Effective, two way communication between parents and early childhood professionals, including teachers and educators in out of school care services, is especially important when a young gifted child is transitioning from one learning environment to another.
When beginning primary school the information from the Transition Learning and Development Statement will support the teacher in designing the curriculum and teaching strategies. This will assist the child and their family to settle quickly into the new learning environment.
For more information see:
Communicating with educators
Early childhood professionals and parents should communicate evidence of the child’s advanced ability with the receiving educator, which will help in planning for the young gifted child. Where this includes learning and skills, as well as advanced interests it is relevant to note the accelerated learning but not necessary to quantify ‘how different’ they may appear in comparison with other children. For example, in describing a gifted child’s strengths it could be stated:
‘Charlie is already reading and writing and unselfconsciously uses these skills when playing with other children. Other children freely ask him to use his literacy skills to enhance the play activity’
‘Charlie’s literacy skills are highly developed and he is probably at grade one level’.
Social and emotional behaviours can also be different in young gifted children. Some young gifted children may be accelerated in their learning beyond the ordinary curriculum, but early childhood and school educators should also be sensitive to the social and emotional characteristics of young gifted children that may require different support to help them settle into the new learning environment. In transitions early childhood and school educators are encouraged to share, with the receiving teacher, summaries of those behaviours and characteristics described as typical of a gifted child, with parental consent.
For more information about disclosing information about a child's learning and development to support their transition to primary school, see: Privacy
Families should be encouraged and invited to share with the prospective new educator, evidence of significant learning at home, as well as the results of previous assessment, such as developmental screening or IQ tests, if this has occurred. This supports the receiving educator who as a result may want to consider On-demand testing, selecting ‘off-level’.
For more information, see: