What was your gifted child like when they were 2 - 3 years old(61 Posts)
Won't go into too much detail but DS has been identified as potentially showing some signs of autism. One of the main things is that he extremely good with numbers and letters. Its early days still but it was also mentioned that some of the other signs might be toddler behavour that he grows out of and he might be gifted. When i look at the signs of autism and the signs of giftedness there is quite a big overlap. If your child is gifted what were they like at 2-3 and were they suspected of being autistic? Did they turn out to be autistic as well as gifted.
oh and DS was, and still is, fast as lightning on building those lego things with 100s of tiny pieces or any other type of construction activity ...no lack of focus there...
My DS is at a superselective grammar which he got into on his own merits without tutoring. He is in top 1- 2% academically in terms of actual attainment.... At 6/7, he displayed symptoms of ADHD, boundless energy, wouldn't sit still, lapses of inattention, ...though never diagnosed. Always highly numerate, sociable, early reader but a late talker....and limited sentence structure when he was 4 compared to peers who were much more articulate especially the girls I felt. So you never can tell....but I would never ascribe the label "gifted" to a child of 11 and it makes me laugh that others ask that if their 2 or 4 year olds are G&T...meaningless really. You will know if they are "ahead" or "bright" in certain spheres when they sit tests competitive with other children at certain milestones, but their levels may change with age ....some may peak at 11 and may not fulfil potential at 16....trick is to make sure they keep n the scent of having a desire to learn at all ages. By the way, his school also has some very bright Asperger types, who are very focussed, often in their own world but not very sociable...no doubt some of them will end up with several A* and at top unis....but I suspect they didn't talk at lot even when young.
DS (my bright but not-gifted child) was a very agreeable, happy child who recognized colors, letters, shapes and numbers very early on, and started reading at 3.1 and understood addition and subtraction very young. DD (my exceptionally gifted child) was a miserable baby. At 2 and 3 she was very sensitive to sound, clingy, a terrible sleeper, horrible if we did not stick to a strict routine, refused to interact with almost anyone and was a very average toddler when it came to school subjects. In fact, DH thought she was slow, and I had to tell him that compared to DS she was slow, but she was a pretty average kid. We thought she couldn't read going into Kindergarten, (we're American) as she never would for us, and told us that she preferred to read books to herself, but tested out the first day of school at a 3rd grade level. She is reading and comprehending at a 7th grade level as a 2nd grader, and is functioning about 3 grades ahead in math.
That's interesting preeta mine said her first word at barely 5 months - witnessed thankfully by my DM & DF who said I did the same, by 6 months she was off & away - she was also baby signing by 3 months - people just don't believe me if I say that now, many didn't back then unless they saw it for themselves
Mine was pretty hyperactive, MUCH older than her years, very wide vocabulary, - not helped by also being very tall, so would often be mistaken for a 6 year old which came with its own problems
remembers bitterly putting my back out launching myself down a hill after I looked away to pay a bill and another well meaning DM let her on her DDs bike, one that DD didn't know how to stop, nor know what a break was when it was shooter after her rolling at speed down hill
Paint & draw easily recognisable objects - better than some adults - obsessed with numbers & letters, able to add up 3 & 4 string double numbers in her head & remember every word of & "read" all her favourite books to others, do complex puzzles & understand complex story lines etc etc
She was sensitive to things like labels & seams etc, but also very bubbly & sociable & very empathetic to others, often playing mother hen & looking out for any DCs struggling at nursery, so SN were never considered at nursery - though I often wondered how it might have been had she been shy as I was when tiny
trucks and dinosars> Just wondering how your DS is getting on, think he was due to start pre school in sept?
That sounds very similar to my son. He was an early talker started talking at the age of 6 months. He was saying complete sentences by 1 year and already knew abc and 1-10 very well by the time he was 1. By 18th month he started understanding phoenics and had at least 5 words per alphabet vocabulary.he has an incredible memory and can repeat the entire story book if I read it to him even twice. At 28 months, he has started reading now- can read few 3 letter and 4 letter words without any picture aids. He even reads words like trains and apples without help. Can recognize numbers till 30 and count till 50. He can even recognize shapes like cuboid, cylinder, sphere and apply them to real life- like ball is a sphere, this box is a cuboid. He makes his own rhymes at times...it's quite funny to hear him. I am really worried that he would get bored in school....and he is quite bad at interacting with kids of his age. He prefers older kids or adults. It's is very very worrisome. Ay advise on how to handle this?
tricot> i don't think he needs SALT, it was the pre school that suggested it but he hardly talks there compared to how to talks at home, other places and i think his talking and understanding is absolutely fine (although i was willing to go along with any recommendations)
I cant comment on anything else OP but you may not need the HV to get access to speech and language. In our area you can self refer - annoyingly i discivered this after a 12 month wait which was entirely avoidable.
