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GT孩子們的行為特點跟大眾孩子們不同.他們有四個主要特點:
1. Asynchronous Development in physical (P), cognitive (C), social (S), and emotional (E)
2. Degree of Giftedness
3. Intrinsic Motivation
4. Introversion
這四點是什麽意思,我以前的貼摘過了,就不重複了.
GT孩子們又跟其他孩子們一樣,是每個GT都不同的.每個GT在上麵四個方麵與大眾孩子們不同的程度也不同.
為什麽做父母的要了解這些東西,而不是把孩子們放心交給專家呢?
首先,其實責任心強的父母比專家還了解自己的孩子們
其次,很多所謂的”專家”其實不了解GT人群的特點.從這個壇子裏的討論,就能看出來.
例一,有貼說,GT的孩子們不會鬧,都很成熟,某某孩子沒被老師推薦GT,就是因為有行為上的問題.這個例子裏的老師,9是不了解GT人群特點的”專家”GT孩子們有行為問題不是新鮮事.一些所謂的行為問題其實就是因為是GT造成的.所以,因為孩子們有行為問題而否認GT,是對GT的無知.摘一段:"Gifted girls and gifted boys have different coping mechanisms and are likely to face different problems. Gifted girls hide their abilities and learn to blend in with other children. In elementary school they direct their mental energies into developing social relationships; in junior high school they are valued for their appearance and sociability rather than for their intelligence. Gifted boys are easier to spot, but they are often considered “immature" and may be held back in school if they cannot socialize with children their own age with whom they have no common interests"
例二,以前這裏有媽媽寫貼問,說老師懷疑自己的孩子有ADHD,並找了醫生來診斷.可是同時,不但醫生說還不見得夠得上ADHD,還說孩子學習都不是問題,成績還不錯.一般父母就沒主意了.但是有GT知識的父母就有可能想到也許自己的孩子是GT孩子,從另一個角度看問題,正確給孩子找到行為問題的原因,理解孩子,給孩子提供更適合的成長環境.別忘了,很多GT孩子們都被誤診為ADD,AHDH.使得孩子們沒有得到真正的幫助
例三,有貼說,GT的發現是根據IQ跟成績的.這個也是”專家”對GT不了解了.GT得好成績的可能性大,但不直接等同與好成績.有些GT的心理需要很多,影響成績.有些GT有learning disability,造成成績不理想.但GT就是GT,成績不好的也可能是GT.尤其是有learning disability的GT孩子,如果父母能知道孩子是GT,成績還不好的話,就有可能想到是不是有learning disability,早發現,早幫助孩子們.
例四,這個例子在我勞工家.勞工一家三個孩子們.上有姐姐,下有妹妹.勞工小時候是GT班的.他的姐姐妹妹都不是.那個時候的GT,完全是靠老師推薦,勞工的姐姐小時候是個TROUBLE MAKER.能量巨大,把父母搞得精疲力竭,學校還差點沒讓她輟學.幸好我婆婆對女兒一直沒放棄,跟學校爭,才把勞工的姐姐留在學校裏.勞工的妹妹是不大出頭的.沒人注意她.大家都長大成人後,勞工的妹妹做IQ測試,才發現是”Genius”裏的.其實對GT研究發現,一家的孩子們,IQ差別在5-10左右,所以家裏一旦有一人是GT,常常一家都是GT.這也許就解釋了勞工姐姐小時候的行為問題.很遺憾的是,勞工的姐姐跟妹妹,都沒有被發現,得到更多的幫助.我問過勞工,為什麽他在GT 班裏,但是他的姐妹都沒進去.勞工說,可能是我婆婆推勞工多,勞工的成績好,所以被送到了GT班.過去的人,可能對男孩推得多,對女孩期待低吧?其實IQ成績表明,GT的男孩跟女孩一樣多.
再摘點其他數據(中文是我寫的,英文是我摘的):
1.父母是確認GT孩子的主要力量: Parents are excellent identifiers of giftedness in their children: 84% of 1,000 children whose parents felt that they exhibited 3/4 of the traits in Characteristics of Giftedness Scale tested in the superior or gifted range. Over 95% demonstrated giftedness in at least one area, but were asynchronous in their development, and their weaknesses depressed their composite IQ scores
2.GT的早期表現不是專家能知道的: Giftedness can be observed in the first three years by rapid progression through the developmental milestones. These milestones should be documented and taken seriously as evidence of giftedness. Early identification of advanced development is as essential as early identification of any other exceptionality. Early intervention promotes optimal development in all children
3.父母沒能發現GT,老師也很難發現.主要是因為GT孩子們的行為問題: When parents fail to recognize a child’s gifts, teachers may overlook them as well. Rita Dickinson (1970) found that half of the children she tested with IQs of 132 or above were referred for behavior problems and not seen as gifted by their teachers or parents. Parent advocacy is critical for gifted children’s emotional and academic growth. Associate Director, Bobbie Gilman’s (2008a) award-winning book, Academic Advocacy for Gifted Children: A Parent’s Complete Guide, can guide parents in effectively advocating for their children. Challenging Highly Gifted Learners (Gilman, 2008b) is an excellent book for teachers and parents
1. Asynchronous Development in physical (P), cognitive (C), social (S), and emotional (E)
2. Degree of Giftedness
3. Intrinsic Motivation
4. Introversion
這四點是什麽意思,我以前的貼摘過了,就不重複了.
