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Response to the Summary Article entitled Nurturing Giftedness in Young Children and Preschoolers Too Young for Gifted Programs - Assignment Example

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The author of the paper gives a response to the summary article entitled “Nurturing Giftedness in Young Children” and the summary article entitled "Preschoolers Too Young for Gifted Programs" and gives his opinion regarded the issues and statements from these articles…
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Response to the Summary Article entitled Nurturing Giftedness in Young Children and Preschoolers Too Young for Gifted Programs
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Response to the Summary Article en d “Nurturing Giftedness in Young Children.” I agree to Roedell’s thesis that a child, gifted or not, should betreated as an individual. I believe that that is the fundamental idea on how to nurture children with their unique individuality and capacity for learning. Undoubtedly, treatment based on the individual’s individuality is essential. In analyzing Roedell’s argument, however, he fails to provide a prescriptive method on how to properly nurture children, especially the gifted ones. In fact, I do not think that he offers anything new. Yes, I agree that developments among children are varied and different. Yes, I also agree that other children are fast learners while others are not. I could quote every line in Roedell’s article and say, “Yes, I agree with all of my heart.” It seems to me that Roedell merely states the facts but fails to offer any critical analysis. If Roedell made a critical analysis concerning what it means, or what are the ways, to treat a child as an individual, then Roedell could begin from there in offering a fresh perspective.
Response to the Summary Article entitled “Are Preschoolers Too Young for Gifted Programs?” I agree that all G/T programs offered in schools for gifted children should be promoted and fostered. However, I think that the child’s age before enrolling him or her into a G/T program should be a special concern for parents and the academe. An age of three, I believe, is not a good measure for allowing, or worst forcing, gifted children to study in a G/T program. That’s a very young age for a young child, gifted or not, to go to school. A gifted child needs more than just intellectual stuff. He or she needs, among others, a social, physically-active, and emotional life. It also interests me why few schools offer G/T program to affluent urban families. It implies, at least to my understanding, that G/T program is a money-making business for the learning institution. Moreover, it fascinates me why parents enroll their children to G/T program. It sounds like they are doing it for the sake of prestige – namely, that their child is a “smart” kid.
My Answer to Question Number One. I think that tiered instruction is better than the traditional way of teaching. Tiered instruction is premised on the idea that individuals have different levels of learning ability and therefore requires diverse teaching strategies. Different students are taught differently. For instance, a student who struggles to grasp an abstract thinking will need a different treatment compared to an advanced student who learns easily. Although both of these students are taught in different ways, still the essential concept being taught is the same. I think enrichment program for gifted children is too much. Before academic professionals provide these children a sort of enrichment, they should first consider the fact that these children are individuals with individual needs. I think that it is difficult to measure the acceleration phase of a child. In fact, IQ has flaws. Concerned academics should focus more on the interest and personality of the gifted child, and not on the intelligence purely based on his or her age level.
My Answer to Question Number Four. I think that gifted students will benefit from an educational system that promotes a learning environment that caters “an inch wide and a mile deep.” The principle of establishing learning institutions is for learners to learn. To learn means to gain relevant knowledge that would help students cope up life’s challenges. There are many ways for students to qualitatively learn. Certainly, teaching in “a mile wide” pace is not one of them. A mile-wide learning sharply contradicts the very foundation of education. I fear that such teaching process results to a type of learning that is “an inch deep.” Pragmatically, it’s useless to teach numerous topics to students if they merely learn a little. Assuming that students learn a lot from a mile-wide curriculum, still genuine learning won’t occur because they merely accumulate a number of information that does not make sense to their worldview. For learning to truly occur, students should be taught to think “a mile deep” in a manner of teaching that is just “an inch wide.” Read More
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