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The TVClubHouse: General Discussions ARCHIVES: 2004 Nov. - 2005 Jan.: Parenting Place {ARCHIVES}: Teachers in the Know! users admin

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Archive through December 15, 2004Reader23425 12-15-04  4:32 pm
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Julieboo
Member

02-05-2002

Wednesday, December 15, 2004 - 5:32 pm   Edit Post Move Post Delete Post View Post    
The Differences Between Bright and Gifted
Janice Robbins, PhD  


The Bright Child, Gifted Child Continuum

This worksheet will help you see where your child might fit on the scale between "bright" to truly "gifted." Whatever your child's place on this continuum, celebrate her enthusiasm, curiosity, and talents!

The Bright Child..............................................................The Gifted Child
Knows the answers.........................................................Asks the questions
Is interested........................................................................Is highly curious
Is attentive................................................Is mentally and physically involved
Works hard........................................................Plays around, yet tests well
Answers the questions....................................Discusses in detail, elaborates
Is in the top group...........................................................Is beyond the group
Listens with interest.................................Shows strong feelings and opinions
Learns with ease...................................................................Already knows
Needs 6-8 repetitions for mastery..................................Needs 1-2 repetitions
Understands ideas...................................................Constructs abstractions
Enjoys peers..........................................................................Prefers adults
Grasps the meaning...........................................................Draws inferences
Completes assignments.......................................................Initiates projects
Is receptive...................................................................................Is intense
Copies accurately........................................................Creates a new design

Schoolmarm
Member

02-18-2001

Wednesday, December 15, 2004 - 8:35 pm   Edit Post Move Post Delete Post View Post    
Reader....she wants some attention. FInd out what is bugging her. It might be that she can't really verbalize her FEELINGS (intrapersonal skills). Give her a hug and ask "what's up"....try to draw her out so she can talk about her feelings. You are probably listening, but she doesn't see it.

Try repeating or rephrasing what she is saying, and ask her if that is what she means.

Good luck. 2nd and 3rd grade are big years for mental, emotional and physical growth. Good luck again!

Julie....that is a great chart! Gifted kids usually pop into abstractions and abstract thinking MUCH faster than average kids and even bright kids. They show a fluency in the abstract languages (linguistic, athletic, music, spacial, mathematical, etc) in their strength area and may have more strength areas than average or bright kids.

You really have to watch the "gifted under-achiever"....channel all that genius into "something productive." (My mother's favorite saying....."What are you doing?" My brother or I would say "reading" she would reply "Well, why don't you do something constructive?" LOL)


Reader234
Member

08-13-2000

Wednesday, December 15, 2004 - 9:30 pm   Edit Post Move Post Delete Post View Post    
had to pop back and let you know, it was hard, but I neither LOL at DD (I was trying to give her space and popped online, then came here, and had to type what she was saying!) I ended up just as Marm suggested - I told her we needed to talk in her room, private so brothers couldnt here (attention) and we talked. Then she wanted me to resolve her social skills w/ her brothers. I couldnt/wouldnt do it. DH called, and convinced her to (I kid you not) "Stand on one foot rub your tummy, pat your head and say oh wise and wonderful brother I am truly sorry and I wont do it again") Well, later, as she was crying I told her to go to oldest brother because her tears and batting eyelashes seem to work best on him (she started LOL, roflol) and then worked it out with both brothers. Its easier said than done to communicate, and deal with emotions with humor... but its so worth it...

Thanks for your support!! :-)

Right now dh is working on insulating a nalgene bottle (dont ask!) ds #1 and I are kinda lol, but ds #2 came up and 2 peas in a pod they are!! "Random" ("huh?") ds#2 says, talk about abstracts - we get them here ALL THE TIME! I feel so blessed tho!! :-)

Graceunderfyre
Member

01-21-2004

Thursday, December 16, 2004 - 12:42 pm   Edit Post Move Post Delete Post View Post    
Schoolmarm I love what you had to say about gifted kids needs. . .

btw, I hope I didn't come off sounding like part of my 4th grader's problem adjusting to skipping 34d grade was due to parents being divorced. . .I'm pretty sure those parents were never married, they were just so busy always trying to outdo each other and "show" their concern that I think he got forgotten a lot.

