Small poppies:<i>Highly gifted children in the early years</i>

Abstract

Highly gifted children are frequently placed at risk in the early years of school through misidentification, inappropriate grade‐placement and a seriously inadequate curriculum. Additional factors are their own early awareness, that they differ from their age‐peers, and their consequent attempts to conceal their ability for peer acceptance. Teachers who have had no training or inservice in gifted education, and who are reluctant to use standardized tests of ability and achievement, may rely only on gifted behaviors to identify extremely high abilities in young children. This may compound the problem by ignoring early indicators of demotivation and underachievement. The very early development of speech, movement and reading in many highly gifted young children serves as a powerful predictor of unusually high intellectual ability. Parents of the highly gifted become aware of their children's developmental differences at an early age; yet parent nomination is under‐utilized by primary and elementary schools, and information provided by parents regarding early literacy and numeracy in their children is often disregarded or actively disbelieved.