1: Geniet!

Een slim kind hebben is soms loodzwaar maar bovenal een gave, een gunst, een genot.

Zoveel extra kansen kan je kind krijgen wanneer de begeleiding redelijk/goed vorm heeft gekregen, kansen waar andere mensen alleen maar van kunnen dromen.

Houd dat je dus goed voor ogen en geniet van je wijsneus.

Leef zelf een positief voorbeeld en laat je kind ontdekken hoe fijn het kan zijn om slim te zijn.

2: Vroeg ontdekken is goed!

Laat je niet tegenhouden door buitenstaanders die je een pushende ouder noemen of die zeggen dat je je kind vooral moet laten spelen.

Laat je niet tegenhouden door stemmetjes in je hoofd van het zal allemaal wel meevallen omdat hij/zij nog zo jong is: hoe eerder je erbij bent, hoe meer inzicht je kan verwerven en hoe beter jij je kind kan begeleiden op zijn eigen pad door het leven.

Vaak zie je dat ouders in hun zoektocht voor hun kinderen ook zichzelf herontdekken. Praat daarover en zoek begeleiding, vriendschap en hulp bij gelijken en deskundigen.

3: Je kan een kind niet pushen.

Als je kind er niet aan toe is zal het iets simpelweg niet oppikken en weglopen.

Dwingen is iets totaal anders dan positief en leuk uitdagen! Ouders die dwingen twijfelen niet of ze wel goed bezig zijn, die weten dat zeker.

Dus voel je je niet schuldig, stop niet met uitdagen en aanbieden (want dat heeft je kind nodig om lekker in zijn vel te kunnen zitten) en twijfel niet langer of je wel goed bezig bent: je zit op de goede weg!

4: Lees je in.

Internet staat vol met informatie over hoogbegaafdheid en ook in de bieb is inmiddels een indrukwekkende rij nederlandstalige boeken aanwezig.

Laat je niet verrassen door de onkunde en onwetenheid van anderen (of jezelf knipoog ) : lees je in!

Belangrijkste termen: onderpresteren, aanpassen, onderduiken, het verschil tussen ADHD of ASS en HB, verdiepen, verbreden, verrijken, valkuilen rond versnellen,intensiteit van Dabrowsky.

Interessante linkjes vind je HIER

5: Praat!

Praat met je partner over alles wat je bezig houdt, wat je gelezen hebt, praat op fora en krijg advies van mensen die in dezelfde situatie zitten/hebben gezeten.

Praat met hen die oprechte belangstelling tonen: hoogbegaafdheid is geen ziekte maar iets wat gewoon weinig voorkomt en dus is alle begrip die je in je omgeving vinden kan fijn meegenomen.

Maar bovenal: praat met je kind! Niet over je kind, niet tegen je kind: nee echt met je kind: wat ie denkt, voelt, wil, ziet en ervaart en vraag wat het eventueel zelf aan oplossingen weet in te brengen. Laat zien dat je je kind ziet en respecteert.

Zelf maak ik gebruik van de Gordon methode.

6: Zoek gelijken. (peers)

HINT, Choochem en PHAROS zijn een goed begin voor speelmiddagen voor de kinderen waarbij de ouders onder het genot van een kopje k offie samen kunnen praten.

De kinderen zullen opbloeien door het contact met ontwikkelingsgelijken en het is ook wel eens fijn je ei kwijt te kunnen.

Er zijn ook kampen voor slimmerikken b.v. via peers2play.nl.

In de rubriek"ontmoeten” kan je een oproep plaatsen of kijken of er iemand is uit jouw regio of iemand die je aanspreekt.

Guusje organiseert een peergroep in Eindhoven. Kijk in de agenda voor data.

Door het hele land zijn zeer regelmatige zulke meetings op allerlei initiatief.

Hulp nodig bij het vinden van een peer? Pb mij gerust!

7: Zoek een deskundige!

Moet je kind onderzocht worden, zijn er twijfels omtrent aanpak thuis of op school: schakel een deskundige in!

Een verkeerde stempel is zo maar geplakt en bijna niet meer van af te komen.

En een verkeerde aanpak kan op de lange termijn wel degelijk gevolgen hebben.

Maak gerust gebruik van mijn netwerk en vraag mij naar een deskundige in jouw omgeving.

8: Houd de gesprekken op school positief.

Het overgrote deel van de onderwijzers heeft het goed voor met de kinderen: echter zijn ze meestal niet op de hoogte van de juiste informatie, gewoonweg omdat dat hen niet geleerd wordt op de pabo.