Deesandy
Member

08-12-2003

Thursday, December 16, 2004 - 3:06 pm   Edit Post Move Post Delete Post View Post    
Hi Everyone,

Just wanted y'all to know that I am reading each word written here very carefully and with much consideration. I am doing research also. What do you think about this site? http://www.sengifted.org/conference_about.shtml

I guess having my dd tested is the first step towards making any decisions. For all I know I have a "bright" child who likes to make hexagons and not a truly gifted child. At any rate, I can tell you that she is the pride and joy of my life! If you would like to learn more about her, this is her website link: http://cassiopeia-.diaryland.com/

I appreciate all of the information and comments. I am trying to make the best decisions without making the wrong ones. I never knew that parenting could be so hard! Being responsible for someone's life is overwhelming.

Thanks for your support!

Deesandy
Member

08-12-2003

Thursday, December 16, 2004 - 10:53 pm   Edit Post Move Post Delete Post View Post    
Does anyone know the ratio for child-teachers who are pre-school aged?

TY

Schoolmarm
Member

02-18-2001

Friday, December 17, 2004 - 5:38 am   Edit Post Move Post Delete Post View Post    
That would vary from school to school, but the fewer children the better.

It also depends on whether they only count the MAIN teacher, or all the aides and special teachers like music and art, etc.

Bookworm would be able to answer this one, as she works for Head Start.

I would look for no more than 6 kids for one adult for 3 year olds, maybe up to 7 or 8 for 4-5s. In no case no more that 12 4-5s for an adult.

Research finds that the ideal class size for elementary grades is 15 or 16. (YEAH, like I EVER had that....smallest class I ever taught was 18, but most were 25-28 and even went up to 33)

Special ed classes have limits from the federal government with "weights" assigned to each child depending on their disability. Some of those classes will have one teacher and two or three aides for 6 kids. (And they will ALL leave when it's time for music except for one aide!)

Graceunderfyre
Member

01-21-2004

Friday, December 17, 2004 - 11:12 am   Edit Post Move Post Delete Post View Post    
I know the Natl YMCA standard for preschool is 10 kids for each adult, but most will have aides. In VA, they have a point system so the adult can have no more than 16 points and I believe that age group is worth 2 points - so that would work out to 8 kids. In PA, DPW said that age group should be 8 to 1, our preschool teacher always had an aide. I'm not sure what it is out here in IL.

Reader234
Member

08-13-2000

Friday, December 17, 2004 - 11:15 am   Edit Post Move Post Delete Post View Post    
DeeSandy, Thanks for the links!! What an awesome website - thanks for sharing, too cute for words!!

I was googling around and found this site>

Universal PreK Program

and when I was in DayCare, I learned alot about the difference between a "for profit" and a "not for profit" center. I hope things have changed. The one center I worked at told parents one thing, but did things different, and that includes teacher child ratios. I believe it is 1:10, but as Schoolmarm states, it depends on the aides, and training of the teachers.

I learned about the National Organization

NAEYC

I even spoke, and lead some classes at the conferences! This website should give you some great information too!



Deesandy
Member

08-12-2003

Friday, December 17, 2004 - 7:14 pm   Edit Post Move Post Delete Post View Post    
Thank you a'll! I need to put this on hold for the next ten days as I will be out of town. I hope that everyone has a Happy Holiday and enjoys the Holiday Break!

Bookworm
Member

12-18-2001

Saturday, December 18, 2004 - 6:38 pm   Edit Post Move Post Delete Post View Post    
Well, teacher-child ratio varies from state to state. Teachers and associates are included in the ratio, but they need to be in the classroom. A center cannot count a cook in the ratio, as they are not in the classroom with the children. The numbers Schoolmarm posted are very close to Iowa's numbers, but like I said it will vary from state to state.

Your preschool should have the name of the state worker who oversees their license. In Iowa we are required to post their name, address, and phone number in case a parent has a concern or question. In Iowa these workers are from the Dept of Human Services. This, again, varies from state to state.

Sorry to be so vague. Let me know if I can help you research this any further.

Deesandy
Member

08-12-2003

Wednesday, January 05, 2005 - 3:17 pm   Edit Post Move Post Delete Post View Post    
New Question:

A situation has come up at pre-school.

One of my dd's classmates has been telling everyone that black people are ugly and that white people are beautiful. Also, she has said that black people are for helping white people.

I personally witnessed this child handing over her backpack to a dark skinned child and telling her to put it away for her. This was before I knew of the situation. Now that I do know, I can't just be quiet and let it continue. I have a meeting in the morning with the director, and I really don't know where to begin telling her about this. She is new, and I am very sure she is not aware of what is going on.

The actual teacher of the class is pretty naive and I doubt that she understands what is going on.

What would you do?