DS1 just started reading, without ever appearing to learn, he's always been good with places/directions as well. With him it's a combination of exceptionally good memory and a weird ability to recognise patterns, I never knew any different, so I didn't realise it was odd for a preschooler to know that if 1+4=5, then 101+4=105 and 1001+4=1005, I only fully realised this was odd when DS1's reception teacher was amazed when he knew that the number after 20,000 was 20,001. If he knows the name of the preceding number then it's as obvious to him, as it would be to an adult, what the one after must be. I hadn't really realised that it wasn't that simple for most 4yo.
DS1 was referred to an educational psychologist in the second term of reception, because he combined poor social skills with amazing academic ability and there was a list of 'areas of concern' (inability to organise, poor eye contact, stress over unknown situations, etc). We're still waiting to hear the outcomes, but DS1 has changed an amazing amount in the last few weeks, he's made a really good friend and talks about other children in a way he never did before, as well as his best friend he suddenly has a group of other friends, who he talks about a lot. There are still areas we're worried about but he suddenly seems to have made a huge leap in sociability.
I don't think DS1 is autistic, he is and always will be quirky, I think there are going to be plenty more worrying times ahead and I worry a lot about his future. I think life is much easier (and possibly happier?) for people who are moderately bright and sociable, than those who are exceptionally bright but have a hard time fitting into society.
Very interesting that several G&T children on here could just suddenly read one day, and never had to learn. And, that several have a fantastic memory for directions? I wonder if they're related?
DD2 was a very placid baby, and at 2 still seemed very placid compared to lively, chatter-box DD1 (there's only 54 weeks difference in age between them).
But, at about 2.5-3 that all changed. Her key worker at nursery commented that DD2 had an unusual ability with numbers, she could subtract them in her head, stuff like that.
Her memory was incredible. The second time we drove to my Mum's new house, DD2 recalled all the right/left turns completely correctly (and there were a lot of them).
Ay 3.5 DD2 could listen to DD1 read her Biff, Chip & Kipper book from school just once, then when DD1 read it aloud the next night, DD2 could repeat it quietly to herself, just seconds before DD1 had chance to read the words...like a pre-echo, if that makes sense? She never made a mistake. It was uncanny.
DD2 never really learned to read. Suddenly she just could. She started Reception just only being able to read a few words...within 6 weeks she was reading The Golden Key books, with Biff Chip & Kipper. By the Easter she was reading chapter books. At 6 she read A Christmas Carol and The Hobbit.
Like Truck's DS, anything DD2 is interested in she learns phenomenally quickly. She just inhales it, and never has to be shown twice. If she decides she's going to be good at something, then she excels at it. And, she remembers everything, her memory is eidetic - I think this is largely the root of her ability.
DD2 certainly likes life to be orderly, and she likes anything to do with numbers, maps, routes, timings etc. But, she's not ASD, or anything like that, her social skills are normal. But, sometimes I watch her and I suspect that she's only pretending to be a 9 year old girl, in order to fit in with her friends.
My DD is three and a half and has been flagged as possibly ASD since she was two and a half. We initially sought help with her speech as she wasn't talking, but we had no other concerns as she was engaged with us, her baby brother, our friends and was fairly obviously bright. A year later, her nursery and the educational psychologist still have concerns, we went through a period about six months ago where we were very very concerned, and now I'm leaning towards not being too worried again. It's a spiky profile, but we also discovered that DD has quite bad glue ear, so sometimes the selective hearing really isn't voluntary. DD could read numbers, count and add up/subtract by around fifteen months, but couldn't walk until sixteen months for example. She has perfect pitch and could sing nicely in tune by eighteen months, but couldn't sing the words. She has an interesting memory, with good aural and excellent visual recall, but no concept of time or yesterday. She struggles with transitions, but loves people, particularly lots of noisy excitable people. She can read and spell quite nicely, and has been able to since before her third birthday, and can write the alphabet with her non-dominant hand, but not her dominant hand. She talks more now, in whole phrases rather than building sentences using words, which is not a normal way of learning language. However, it's exactly how I did it and how her father did it (even to the point of practising words and phrases quietly to herself before using them). She's tantrummy, but when not tantrumming is easy peasy pudding and pie to be around and look after.