Vaak zitten ze ook vol vooroordelen door onwetendheid en onervarenheid.

Werk daar samen aan: maak duidelijk dat je hun inzet ziet en waardeert en bied je hulp aan waar mogelijk. Deel korte duidelijke informatie uit die je print van internet, geef boekentips maar vooral: luister naar elkaar en kijk waar verbeteringen mogelijk zijn. Vaak helpt het om niet te direkt eisen te stellen maar subtiel hints te geven waardoor ze het zelf oppakken.

De beste site die ik ken voor leerkrachten is: http://www.hoogbegaafdvlaanderen.be/

9: Pick your battles.

Blijf objectief in je eigen strijd. Vecht niet tot het bittere einde in wat eigenlijk al verloren lijkt. Kies die situaties uit om voor te vechten waar je zeker weet waar je wat winnen kunt en laat de rest voor wat het is.

Dit geldt niet alleen voor kleine situaties in de dagelijkse opvoeding van je kind, maar ook in de omgang met buitenstaanders, familie en school. Het kost allemaal al genoeg energie: besteed die wijs.

10: Ga er op uit en verzamel

Ga op leerzame uitjes zoals bv Nemo in Amsterdam, neem een museumjaarkaart, ga naar de bieb, kijk in je regionale krant voor evenementen en activiteiten zoals b.v. de sterrenwacht, theatervoorstelliingen, knutselmiddagen, doe-dagen enz.

Verzamel ook je linkjes op internet, verzamel leuke goedkope materialen waarmee je je kind thuis kan uitdagen, verzamel informatie ...

maar vooral: verzamel prachtige ervaringen en heerlijke herinneringen!

Wilt u meer weten of heeft u vragen? Neem gerust contact met mij op.

Ook via twitter en linkedin zijn grote HB-netwerken bereikbaar.

Op mijn forum kunt u gelijken ontmoeten en ervaringen uitwisselen.

Hier vind u alle informatie om vrijblijvend een keer contact met mij op te nemen.

Tot ziens!

Guusje 06-819 84 009

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5 Levels of Giftedness

http://www.educationaloptions.com/resources/resources_levels_giftedness.php

Five Levels of Giftedness
The information that follows about Levels of Giftedness is gathered from my own personal experience with families whose gifted children I tested. The families completed a questionnaire asking them when their child reached various milestones like reading unassisted, or talking in sentences. From the responses of these families, and the corresponding test data, I was able to see a pattern of gifted behaviors for the various Levels of Giftedness. From this same sort of experience and public score reports, estimates of numbers of each Level of Giftedness in different schools were also made.

Level One Gifted
How many Level One children are there in our schools? The average ability level of different school districts and the schools within them can vary significantly. This will always affect how many gifted children are expected in any school and within any classroom. Children whose abilities are very low or mentally delayed are not placed in most classrooms, which raises the average within the school compared to the full population within the school’s attendance area. A typical elementary school 28-student classroom that draws from a generally middle-class socioeconomic community has from 3 to 6 children in the Level One ability range. In public or private schools which draw from mostly a high socioeconomic population – and schools in districts where most of the parents are highly educated professionals – Level One children are average learners and constitute the majority of the students in such schools.

• Many recognized colors and could rote count before age two.
• Most knew and said many words before 18 months.
• Many liked puzzles before age two.
• Sat still and attended to TV by 18 to 30 months.
• Real counting, most letters and colors by age three.
• Complex speaking and extensive vocabulary by age three.
• Recognized simple signs, own written name, and most knew alphabet by age four.
• Most did simple addition and subtraction by age four.
• Most showed interest in learning to read before age five.
• All read simple signs and most read beginner books by age six.
• Most were independent on computer and started to keyboard by age six.
• Most fully grasped counting and basic number facts by age six.
• All were reading and were two to three years beyond grade level by age seven.
• All could read chapter books independently by age seven to seven and a half.
• Many showing impatience with repetition and slow pace at school by age seven or eight.

Children of Level One can easily go to college, can benefit from accelerated coursework, and are often, but not necessarily, good and cooperative students.

Level Two Gifted Summary
How many Level Two children are there in our schools? A typical elementary school that draws from a generally middle-class socioeconomic community with 100 children per grade level has at least four to six Level Two children at each grade level, one to two per class. A school with a large number of well-educated families may have more; a school with fewer well-educated parents may have fewer.

