1. Vanessa Ewing, Ph.D. Laura Tuthill, Ph.D.
Talented Toddlers (How to Nurture Our Littlest Einsteins)  Rocky Mountain Early Childhood Conference
Vanessa Ewing, Ph.D.
Laura Tuthill, Ph.D.

2. Our Goals for Today: Learning Outcomes:
*understand the traits to look for in young, gifted students
*understand why recognition of giftedness is helpful for a child’s individual development
*develop an understanding of teaching strategies that support young, gifted students
*receive resources and guidance related to your specific questions

3. When you hear “Gifted”~
what do you think?

5. Characteristics of Giftedness- Social/Emotional
Early development of empathy
Emotional intensity and sensitivity
Frustrations with limitations
Think abstractly
Perfectionism
Leader during cooperative play
Concern with truth and fairness

6. Cognitive Characteristics- Fact or Fiction

7. Characteristics of Giftedness- Cognitive
Alertness
Talent Development
Curiosity
Faster pace of reading developmental milestones
Advanced vocabulary
Sustained attention
Excellent memory
Creativity
May be an early reader

8. Possible areas of challenge-
Emotional Sensitivity
Peer struggles
Perfectionism
Asynchronous development
May be advanced in one or more areas and behind in another
Underachievement
Anxiety and depression

9. Overexcitabilities- Dabrowski
Imaginational
Psychomotor
Sensual
Intellectual
Emotional

10. Classroom Strategies *Play and Creativity
*Developmentally Appropriate Practices (for that child and their abilities, understandings, and interests)
*Involve children in decisions about what to learn
*Build on prior knowledge (KWL charts help- Prior to instruction determine: what they Know, and what they Want To Know. After instruction: determine what they Learned)

11. Why Differentiation Is Critical

12. Differentiated Instruction
Individualize content, process, or products. Altering the pace, depth, or complexity of instruction are important, though rarely implemented in pre-school and early elementary classrooms (Robinson et al., 2002; Stainthorp & Hughes, 2004).
providing engaging, responsive learning environments in which young learners’ interests, strengths, and skills are identified, developed, and used to guide individualized learning experiences are important.
Developmental appropriateness does not, however, mandate that children be grouped together within an age group, but as the term itself implies, that they be treated in a manner that is appropriate for their own individual level of cognitive, social- emotional, and physical development (Frances A. Karnes Center for Gifted Studies).

13. Classroom Strategies
*Encourage and model thinking aloud during instruction
*Opportunities for same age and mixed age (similar ability levels, as well as mixed ability levels)
*Opportunities for in-depth study of interests

14. The Importance of Play
Play is essential because it promotes physical, cognitive, social emotional health for children. It also gives parents opportunities to interact with their children (Reading, R., 2007, Child: care, health and development, 33(6), ).
In spite of this, we are seeing a decrease in play as academics, enrichment, family structures, and a hurried lifestyle all are reasons for this (Reading, R., 2007, Child: care, health and development, 33(6), ).
Gifted children may need even more time for play, but usually get even less (may be because of their passions for many things, concerns about not challenging them enough, etc.).

15. 2/22/2019
Programming
Challenging, content rich curriculum (utilize non-fiction also!)
Matched to child’s strength area
General cognition, specific academic area, leadership, creativity, visual arts, performing arts, and/or music
School and/or community resources
Instructional program, expanded learning opportunities, and acceleration
(pace, depth, complexity)
Advanced learning plan (ALP) or Individual Goals and Progress Monitoring
ALP:
Developing in the art areas across the state 15

16. Challenges…
*asynchronous development *hard to formally identify *may hide their abilities and talents to fit in *under identification for ethnically diverse, financially disadvantaged youth *proper training and support….how to remain TRULY DAP (Developmentally Appropriate Programming) AND meet each child’s needs *Documentation

17. Strategies for Parents
Make time for reading to your child (more advanced reading materials, focus on comprehension. Do this even if they are reading independently).
Set aside time for free play and exploration.
Help your child develop interests- clubs, mentors, community activities
Explore educational options, advocate for your child, join a parent support group
Plan outings and trips together vs. pre-planning alone as a parent

18. Taking it back to your classroom!
What do you want your EC classroom to feel and look like? What do you want your students to experience?
What questions do you still have?
PIPE CLEANERS

19. Resources
American Journal of Play: free, peer-reviewed online journal.
Dombkowski, K. (2001). Will the real kindergarten please stand up?: Defining and redefining the twentieth century US kindergarten. History of Education, 30(6),
Ewing, V. & Tuthill, L. *our website with links to presentation Powerpoints
Hertzhog, N. (2008). Early Childhood Gifted Education
KaBOOM!: nonprofit dedicated to bringing active play into daily lives of children, especially low-income communities.
The Strong National Museum of Play

20. Resources
Appropriate practices for screening, identifying and serving potentially gifted preschoolers:
gifted-studies/pdf/appropriatepracticespreschool.pdf
gifted-studies/pdf/preschool_gifted_brochure.pdf.pdf
gifted-studies/pdf/preschoolgifted_factsheet.pdf.pdf
Resource: NAGC Young, Bright Students:  publications/resources-parents/young-bright-children

21. Programs / Services www.sengifted.org
House Bill created the opportunity for Colorado administrative units (AUs) to accelerate highly advanced gifted children under age 4 for kindergarten and/or under age 5 for first grade pursuant to CRS (2).  The Exceptional Children’s Educational Act (ECEA) is Colorado’s primary law with requirements for the implementation of specific elements and procedures for gifted education programs.  ECEA Rules provide AUs guidance for the implementation of early access as well as clarify provisions for AUs to receive state education funds for early access children. 

23. QUESTIONS Dr. Laura Tuthill: ltuthill@uccs.edu
Dr. Vanessa Ewing: