Support in the domestic sphere
As parents, you can have a decisive influence on the things your child deals with through education and by setting an example. Especially in the context of recreational activities, children like to argue according to the interest factor, but also the fun factor, and are influenced immensely by the opinion of their peers in their choice of recreational activities. Ask yourself about the sense of the games.
Try them out for yourself. Games can be “pedagogically valuable” and can be fun (or just because of that?). Learning through play is not only of particular importance in the area of promoting highly gifted children.
Depending on the focus of the game, it can be used to different degrees: training without really noticing it (“learning on the side”). Some suggestions for pedagogically valuable learning games can be found on our subpage “Learning Games”, which you can now also order via our site. We do not want to call here in any case to the fact that the leisure activities should orient themselves only at the desires of the adults!
In our opinion it is however meaningful and important to pay attention to what your child is doing in his or her free time. Constructive leisure activities can take place in numerous variations and can also have a positive influence on family life.In particular, take advantage of the possibilities offered by the immediate surroundings:
- The logical thinking
- The ability to concentrate
- The ability to combine
- The language ability
- The imagination
- The ability to work in a team
- Motor skills
- The memory
- The creativity
- …
- Museums
- Zoos
- Zoological gardens
- Animal Parks
- Planetariums
- Botanical Gardens
- Special exhibitions
- Theater (age-appropriate performances)
- …
In the context of the promotion of giftedness in schools, a distinction is made between two sub-areas: Acceleration is the acceleration of the school career. Classical aspects of acceleration are: Enrichment refers to the differentiation of instruction and aims to enrich the instruction of the gifted child so that he or she is encouraged to progress.
Theoretically, there are many possibilities in this regard: As can be seen from the description, the measures of enrichment depend in a special way on the commitment of the teacher, his or her working methods, but also on the possibilities of the school and the learning conditions of the children. For example, a more openly designed classroom can better respond to a child’s individual abilities and a less rigid organizational form of the school can offer more support opportunities. Open forms of teaching require a higher level of teacher commitment on the one hand, but also a variety of teaching and learning materials and the possibility of opening up the lessons to the outside world.
An enrichment in the sense of internal differentiation as described above not only offers the possibility to support gifted children, but by this form of individualization of the lessons one tries to do justice to all children. Picking up the children where they can be settled according to their abilities implies a motivational stimulation and individual care. By changing the teaching methods, the social competence of the children can be increased and improved in a special way.
Of course, both forms can also be combined with each other. For example, if an enrichment takes place despite acceleration, or if acceleration consists of attending a higher class only in certain subjects.
- Early schooling
- Skipping class levels
- It is also possible to attend classes of a higher class only for one subject, but this is very difficult to implement due to organizational reasons of the individual schools (different timetables and yet: obligatory participation in all subjects)
- The early transition to secondary schools or institutions.
- Different requirement levels of the task (e.g. : workshop lessons, individual daily and weekly schedules)
- Group projects (to promote independence, possibly at different levels)
- Interest groups
- Working groups
- Extra – Electives
- “puzzle courses”
- …
- 1. the acceleration (= acceleration)
- 2. the enrichment (= enrichment