• Almost all the children understood adult directives and questions at 6 to 12 months.
• The majority independently looked at and turned pages of books by 11-15 months.
• About half the children said two-word phrases by 15 months.
• A number of children played with shape sorters by 15 months.
• Most knew many letters at 15-18 months.
• Most knew most colors by 15-20 months.
• Many liked puzzles by 12 to 15 months (8-10 piece puzzles).
• Most knew and called out names on signs and stores between 11 and 16 months.
• Several “read” numerous sight words at 16-24 months.
• Almost all were speaking in three-word and longer sentences by age two.
• Many recognized and picked out specific numbers by 12-22 months.
• About 25% knew the entire alphabet by 17-24 months.
• Most did one-to-one counting for small quantities by age 3.
• Most knew most letters and colors by age three.
• Most had extensive vocabularies and did complex speaking by age three.
• Many could print letters, numbers, words, and their names between 3 and 4 years.
• Several had high interest in facts, how things work, and science by 3½ to 4½.
• Most knew many sight words by age 4.
• Several read easy readers by age 4.
• Most were independent on computer by age 4½.
• Most fully grasped counting and basic number facts by age five.
• Many showed intuitive grasp of number concepts by age five.
• Most enjoyed having advanced level books and stories read to them by age five.
• Most read easy reader books before age five, nearly all by 5½.
• Most read for pleasure and information by six.
• All read two to five years beyond grade level by age 7.
• All read chapter books independently by age 7-7½.
• Many showed impatience with repetition and slow pace at school by age 6-7.

Level Two children have the ability to do accelerated coursework almost from the time they enter school, take advanced placement courses and hold leadership positions, are capable of getting into competitive colleges and universities, and often go on to some form of graduate school. Although many Level Two children are excellent students, a number of them may resist typical school expectations and achieve less than they are capable of achieving due to the discrepancy between their learning ability and that of the majority of their same-age classmates. They may prefer to “fit in,” or they may conclude that the work is simply wrong for them and refuse to comply with what they see as “stupid” expectations.

Level Three Gifted Summary
How many Level Three children are there in our schools? A typical elementary school in a middle class neighborhood with 100 children per grade level probably has one or two of these children at each grade level.

• Most were alert at birth or soon thereafter.
• Most had books as a favorite interest before age one.
• Almost all understood what someone was talking about by 6 months.
• Most independently looked at and turned pages of books before 10 months.
• Most made their families understand what they wanted before 12 months.
• Most had large vocabularies, receptive and expressive, by 16 months.
• A number of children played with shape sorters by 11 months.
• Many recognized some colors, shapes, numbers and letters before 12 months.
• Many recognized and picked out specific numbers and letters by 12-15 months.
• Most knew many colors by 15-18 months.
• Many liked puzzles by 15 to 24 months (35+ piece puzzles).
• Most “read” names on signs and stores from between 20 months and 3¾ years.
• Many children “read” numerous sight words between 15 and 20 months.
• Many memorized the books that were read to them before they were two years old.
• Many showed interest in letter sounds and sounding out short words by age 2½.
• Most were speaking in complex sentences, more than four words, by 15 to 24 months.
• Many could rote count to 10, many higher, by 15 to 24 months.
• Almost all knew the entire alphabet by 17-24 months.
• Most could print letters, numbers, words, and their names between 2¾ and 3½ years.
• Many had high interest in factual information, how things work, science, by 3 to 4.
• Most knew many sight words by age 3-3½.
• Half could read very simple books – perhaps memorized – by age 3-3½.
• Most grasp skip counting, backwards, basic addition and subtraction, by 3 to 4 years.
• Many keyboarding – typing – by 3 to 4½ years.
• Most could read easy readers by age 4 to 5 years.
• Many questioned the reality of Santa Claus and Tooth Fairy by 3 to 5 years.
• Most read children’s-level chapter books by 4¼ to 5½ years.
• Many understood some multiplication, division and some fractions to 5½.
• Most read for pleasure and information by six.
• All were reading two to five years beyond grade level by age six.
• All could read youth and young adult chapter books independently by age 7-7½.

Level Three children are capable of achieving in any career field. Opportunity and their own inner drive will determine which individuals eventually achieve at the highest levels.