Maris
Member

03-28-2002

Wednesday, January 05, 2005 - 5:26 pm   Edit Post Move Post Delete Post View Post    
I am not a teacher but I think I would probably call the parents in to discuss it.

Bookworm
Member

12-18-2001

Wednesday, January 05, 2005 - 6:05 pm   Edit Post Move Post Delete Post View Post    
As a parent, I would speak to the teacher first and then the director, as this is most likely the chain of command. I would also reinforce your views about the issue (that all children are beautiful, etc) with your daughter.

As a teacher, I would address the comments made by the child the same way I would address any put-downs or name calling--by speaking with the child away from the other children. And then by addressing the issue with the parents if the situation evolved to that. In my preschool we do a lot of lessons about feelings and so forth. I would make sure that I was addressing the topic with the whole class, without pointing out the particular child (since she is only repeating what she has heard at home). That way other children would know the proper response if they needed to stand up for themselves.

The kids in my class know that there are different rules and expectations at home and at school. Most of them 'get it' when I tell them we don't say certain things (foul language, 'shut-up', etc) at school, even though I know that sometimes those things are okay at home.

Let us know how this turns out.

Skootz
Member

07-23-2003

Wednesday, January 05, 2005 - 6:17 pm   Edit Post Move Post Delete Post View Post    
I am not a teacher either, but I would have to disagree with you Maris about phoning the parents. This is probably where this child gets these opinions from. I think it would be best to talk to the teacher and director like Bookworm said.

Deesandy
Member

08-12-2003

Wednesday, January 05, 2005 - 7:46 pm   Edit Post Move Post Delete Post View Post    
I am so angry that this is even an issue at all!



Deesandy
Member

08-12-2003

Thursday, January 06, 2005 - 11:43 am   Edit Post Move Post Delete Post View Post    
Last night we went over to this child's house to let her know that we support her. I offered to go with her to speak to the teacher/director about this issue and we agreed to do so in the morning. However, when it came to the time we discussed, she was not ready and could not make it. Therefore, I have to believe that deep down this issue is not as important to her as she made it seem to be.

I did discuss it a little bit with the teacher myself, and she has not seen any such behavior but now is alerted.

Since I don't know what to think, I too will watch and see.

Maris
Member

03-28-2002

Thursday, January 06, 2005 - 11:48 am   Edit Post Move Post Delete Post View Post    
I am confused. Whose house did you go to? How old is this child?



Julieboo
Member

02-05-2002

Thursday, January 06, 2005 - 11:57 am   Edit Post Move Post Delete Post View Post    
I am confused too...

Deesandy
Member

08-12-2003

Thursday, January 06, 2005 - 1:04 pm   Edit Post Move Post Delete Post View Post    
Oh...

We went to the house of the family who is Indian and is the focus of the whole "black people are ugly" thing going on at school. She is 3.5 years, as is my daughter. The child who has started this issue is 4 years old.



Maris
Member

03-28-2002

Thursday, January 06, 2005 - 1:29 pm   Edit Post Move Post Delete Post View Post    
So why wouldn't the child's parents want to go to the school? I can't imagine any parent not wanting to take care of this problem quickly.

I can't imagine any child of 3 1/2 wanting to go to a director of a school or even understanding the process. My son would have run a mile from that suggestion and he didnt want me going to the principal when he was being victimized by a bully. I did go to the principal which resulted in the bully in question being suspended for a week.

Deesandy
Member

08-12-2003

Thursday, January 06, 2005 - 3:25 pm   Edit Post Move Post Delete Post View Post    
Let me explain...

Shanta, the mother of the child who is dark skinned, and I were to meet with the teacher and or director this morning to discuss the fact that another child is making comments about black people being ugly, etc. I agreed to go with her for moral support. I was disappointed when she couldn't make the appointment this morning, and felt that perhaps this issue is not as important to her as I thought, or maybe she is planning to let it drop altogether.

No way should a child be brought into any such conversation without their parent present. I am sure that the school would not allow that to happen.

Maris
Member

03-28-2002

Thursday, January 06, 2005 - 4:29 pm   Edit Post Move Post Delete Post View Post    
Oh ok, lol. I thought you said you were going in with the child and the child changed her mind.

Juju2bigdog
Member

10-27-2000

Thursday, January 06, 2005 - 5:47 pm   Edit Post Move Post Delete Post View Post    
Me too.

Deesandy
Member

08-12-2003

Sunday, January 09, 2005 - 7:25 pm   Edit Post Move Post Delete Post View Post    
Does anyone know anything about this Pre K program that is supposed to be in elementary schools soon???

