GIFTED CHILDREN MORE PRECISION IN SELECTION

Press, Volume CI, Issue 29760, 1 March 1962, Page 10

GIFTED CHILDREN MORE PRECISION IN SELECTION

This is a result of conclusions reached by 50 teachers who attended a special national course at Auckland m the holidays. The teachers also agreed at an informal discussion that greater efforts would be made to find gifted children. Early Selection The children should be selected as soon as possible, preferably by Standard I, though some would already have selected themselves by their ability to handle language in all its forms at an earlier age than the average, it was found. These children had never been challenged and had never had to exert their fullest powers. They were often disguised in large classes. Group intelligence tests would reveal these gifted ones, to be followed by individual tests in doubtful cases. Their whole performance

would be studied and their reactions watched in situations demanding high intelligence.

There would be specific attainments in special fields, then a panel of parents, teachers and' psychologists would consult about the child’s future.

Two methods of approach were favoured.

One was to isolate the factors to be taught and so challenge the child at certain particular points. This led to the development of deeper thought. The other was to surround the child with a tremendous and comprehensive supply of books, ideas and experiences and make him work to his full capacity. The teachers themselves must be capable of such an approach and should be specially trained. The course spent some time in building good monthly programmes in English, mathematics, science, social studies, foreign languages, art and music. These would really test the highly intelligent children. No Interference The teachers agreed it was essential not to put the child in a higher class, as in this way he would miss part of his education. Nor must they interfere with his social development. He had to learn to stand on his own feet and meet the Challenge of deeper mental processes. In his own class his work would be wider, he would search deeper and faster. It was important to identify the gifted child because only a small number worked to capacity. Some dropped out even before they reached high school

Footnote: A pioneer project of this type, started in Christchurch, was described in “The Press" last year.