Level Four Gifted Summary
How many Level Four children are there in our schools? Keeping in mind that the parents of many Level Four children turn to home schooling to solve some of the school behavior issues, schools where most of the parents are highly educated professionals – can expect that about 2% of their students may be at Level Four or higher. This means that there might be 2 to 3 per grade level in a school with 80 to 100 children per grade level. A large high school in a professional community will generally have 6 to 12 students at this intellectual level from a grade level class size of about 400 students. A middle class population elementary school with 100 children per grade level will have one or two of these children for every two grade levels, which means the school will probably not have a student this intelligent every year. By the time the students from such a district are all drawn together for high school, the honors and advanced classes can expect 1 to 3 students at Level Four.

• Almost all paid attention within months of birth while someone to read to them.
• Books were a favorite interest before three or four months.
• Almost all understood parental directives by 6 months.
• Most knew and said some words by 5½ to 9 months.
• Many had large vocabularies, receptive and expressive, by 14 months.
• Many recognized and picked out specific numbers and letters by 12-15 months.
• Most knew many colors by 15-18 months.
• Many liked puzzles by 15 to 36 months (35+ piece puzzles).
• Many “read” numerous sight words between 15 and 20 months.
• Almost all knew the entire alphabet by 15-22 months.
• Most “read” names on signs and stores from between 20 months and 3¾ years.
• Many memorized the books that were read to them before they were 2 years old.
• Many showed interest in letter sounds and sounding out short words by age 2½.
• Most were speaking in complex sentences, more than four words, by 15 to 24 months.
• Many could rote count to 10, many higher, by 13 to 20 months.
• Most printed letters, numbers, words, and their names between 2¾ and 3½ years.
• Many had high interest in factual information, how things work, science, by 3 to 4.
• Most knew many sight words by age 3-3½.
• Most grasp skip counting, backwards, addition, subtraction, more and less, by 3 to 4 years.
• Most were independent on computer by age 3 to 4½ years, most keyboarding by five.
• Most read easy readers by age 3½ to 4½ years.
• Many question the reality of Santa Claus or Tooth Fairy by 3 to 4 years.
• Many understand some multiplication, division and some fractions by 5.
• Most read for pleasure and information by five.
• All read two to five years beyond grade level by age six.
• All read youth and adult chapter books independently by age 6-6½.

Most Level Four children were capable of finishing all academic coursework through 8th grade before they reached 3rd or 4th grade, but few of them had the opportunity. If the environment, inner drive, and general opportunities are right for them, Level Four children are capable of performing at the highest levels in their areas and fields of interest.

Level Five Gifted Summary
How many Level Five children are there in our schools? The sample demonstrates that few Level Five children follow a traditional educational path, and various options – such as intermittent home schooling – mean that few Level Five children remain in the regular schools throughout their youth. Children in Level Five are not one in a million occurrences. Their occurrence and presence is somewhat more serendipitous than previous Levels. However, it is likely that none of these children has ever had someone else in their classroom as intellectually able as they.

• All were alert at birth or soon thereafter.
• Books were a favorite interest of most before three or four months.
• All appeared to understand parental directives between birth and four months.
• The majority independently looked at and turned pages of books before 6 months.
• Most knew and said some words by 5½ to 9 months.
• All had large receptive vocabularies by 8-9 months.
• Half spoke well before age one.
• All spoke at near-adult level complexity by age two.
• Most played with shape sorters before 11 months.
• Many recognized and picked out specific numbers and letters by 10 -14 months.
• All knew colors, numbers, the alphabet and shapes by about 15 months.
• Most were good at puzzles before 12 months, 35+ piece puzzles by 15 months.
• All showed musical aptitude before 18 months.
• All “read” words on signs and simple books and labels before two years.
• Many read numerous sight words by 15 months.
• All memorized books read to them before 20 months.
• All had favorite TV shows or videos before 6-8 months.
• Many could rote count to 10, many higher, by 13 to 20 months.
• Most could print letters, numbers, words, and their names between 16 and 24 months.
• High interest in factual information, how things work, science, by two years.
• Most read simple books, “board” books, by age 18-24 months.
• Most grasp skip counting, backwards, addition, subtraction, more or less, by two years.
• All were independent on computer by age two years, all keyboarding before three.
• All read children’s chapter books by age 3½ to 4½ years.
• All showed interest in pure facts, almanacs, dictionaries, etc. by age 3½.
• All question the reality of Santa Claus or Tooth Fairy by 3 or 4 years.
• All read any level fiction and nonfiction by 4¼ to 5 years.
• All understand abstract math concepts and basic math functions before age four.
• All played adult level games – ages 12 and up – by the time they were 3½ to 4.
• All read six or more years beyond grade level by age six.