Schoolmarm
Member

02-18-2001

Monday, January 10, 2005 - 1:06 am   Edit Post Move Post Delete Post View Post    
Dee, it depends on what state you are in. Some places already have it. You should check with your local school district.

There are many kinds of PreK programs. Some are affiliated with Head Start (ask Bookie about this). Some are Montessori based, some are "regular" pre-schools. Unfortunately, some are glorified day cares.

My niece and nephew in Illinois went to a "regular" pre-school in a small town. My niece in South Dakota is in a very interesting PreK program. She barely missed the cutoff date for Kindergarten, but is already reading and is very bright. She is in a PreK/K for at risk kids as one of the model students. They choose several bright, well-adjusted kids to show the others how to behave/learn/etc. (I just hope it doesn't go the other way! I had Kindergarteners in the inner city who could pick a lock faster than you could blink!)

Most elementary schools I've been affiliated with have pre-K's in them.

Wait, you are from PA? I used to teach at Clarion U. I've found that most public schools in PA do NOT have Pre-K programs unless the kid is in special ed. 'Bout time PA got on the early childhood bandwagon. The only school affiliated preschool up in Clarion County besides the one for PreSchool/Handicapped was at the Catholic school. I can't remember what the stipulations are for PreK programs in PA. Our Head Start was not in my town, but over in Knox.

Bookworm
Member

12-18-2001

Monday, January 10, 2005 - 5:12 am   Edit Post Move Post Delete Post View Post    
Marm has pretty much answered this. Most school-related standards vary from state to state.

In Iowa most preschools, with the exception of preschools for children with special needs, are not affiliated with public schools. Our local district (and Iowa gives a lot of leeway to districts) is thinking about adding a prekindergarten class which would take children who meet the age qualifications for kindergarten, but are not socially or emotionally ready for kindergarten.

Julieboo
Member

02-05-2002

Monday, January 10, 2005 - 7:49 am   Edit Post Move Post Delete Post View Post    
Marm, Dee is in Florida. I have no idea about FL. Here in IL they have the PreK for at risk kids thru the public schools. My son was in that program for 2 years, last year and the year before. It was wonderful. I really don't know where they get the "model" kids. Most of the kids in it have something that puts them "at risk." My son was a late talker, so his speech put him in that category. I loved that program and loved the teachers! And it was/is a good use of taxpayers'' money!

Deesandy
Member

08-12-2003

Tuesday, January 11, 2005 - 8:28 pm   Edit Post Move Post Delete Post View Post    
I found this interesting:

7. Do we have any evidence that an investment in high-quality in the early childhood years will make a difference later on in school and in life?
Research demonstrates that high-quality preschool education can substantially increase children's chances of succeeding in school and in life. Children who attend high quality prekindergarten programs are less likely to be held back a grade, less likely to need special education and more likely to graduate high school. They are less involved in crime and delinquency. They also earn more as adults and are less likely to become dependent on welfare. Several studies (including those of the Perry Preschool in Michigan, the Abecedarian Project in Chapel Hill, N.C., and the Chicago Child-Parent Centers) have documented the value of high-quality programs for disadvantaged children. While the strongest results have been shown for at-risk and low-income children, positive effects extend to middle- and higher-income children.

Schoolmarm
Member

02-18-2001

Wednesday, January 12, 2005 - 12:57 am   Edit Post Move Post Delete Post View Post    
That sounds like it is from High Scope education materials. Phyllis Wiekert and her colleagues have been doing research in early childhood, music, movement and literacy skills for years. I think that this is one of their last projects.

Early childhood education doesn't HAVE to be in a pre-school. I believe that there is NO substitute for early education at home starting in infanthood. Children learn through play and it is important to read to them.

For at-risk kids who may have illiterate parents or absent parents or whatever, a good preschool certainly gives them the lift that they need.

That was the whole thought behind Head Start....Bookie, care to comment?

Deesandy
Member

08-12-2003

Friday, January 14, 2005 - 10:34 pm   Edit Post Move Post Delete Post View Post    
Date Published: January 12, 2005

LAKELAND -- How well will Florida's new universal prekindergarten program stack up to other states that already have programs in place?

At this point, no one says it will improve on them. And its relatively lax teacher requirements have some advocates worried.

Georgia, New York and Oklahoma all offer universal prekindergarten programs for 4-year-olds. But all of them offer programs significantly different than Florida's blueprint, with stricter requirements for teacher certification.

Florida's plan will suffer for it, says one prominent local preschool advocate.