DS is eighteen months younger, two and three months and has damn fine receptive language and no expressive language. None. His three words are Mummy, Cake and Cuddle. They are of course the most important words.
Thanks to lots of lovely ham-fisted intervention by SALT, EPs and DD's teachers, I basically ignore everything they say about her. When discussing her entry to reception class (one week after her fourth birthday) her teacher said that she expected DD probably would be able to learn to read. She can. I've told them this. Repeatedly. They think I'm imagining it. I have given up and just let their well-meaning incompetence wash over me in a pink fluffy cloud. DH is better at coping with it for some reason. He has nodding and smiling down better. I have to resist the urge to make snide remarks and liberally pepper my comments with long words. Which DD can use in an appropriate sentence and SPELL.
She was quite a bit smaller back then.
Dd2, talked. She talked a lot. About everything and everything and in 3 languages. She attended a Spanish nursery and learnt Spanish in about 3 weeks. Was as fluent in that language as English and Swedish. Despite the consensus that bilingual children often talker later than their monolingual peers,she began speaking early, simple sentences before 12 months. Also she had a cast iron memory. There was no way you could try to get her distracted by something else, if she wanted something, she would scream and shout for hours and hours. Then days.... Elephants held nothing on her. Bob forbid you were stupid enough to promise something because she would remember. She also just knew things....how to open the door, how to get dressed, how to read, etc, she never seemed to learn anything. She devoured jigsaws and books, the local second hand shop knew her well as she was forever in there getting books or jigsaws, bringing them back and getting more. She also comes across as much older than her actual years. She is incredibly mature. At 2/3 she was much like the 5 year olds in her class. At 5, she is much like the 7/8 year holds and plays with that age group more. Number play is easy too,backwards, forwards, in lots of numbers etc.
I am lucky in that I have comparison. DD1 is autistic and I knew the signs of that but also how vastly different having an autistic child is to having a gifted one and how similar at times ;-) DD3 is my middle of the road child.
DS1 was a happy little boy who loved dinosaurs and playing with other children even if he was quite shy.
From an early age he'd occasionally do things which would send a tingle down my spine. I knew he was clever because he learned things so easily but sometimes he'd do things whilst playing that were odd to see in one so young.
Its really only when I look back at old videos and I see a crawling baby counting to 10 and ordering household objects by size that I realise that how extraordinary he was.
HV says there def nothing with with him, other than being an extremely intelligent boy. She thinks he is bored at his playschooland needs something more stimulating
update- the SEN had 10-15 minutes with him, not sure if there is def something wrong but agreed with why preschool had raised concerns. Had 10-15 mins with him. Said he is 'complex'. she recommended he goes for speech and language therapy as although his talking is good he is not always processing what he hears and apparently SLT can help. I phoned health visitor to arrange this and she seemed abit pissed off that nothing had been mentioned to her previously and wants to come and see him to see what she thinks before making a referal, so another wait and see. I've not spoken to playschool properly yet just a quick phone call but am going in next week. I'm not sure of the details yet but he is going to have some sort of individual plan and they are going to use some pictures to help him communicate better but they are going to do it with all the children so he's not singled out (its only a small playschool)
He sounds absolutely fabulous, Trucks. I have just posted on a dyspraxia thread about this issue and need to go to bed! Didn't want to read and run though. I am becoming more and more interested in the whole issue of 2e. I don't know if your child is on the "spectrum" or not, however functionality aside (and of course certain skills must be learned), what you want to avoid at all costs is his freedom to explore and learn being stymied by interventions. I not an expert by any means but I do wonder about the notion of trying to make children fit into boxes in our education system. One of my dc did loathe pre school, it was a disaster and I think on balance it did more harm than good, he is doing much better now at almost 6 but is terribly shy still.
