S5.9.5 Supporting Potentially-Gifted Learners in the Early Years (Birth Through Age 5) Across the World

Early childhood experts from multiple nations and continents discuss efforts in their countries (USA, Germany, Scotland, New Zealand,) to identify and support high ability (potentially gifted) early learners including special populations and their unique needs.

Format: 10 mins per country: Each of the country teams will introduce our areas of study and work, as described below:

• USA: Discussion on identifying potential gifted traits by looking at students who hit milestones early and display characteristics that formally identified older children had as infants and preschoolers. Recognizing related academic and social-emotional needs of these high ability learners and potential at-risk populations. Discussion of new state-funded “gifted inclusion specialist” position in Florida, created to help early learning center caregivers support potentially-gifted individuals and their families.

• Scotland: A critique of national early years initiatives that have sought to raise expectations of educators and inspire new interest in young children and their abilities will be presented. This will be considered in light of overarching issues relating to poverty, inequity and the impact of adverse childhood experiences.

• Germany: Discussion about programs for teachers’ education, focusing on gifted education are discussed in the context of professionalizing the institutions for early childhood education.

• New Zealand (BY SKYPE): Discussion about how curriculum and pedagogical traditions support and hinder gifted early learners in New Zealand; perceptions of giftedness within the bicultural New Zealand milieu. Discussion of the current governmental policy initiatives to improve education for gifted learners within the Special Education and Early childhood domains.

25 minutes: Lead presenter presenting these questions to the panel:

1. What are barriers in your country making it difficult to promote gifted education for early learners?

2. Are there benefits to working on gifted education advocacy for the early years compared with gifted education advocacy for school-aged students in your country?

3. What research projects would you like to see happen in the future on gifted education topics, and how would that help us move forward in providing better support for gifted young learners, their educators, or their families in your country?

4. If you could get the support of anyone in your country who you think would be most helpful in advocating for stronger support (financial or otherwise,) for gifted early learning initiatives, resources, or services, who would it be and why?

Remainder: Questions from the audience

Author(s):