in Bromley LA’s approach to the mentoring of exceptionally able pupils by higher ability Year 12 students was linked with enhanced listening and meta-cognitive skills, improvements in collaborative working, increased motivation, enhanced self esteem and confidence. Increased motivation and self-esteem outcomes were particularly interesting in the projects where the children were not able to speak together fluently, for example in Hounslow LEA where the project focused on gifted and talented hearing impaired children and those where English was an additional language (EAL).