Misconception #2: “Preschool and young children are only advanced because their parents have worked with them.

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False, Think about the effort and hours that trained teachers spend with children to bring them to the entry level of reading and writing. Our complex system of language, with rare exception, involves hours, days, weeks, and for some, years of implicit modeling and instruction from trained professionals. Practice and support are needed to move young children into this communication of symbols that requires understanding of letter sounds and how they blend, fluency, and comprehension all at the same time. Understanding this very complex system takes work. (Reading teachers please forgive me for simplifying this point.)

The fact that some gifted children have figured this symbol system out on their own cannot be ignored. Young children who manifest early understanding of symbols and have cracked the code have done something that very few can do on their own. We must recognize the abilities of these children and teach them accordingly.

I find that parents of young gifted are desperate for ideas of ways to keep up with their child's need for intellectual stimulation. There are many websites to support parents of gifted learners. Two sites which support a community of gifted readers with conversations and ideas for books that meet the unique needs of gifted readers are Goodreads as well as Hoagies Gifted.

Misconceptions of Gifted #1 "All Children are Gifted"

False. Using the term in this way indicates a misunderstanding of the term “gifted.” What most people mean when they make this statement is that “all children have value.” Yes, all children have value and worth. With sound instruction, encouragement and mentoring all children should have avenues open up and possibilities abound. However, “value” and/or “worth” and “gifted” are not synonymous.  Giftedness is an innate ability. It is a human phenomenon. There is a physiological difference in the brain of gifted children. Simplified, the brain fires faster and therefore makes more connections at a faster pace. Gifted children need less repetition and can tackle more complex information than their peers. They have a need for intellectual stimulation and therein lies the problem with many gifted children and the current school environment of today.

Many gifted children sit in classrooms waiting to learn while the focus on instruction and strategies is designed for the struggling learner. There is no question that struggling learners need support, but not at the expense of the gifted. Gifted children need learning situations and content at a pace that allows them to be challenged and grow.  They need research based practices that are specific to their needs, not generalized to their population.

Working with Deb again

Two heads are better than one - yes, this is the case when Deb Vail and I work together. It is almost scary that the two of us, who are both so random in our thinking, have so much in common. It takes awhile, but we eventually nail down the objectives and create engaging learning opportunities along the way. Maybe the best part is that our collaboration is always a learning opportunity in progress too.