****** Bafreem********

[jabberwocky]

I agree with Angeliz that you may not be returning to the other thread so thought I would post my response again here.

Bafreem, so sorry that your thread has taken this turn. It is hard to get a straight answer for these types of questions but I know that you are in a quandry. Dh and I argue fairly often over what to do with ds in his schooling. At 2.6 he is on a 4 year old level in most things and I do worry about it. Do I just continue on as if he's the same as all other 2 year olds? Do I try to do extra things at the 4 year old level? Is he going to have problems integrating with children his own age? (It does seem a possibility at this point, but hard to tell at this age)
I just don't know. So, I guess I haven't really answered your question. However, what I have been doing is trying to do extra things with him to keep him challenged, while at the same time letting him continue on with age-appropriate activities and utilizing whatever opportunities we have for him to interact with other children his age.

HTH

Breadth of stimulation not depth would be my advice. make sure they socialise with a wide range of kids their own age.

Public library is a great source of books to answer the 'why' questions. For able children getting them to look up the answers themselves can be excellent.

Get them to dot things that they are not so good at.....bright kids often find it hard to 'fail' at things

If you can come back and tell us if you are in the UK or elsewhere bafreem then maybe other people with very bright preschoolers can give you some advice. Obviously educational provision for children of all abilities varies between countries.
The stock advice for very bright children is always to treat them in an age appropriate way regardless of their abilities with letters, numbers etc. Jabberwocky's advice there is good. Lots of playdates, a good nursery for some of the time.
In the UK state primary school provision has a National Curriculum with necessary emphasis on basic literacy and numeracy for all children. Depending on interpretation and the education authority's position in the league tables, the NLLS can be a "dead hand" on an enriched, diverse primary curriculum, as the literacy and numeracy basics take priority. There has been some discussion in the media on this in the UK recently, with some quite well-known children's writers expressing concern at the rigidity of the NC. But a lot depends on the school and the head teacher. I would certainly say that you should be checking out your local primary schools NOW.

I agree with Martian Bishop - breadth, not depth. My 2 are on the G & T programme at school and it sort of extends what they do in the classroom and gets them thinking for themselves more. Also get them to socialise more with other children - older and younger, they will learn from both (and stops them spending all of their free time reading in their bedrooms).

Not sure about the pony - think that's just balance. Early movement is not a sign of a great mind either - DD2 was over 20 months before she walked and talked long before that.

I am impressed at the chess. I learned age 5, but was never particularly good at it. I could also read 'proper' books at age 3. I'd say I peaked very young as I am certainly no more than average now.

Good luck.

copied from the other thread...
I used to babysit some children who really were truly gifted/bright/whatever you want to call it - it was obvious that they were super intelligent as soon as you started talking to them - not because of any reading/specific skills, but the sorts of questions they asked, concepts they had grasped, their own perception of the world. They were never pushed, just given encouragement at home (by which I mean, parents were interested in what they had to say), no special program at school. One has gone to Oxford, the other to Cambridge. And more importantly they are very very well balanced young adults, who just happen to be amazingly intelligent - I salute their parents!

Thanks to everyone who has commented on this subject, I'm quite taken aback by the response!!
Theres obviously a lot of other concerned and dedicated parents out there - it nice to know. I'm in Cheshire, UK by the way.
Regarding mixing; one of my problems are that there are no other children in the vacinity. my 4 yr old does go to nursery (when we can get her there - she often doesn't want to as it's boring)
Starting school (she's due to Sept. 06) has given us a nightmare... we have visited many schools, and as a sweeping generalisation, find the vast majority to be SATTs driven, and/or focusing on the attainment of those of lower ability. Generally the pace is set somewhere in the middle, with those of higher ability left to get on with extra worksheets in a corner, whilst the (overstreched) teacher tries to improve the learning of those falling behind.
The only school we have seen that could really accommodate the learning needs of our daughter is a private school which we can't really afford.
I also agree whole heartedly with point: "give breadth of activities" hence the reason she now has riding lessons etc. I am constantly racking my brains (-mine are not as clever!!) for activities that efectively 'slow down' her more accademic learning. I.e painting, nature walks, growing plants, playdough, all sorts of crafty things, going to the library, in the vain hope that she will have new things to learn when she does start school.
The latest activity which is really working well at the moment is to give her responsibility for the shopping. She has to make a note of all the things we are running out of and then find them in the supermarket.
Any way, any thorghts on state education re: gifted and talented kids would be most welcome..