"I think we're very short-sighted," said Carol Barnett, president of Publix charities and a member of the Florida Partnership of School Readiness board. "I don't think we're going to get the results that we want."

Barnett doesn't think Florida's program will compare well with the other states' programs.

"The teachers won't have the qualifications," she said. "And the (child-adult) ratio will be too high."

Matti Garcia Friedt, coordinator of child care services for Polk schools, said Florida's new plan compares favorably with other states in some areas and not in others.

"I think we missed it on teacher qualifications," she said. "I think it's about where other states are, maybe a little better, in terms of offering parental choice."

Florida requires its prekindergarten teachers to have only a Child Development Associate, or CDA, credential. And the state is requiring only one CDA per 18 students, with an extra uncredentialed adult for classes with more than 10 students.

Georgia, New York and Oklahoma each require certified teachers or degreed teachers. But all four states have similar childadult ratios of roughly two adults to every 18 to 20 children.

Some states, such as Oklahoma, aren't offering much outside of the public school system. But Florida plans to allow private providers and even churches to participate in its program.

Friedt considers that a strength for Florida.

But Barnett, who's worked in the realm of prekindergarten for several years, said she's disappointed that after so many years, Florida still isn't following the advice of its preschool advocates and the example of other states. She said Florida will struggle for good results from its prekindergarten program.

"It's disappointing when you think you're making headway, and you're really going backward," she said.

She said Florida's road to prekindergarten is tougher because of the sheer numbers of 4-yearolds in the state and the vast diversity of its children.


Happymom
Member

01-20-2003

Thursday, January 20, 2005 - 11:38 am   Edit Post Move Post Delete Post View Post    
Dee...I am writing this because I think Kinder readiness really needs to be stressed as very important...and possibly secondary to academic readiness...gifted kids can be a real tough crowd especially when their needs are not being met...but combined with that, if they are in school and not ready...well..read on...I am on the Gifted Advisory Committee (as a parent) in our school district. There is also a task force that studies our program and wants to address the needs for K-3.

My own personal experience re: Kinder readiness...and gifted...my 3 daughters are all gifted. I really didn't know when my first was young that she was different from other kids so much. Time for Kinder. came, she has a Dec. bday. I thought the cutoff was at the end of Dec. Here in CA, it is Dec. 2. So, she couldn't go to Kinder. I put her in a private Junior K, they moved her (with my consent) into Kinder after 3 weeks. At the end of Kinder, our public school principal wanted to put her in a combo K/1st and not designate her until school had been in session for a couple of weeks. (Even though her K teacher and I and my school psyc. mom said she was completely ready socially for 1st and way beyond ready academically.) Priv. school principal said she should be in a 2nd/3rd combo. Well...she had to go to public school and so I was a squeaky wheel. She started 1st grade in a non combination class after K. Our school district has Gifted program starting in 4th. It is a segregated magnet program (for 4th and 5th) and very good. (Mid school gifted program is not so good in our district, it is left up to the teacher to differentiate for the gifted students who are clustered together in the academic classes.) (She choose a small specialized program for mid school perfect for gifted kids but not exclusive to them. So, it worked out well.) But it was frustrating waiting for 4th to start, we did a lot of academics at home. My goal was not to get her so far ahead, but to broaden the scope for her, although in reading and comprehension, getting very far ahead cannot be helped...same with science. She was also very fortunate to have teachers in 1st, 2nd, and 3rd provided for her. But, we still had to do a lot of work at home. I explained to her that just as she runs etc. to exercise her body, she needs to exercise her mind...not that she ever didn't want to do academics at home! But she wasn't getting enough brain exercise in school. She was the youngest in her class and only had 6 0r 7 kids in her Kinder class. So, 1st grade was socially a big adjustment for her. She did very well though. She has always done very well academically and socially. (I had a hard time when she was a 10 yr. old starting middle school, but she did great!) She is now in 9th grade. (gifted programs in 9th grade are really the honors courses).

