Learning Problems-The-

Support for gifted people

Symptoms in a broader sense

Symptoms in a broader sense

Giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness, giftedness and partial performance disorder, giftedness and dyscalculia, giftedness and dyslexia.

engl .: highly gifted, highly talented, endowment, giftedness.

Promotion of giftedness

To an existing Giftedness are to be funded Concentration games particularly advisable.
For this purpose, we have developed a game in combination with a game manufacturer, which can playfully promote giftedness.

Through the combination of concentration and play, various goals can be achieved very well.

We particularly value the high quality and workmanship of this game.

Advice on funding

Children should be encouraged - regardless of their intellect - from early childhood: age-appropriate and within a meaningful framework. This happens because the child is repeatedly offered sensory stimuli that it explores, internalizes and thus comprehends in the truest sense of the word.

In the case of a diagnosed giftedness, special attention must be paid to the characteristics with which a child shows its abilities to the outside world. Since there are also highly gifted children who, for various reasons, cannot (or cannot) show their abilities directly to the outside world, individual circumstances must be taken into account, especially in the context of support.

The Promotion of giftedness can be multi-layered and in addition to funding at school, is the promotion in the domestic area of very special importance. This is where it begins, and usually (indirectly) in early childhood. In addition, you can various contact pointssuch as child and adolescent psychologists or self-help groups help ensure that support is more oriented towards the child and his or her individual characteristics.
Especially when children (cannot) show their abilities at the performance level and / or problems can arise different forms of therapy a child and adolescent psychologist can be quite helpful.

definition

In defining what giftedness is, one very often restricts oneself to measuring intelligence alone. Giftedness is more than an intelligence test that promises to determine intelligence using an intelligence quotient. Nevertheless, an essential criterion for giftedness is that an intelligence quotient (IQ) of at least 130 is present.

However, neither talent nor giftedness can be equated with achievement or high achievement. This is due to the fact that performance is based on different components and is influenced by many aspects or side effects.
In other words: Even after a diagnosis, a child / adolescent produces: giftedness not necessarily good or high performance.

A Promotion of giftedness can start at different starting points:

When gifted children (cannot) really show their skills,
When gifted children show their skills and want to be further promoted.

Basics of promotion in the domestic sector

The family is the starting point for personal development as well as for all educational processes. It thus also forms the essential basis with regard to school learning and lifelong educational processes. Children must be able to feel emotionally secure in the family and thus know that they, with all their strengths and weaknesses, are accepted, loved and taken seriously.

Regardless of the (mental) abilities and thus also the individual basics, there are essential basic requirements that are of particular importance for school learning. This includes in a special way:

That children learn to deal with successes and failures. As a rule, children must be instructed to recognize positive things in successes as well as failures and to be able to derive consequences from them. Everything of course at the age-appropriate level.
That children learn perseverance, for example by learning from an early age to finish games they have started.
That the original child's curiosity is also used by not learning prefabricated knowledge, but training the natural urge to try out and discover and derive your own, self-discovered knowledge from it.
That children are given time and space for their own discovery and thus have the opportunity to actively do something and use the sensory experiences. Avoid the flood of stimuli and, above all, leisure stress caused by rushing from one leisure time to another. Less is often more!

Promotion in the domestic sector

As parents, you can have a decisive influence on the things your child is occupied with through your upbringing and role model function. Children like to argue, especially in the context of leisure activities, according to the interest factor, but also the fun factor and are immensely influenced by the opinion of their peers in their choice of leisure time use.

Ask yourself about the usefulness of the games. Try them out for yourself. Games can be “educationally valuable” and definitely (or precisely because of that?) Be fun.

Playful learning

is of particular importance not only in the field of gifted education.
Depending on the direction of the game, to varying degrees:

logical thinking
the ability to concentrate
the ability to combine
the ability to speak
the imagination
the ability to work in a team
motor skills
the memory
the creativity
...

be trained without really noticing it (“learning on the side”). You can find some suggestions for educationally valuable learning games on our subpage “Learning games”, which you can now order from our website.

In no case do we want to call for leisure activities to be based solely on the wishes of adults !!!

In our opinion, however, it makes sense and is important to pay attention to what your child does in their free time.

Constructive leisure activities can take place in numerous variants and also have a positive effect on family life. In particular, make use of the opportunities that the surrounding area offers you:

Museums
Zoos
Zoos
Animal parks
Planetariums
Botanical gardens
special exhibitions
Theater (age-appropriate performances)
...

The selection of good children's literature in the children's room is also of particular importance for a child's education. Reading books creates images in your head that are influenced by your own creativity and imagination. Perhaps you yourself have been disappointed once or twice when you have read a book and later seen the film about it. He didn't match her imagination. At this point we do not want to give the impression that (age-appropriate) television cannot make a significant contribution to (children's) education. Rather, we are concerned with highlighting the advantages of books and the positive qualities of reading.

So-called "hands-on days" are often offered, where children can gain experience and "grasp" knowledge according to their interests.
Depending on the age, the children's university can also offer seminars that suit the interests of your child. These are scientific projects that are processed in a child-friendly manner and that take place at a university at a certain time during the week.

In addition, funding can also take place in the area of special talents, for example in the musical and aesthetic area (learning to play certain musical instruments, etc.).

Please always make sure that you

Do not force your child (either directly or indirectly, for example by hints like: "I would be happy if ...).
Let your child decide what they want or what they are interested in.
Actively spend your free time with your child, but don't turn it into a course. Answer your child's (curious) questions, but don't "bore" them with facts, facts, facts.
Your (gifted) child also has the right to be a child!

Promotion in the field of school

As part of the Promotion of giftedness in schools there are two sub-areas:

1. the acceleration (= acceleration)
2. Enrichment (= enrichment

Acceleration is understood as the acceleration of the progression of the school career. Classic aspects of acceleration are therefore:

the premature school enrollment
the Skip of grade levels
It is also conceivable to attend lessons in a higher class only in relation to one subject, but this is very difficult to implement for organizational reasons in the individual schools (different timetables and yet: compulsory participation in all subjects)
of the early transition to secondary schools or institutions.

Enrichment, on the other hand, relates to the differentiation of lessons and aims to enrich the lessons for gifted children in such a way that they are promoted accordingly. In theory, there are many conceivable possibilities in this regard:

Different requirement levels of the task (e.g .: workshop lessons, individual daily and weekly plans, ...)
Group projects (to promote independence, possibly on different levels)
Interest groups
Working groups
Extra electives
"Puzzle courses"
...

As can be seen from the description, the enrichment measures are particularly dependent on the commitment of the teacher, their working methods, but also on the possibilities of the school and the learning requirements of the children. For example, a more openly structured lesson can better respond to the individual abilities of a child and a less rigid organizational form of the school can offer more funding opportunities.
Open forms of teaching require a higher level of commitment on the part of the teacher, but also a variety of teaching and learning materials and the opportunity to open the lesson to the outside world.

Enrichment in the sense of internal differentiation described above not only offers the opportunity to promote gifted children, but rather through this form of individualization of lessons one tries to do justice to all children. Picking up the children where they can be located according to their capabilities implies motivational stimulation and individual care. The changed teaching can increase and improve the social competence of a child / children among each other in a special way.

Of course, both forms can also be combined with one another. For example, if an enrichment takes place despite the acceleration or if the acceleration consists in the fact that a higher class is only attended in individual subjects.