I'm off now to supervise scone making...

bafreem - I went through this sort of experience as a small child (I am living proof, btw, that gifted children do not necessarily grow up to be geniuses or high achievers).
I would say, encourage your dd towards things that dont necessarily come naturally to her, eg being tidy and organised. Dont let her complain about being bored, but challenge her to find ways herself round being bored.
Sitting in the corner getting on with extra worksheets is not that bad, actually. I did loads of that sort of thing myself.
Look after her when she gets older, and dont expect her to keep sailing effortlessly through school work. for example, I got a candida infection when I was about 18, which led to other allergies, and 10 years of illness.
Being a happy and successful adult is made up of lots of things, of which academic ability is only one, and if she understands that, then you wont be doing so badly.

Bafreem, as I said on the other thread, try the NAGC NAGC . They have local branches that run Saturday clubs for youg children, and there is one in Greater Manchester Manchester Branch .

Perhaps you should be actively encouraging her to attend nursery. Surely a lot of social interaction at this age should be a priority?

Bafreem, have you specifically asked the schools what their G&T provision is?
The school my children go to has very good provision for children at the lower end, but they have also just started a G&T programme for maths which my 6 year old is on. They've only got 4 or 5 children on it in total, but are doing an absolutely super job.
I would also say that a small school with mixed classes might be good - my daughter often does work the children in the year above her are doing.
I do think mixing with children their own age is very important - just because they're academically very able doesn't mean that they're socially years ahead or that you want their childhood to be over in a flash.

Martiambishop your post has got me thinking, i think we have "spoke" before about my DS being out of school atm, he has a provisional dx of ASD but is also very bright.
The hospital did psychometric tests on him and said he,s in the top 1% of learners, could this have been another reason why he has been bullied?

Ive never even considered this might be the reason but thinking now he was always saying that his classes were boring.

I havent wanted to ask for advice about his ability before for fear of being slated which is what has happened to Bafreem .

what about a musical instruemnt? If your child takes to it, then there is an opportunity for a shcolarship at a private shcol?

jenk1, this is what I have been concerned about, too. Too often children who are bright get bored, which leads to false diagnoses of ADHD and/or bullied.

I do think the social skills are what need most work on tbh - given the ages that children start school in Europe, what they need to be doing is learning to mix with other children and look after themselves in a school/nursery environment. And I think the academic stuff can be filled in at home. Definitely think about an instrument!

Musical instrument - ocarina is very simple and easy for little fingers. Mine like sewing, which I loathe. Pottery, computer games?

geekgrrl, the problem with mixed age classes happensat the top end of the school - hard to keep them motivated during the final year or 2. Have just changed dd2's school and this is one of the reasons (she's Y5).

I think you need to try and encourage her to attend nursery school even if she thinks it is boring. Social skills are incredibly important and she needs to pick these skills up and one of the main places she will do so is nursery school. I imagine it is only a 2 and a half hour session and if so, she should be able to manage 'play' for that long without being bored.

I would also encourage things like visits to play centres, bike rides, swimming.

I also wanted to say that even those who aren't gifted and talented use the excuse that nursery is boring to try and get out of it (my kids are living proof of this!).

too right, fox. i remember complaining about how 'boring' school was - American school system so repetitive. And my dad firing back in typical fashion, 'Oh, just wait till you start working!'

Too right.

True. I always tell the kids I teach that there are lots of 'boring' things that you have to do, to get to do the good stuff!

hi i thought my son 3.5 was good, he can count to 100, also likes adding up, not as good at reading, but he plays chess, and lots like that, he asks questions like whats our heads made of inside and out!what makes pen work.
i have been told to put him on g&t website, so try that

but mush add ds loves nursery

must add even, ( can tell he didnt get his brains from me

bafreem, do they have kindermusik classes where you are?