Second daugher comes along! She is even farther ahead academically at a very young age. She was doing math in her head addition and subtraction to 20 and reading before her 3rd birthday. Socially...she is much much different. Almost painfully shy...even when she was a baby. She had 2 years of preschool. She liked it. She would talk to the kids, but she didn't talk to her teachers until the very last day except for one or two words here and there, very rarely. My entire goal for her in Kinder was to be able to actually talk to her teacher by June. I didn't care about the academics at all. I felt that here is this bright interesting child and no one will ever know how interesting she is! I teared up one day at a restaurant when she was 5 and she actually spoke a word to the waiter and looked at him in the eye. That was a big step for her. Anyway, her K teacher treated her like breakable glass, she had too and it was the best thing. All the kids knew she was very smart and could read well, but the teacher just let my daughter do whatever as far as helping the kids out. She never pushed her. My daughter liked school and while she was very shy, she was making progress socially and would talk to her teacher, not a lot, but more than the silence she showed in preschool. In April that school year, she actually was comfortable enough to slightly misbehave...she was talking/whispering at the wrong time and got a warning. She didn't stop and got her name on the board. She was very unhappy about that but behind her back, her teacher and I were thrilled and silently cheering! (She celebrated her 6th birthday in K. We finally realized that she was becoming comfortable being uncomfortable...sounds sad in a way, but we were happy and she was happier and making progress.) She is now in 5th grade. She made some huge social leaps during 2nd grade. Mostly due to herself being ready, some due to us, and some due to her teacher. She was even on student council in 3rd grade, I never thought she'd be a regular kid, so I am so happy and relieved for her. Her 4th and 5th grade gifted program teachers have said that she is a real leader in the classroom! It also helps that she is sandwiched in between two very social sisters. She saw her younger sister interacting with people at a baby and toddler and realized that one could do that and all would be ok.

Anyway, the reason I tell you this is because her birthday is in Feb. She is often one of the older kids in her class, or she is at the oldest part of the middle. (My oldest daughter was always the youngest and often more than a year younger than some of the kids with fall birthdays who started K at age almost 6 whereas she was 4). Anyway, if my 2nd daughter had had a fall birthday, I don't know if I would have put her in K when I did. I was so worried about her. I didn't know if she was ready or not for K...even though she was 5 1/2. Whereas I knew my oldest was ready at age 4. I think the social aspect of readiness is so important.

Good luck with your daughter! Provide for her as best you can. There are many studies that show that gifted kids do better with other gifted kids. You can have her tested privately. My youngest is 8 and in 3rd grade. We had her tested during 1st grade so that she can be a part of Johns Hopkins Center for Talented Youth. There aren't a lot of opportunities for the youngest, but there are some. (Her sisters are also part of this program, there are opportunities all through 12th grade.) There are also other Talent programs around the country. JHU-CTY only offers to those who qualify through testing. Our oldest two qualified based on standardized test scores from tests they took through school...they qualified to take the tests JHU required to get into their programs.

There are many things you can do with your child and materials/experiences you can provide your child to enrich the school process. I had to ... you can never get a day or a year to do it again. I always said that if I just wanted them to have the academics, I would homeschool them. But I cannot give them the social aspect of school. (Please...any homeschooling families reading this...please don't take offense! None is intended.)

Another thing I wanted to say, there are several studies showing conflicting results in acceleration of gifted kids...ie...skipping. Some show the kids are fine. Some show otherwise. There is a lot to digest on this subject. I am glad that my oldest started K early as opposed to skipping a grade later on. But she was ready for K. One of her friends skipped 6th grade. She is having a tough time academically because she is having a tough time socially. Maybe it wasn't the best decision. She is very bright (but maybe not gifted, she wasn't in the gifted program in elem school) and very capable academically to shine...but she is actually failing. I hope she gets it together.

One more thing...I have a fall birthday. My parents had me take some test at age 4 and I actually skipped Kinder. I think this was a mistake. I was shy and uncomfortable all through school until I was in college. I did well academically but could have done better if I had felt better. I know a girl now who is in 5th grade and she skipped kinder, she has never been shy, but almost the opposite. She was always and still is, a behavior problem. Also, she didn't go to preschool. So, I don't think the right decision was made. Her grades range from ok - good. She didn't qualify for the gifted program when tested in 3rd grade even though she was very precocious as a young girl.

Happymom
Member

01-20-2003

Thursday, January 20, 2005 - 11:57 am   Edit Post Move Post Delete Post View Post    
Sorry my post was so long, I even tried to make it longer but ran out of time! ... I just feel so strongly about K readiness and about needs of gifted kids. There is a misconception that they will be fine...they won't. Their needs must be met just as the needs of the lower IQ kids must be met. Schoolmarm mentioned the gifted underachievers, there are many. The statistics re: the needs of gifted kids not being met are alarming. She also mentioned IQ far from the norm being very different, there is even a huge difference between those with IQs in the top 2% and those say at the lower end of the top 4%.

Yankee...I cannot imagine starting high school at age 11, or how your parents felt about that!