GT孩子們又跟其他孩子們一樣,是每個GT都不同的.每個GT在上麵四個方麵與大眾孩子們不同的程度也不同.
為什麽做父母的要了解這些東西,而不是把孩子們放心交給專家呢?
首先,其實責任心強的父母比專家還了解自己的孩子們
其次,很多所謂的”專家”其實不了解GT人群的特點.從這個壇子裏的討論,就能看出來.
例一,有貼說,GT的孩子們不會鬧,都很成熟,某某孩子沒被老師推薦GT,就是因為有行為上的問題.這個例子裏的老師,9是不了解GT人群特點的”專家”GT孩子們有行為問題不是新鮮事.一些所謂的行為問題其實就是因為是GT造成的.所以,因為孩子們有行為問題而否認GT,是對GT的無知.摘一段:"Gifted girls and gifted boys have different coping mechanisms and are likely to face different problems. Gifted girls hide their abilities and learn to blend in with other children. In elementary school they direct their mental energies into developing social relationships; in junior high school they are valued for their appearance and sociability rather than for their intelligence. Gifted boys are easier to spot, but they are often considered “immature" and may be held back in school if they cannot socialize with children their own age with whom they have no common interests"
例二,以前這裏有媽媽寫貼問,說老師懷疑自己的孩子有ADHD,並找了醫生來診斷.可是同時,不但醫生說還不見得夠得上ADHD,還說孩子學習都不是問題,成績還不錯.一般父母就沒主意了.但是有GT知識的父母就有可能想到也許自己的孩子是GT孩子,從另一個角度看問題,正確給孩子找到行為問題的原因,理解孩子,給孩子提供更適合的成長環境.別忘了,很多GT孩子們都被誤診為ADD,AHDH.使得孩子們沒有得到真正的幫助
例三,有貼說,GT的發現是根據IQ跟成績的.這個也是”專家”對GT不了解了.GT得好成績的可能性大,但不直接等同與好成績.有些GT的心理需要很多,影響成績.有些GT有learning disability,造成成績不理想.但GT就是GT,成績不好的也可能是GT.尤其是有learning disability的GT孩子,如果父母能知道孩子是GT,成績還不好的話,就有可能想到是不是有learning disability,早發現,早幫助孩子們.
例四,這個例子在我勞工家.勞工一家三個孩子們.上有姐姐,下有妹妹.勞工小時候是GT班的.他的姐姐妹妹都不是.那個時候的GT,完全是靠老師推薦,勞工的姐姐小時候是個TROUBLE MAKER.能量巨大,把父母搞得精疲力竭,學校還差點沒讓她輟學.幸好我婆婆對女兒一直沒放棄,跟學校爭,才把勞工的姐姐留在學校裏.勞工的妹妹是不大出頭的.沒人注意她.大家都長大成人後,勞工的妹妹做IQ測試,才發現是”Genius”裏的.其實對GT研究發現,一家的孩子們,IQ差別在5-10左右,所以家裏一旦有一人是GT,常常一家都是GT.這也許就解釋了勞工姐姐小時候的行為問題.很遺憾的是,勞工的姐姐跟妹妹,都沒有被發現,得到更多的幫助.我問過勞工,為什麽他在GT 班裏,但是他的姐妹都沒進去.勞工說,可能是我婆婆推勞工多,勞工的成績好,所以被送到了GT班.過去的人,可能對男孩推得多,對女孩期待低吧?其實IQ成績表明,GT的男孩跟女孩一樣多.
再摘點其他數據(中文是我寫的,英文是我摘的):
1.父母是確認GT孩子的主要力量: Parents are excellent identifiers of giftedness in their children: 84% of 1,000 children whose parents felt that they exhibited 3/4 of the traits in Characteristics of Giftedness Scale tested in the superior or gifted range. Over 95% demonstrated giftedness in at least one area, but were asynchronous in their development, and their weaknesses depressed their composite IQ scores
2.GT的早期表現不是專家能知道的: Giftedness can be observed in the first three years by rapid progression through the developmental milestones. These milestones should be documented and taken seriously as evidence of giftedness. Early identification of advanced development is as essential as early identification of any other exceptionality. Early intervention promotes optimal development in all children
3.父母沒能發現GT,老師也很難發現.主要是因為GT孩子們的行為問題: When parents fail to recognize a child’s gifts, teachers may overlook them as well. Rita Dickinson (1970) found that half of the children she tested with IQs of 132 or above were referred for behavior problems and not seen as gifted by their teachers or parents. Parent advocacy is critical for gifted children’s emotional and academic growth. Associate Director, Bobbie Gilman’s (2008a) award-winning book, Academic Advocacy for Gifted Children: A Parent’s Complete Guide, can guide parents in effectively advocating for their children. Challenging Highly Gifted Learners (Gilman, 2008b) is an excellent book for teachers and parents
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