My twice exceptional [Gifted with Aspergers & ADHD] By 18 months the CDC had picked him up as gifted and ADHD [horribly-he dismatled the sink and managed to solve the child proof locks to climb out of a window to chase after a lawnmower he had spotted]. By 20 months the ASD was shining through too. By 3 He slept less than 4 hours in 24, was obessessed with trains but not just TT, he was into Castle Class Locomatives in detail. He would throw childrens books on the industrial revelution across the library for being 'wrong' [he could spot a mistake in a schematic diagram a mile off] He made his playgroup change the train posters as he spotted the wrong livery colours on the wrong trains and kept on at them. He loved lego [technic] but had lax joints and would scream in rage as he could not physically get his ideas into 3D form. He refussed to learn written english as he said it was none sensical and invented a numerical/coded recording system that took a Principal SpLD in ASD's to fathom out. He broke Ed Psych's with his mix of ability with maths and engineering but sudden concrete and literal take on language. He screamed- a lot mainly from frustration and word finding difficulties. He would use verbs to ask for things rather than nouns i.e. and uppydowny roundyround took me sme thinking but I worked out it was his Toy garage. Hail was hard rain, wellies- tubeyboots. Nouns he did get were long- his first clear word was aeroplane. He followed tracks in the sky and on the floor, he oraginsed everything methodical and systamtically. EVERYTHING had to be correctly in its place. He insisted on 90 degree angles on his toast and would measure the toast with a protractor. He loved abstract maths and devised plans for new engines, bridges, lifting gears and drove me utterly mad with his none stop dismantling everything he could lay his hands on nature. I had to physical stop him from turning his G.pig inside out to see what she looked like on the inside. His approach to death has the idea all you had to do was replace the battery and check the connections. It has been firey but he is now 16 and doing more GCSE's - I refussed to let him take A'levels early as he can be a pain when he 'knows' more than the teachers; instead he asked to do a BTec in engineering with all the sciences, higher maths papers, stats, and maths for engineers. He already has a heap of GCSE's and a place in sixth form and his sights on either Uni or a Higher apprenticeship- whichever one will pay him enough to upscale his ideas into reality.
I think you are right! My friend struggled to get her son on records when he was in reception, I think it is something to do with funding. Our GP, when I mentioned that DD is watched, said - what??? no way she is asd, she just misbehaves! Not to mention that when you put the problem in words it does not really sound as a problem, more like naughty behaviour, only people who deal with the child a lot can say the difference. I am lucky that nursery picked up the problem and so do you! Good luck with everything!
not heard anything yet but will give playschool a call later today if they've not called me. Yes i think its a good thing they are looking at him even if it comes to nothing as the playschool leader said if they needed something in place for when he starts school (sept 14) then the wheels would need to be set to motion ASAP. Alot of what you read people are having to go to HV/Docs are argue there is something wrong to even get looked at so the fact its been picked up without me having to do anything is good i suppose
We always thought DS1 was gifted. Exceptionally early talker, incessant questions, encyclopaedic knowledge etc. he is now 8 and bring assessed for AS / HFA. He doesn't perform exceptionally well at school as has SPLD in spelling and writing.
Again, same with my dd-sometimes she reacts on "chocolate", but sometimes she does not! And because there are times when she reacts people think she chooses when to react!
Yes, our nursery invited health visitor to observe dd, hv can come to see one child or few, does not really matter, I would not say that dd was worse at nursery, perhaps because she was not very active child that time, just liked to sit in a corner with her books, at home or in the nursery, but now, when older, I would say she is worse outside - she wants to be with children but she does not know what to do with them! Does not ask children to play or go with her, but just pulls them, can approach a child and starts striking her hair, even if the child does not like it. It is not aggressive behaviour but still annoying for some children. When out and about starts talking to every second adult! Asks names or age and then may say-I like you or I do not like you!
I personally see the interest from medical professionals as a positive thing, it may give you access to some of their facilities, like a quicker reference to some specialists. If, at the end, they decide that it is nothing wrong with your ds, good, but the waiting lists are huge, so it is better to be watched whilst child is growing, if it comes to the worst you will not loose time. Saying that, worst is not actually that bad after all, dd is very bright and who knows, may be because she is asd
Yes i'm pretty sure DS selective hearing is not deliberate. If hes absorbed in something i can say 'do you want some chocolate?' and he sstill doesn't hear me and he would not ignore that offer!
the playschool have someone coming to observe him tomorrow to see if we if/ what we need to do going fowards. Not sure if she's coming specially for him or if its a regular visit where they discuss any of the children they have concerns about. Apparently he'll be observed for about 20 minutes just doing what he would usually.
The report the playschool have writen he sounds alot worse than i think he is, but i think he is alot worse there than at home. Is your DD alot better at home?
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