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In 1989 we wrote the book Gifted Children at Home and at school”, which was published in Germany on 1993, and subsequently translated into 12 languages ​​and is still being supplemented and reprinted. Clearly, it’s time for a brand new book for parents and teachers. This book is now in your hands.

In 1989, very little attention was paid to the upbringing and education of gifted children, both in the media and at school and at home. The term “gifted child” was not yet known. At that time, it was believed that all people are strictly divided into two categories: ordinary people and geniuses. A child of genius, or “wunderkind”, was considered a unique specimen, a photograph of such a child standing at the blackboard with a pointer in his hand was in all the newspapers. We read with curiosity about the youngest student at a university in a distant country: “He is only eight years old, and he already speaks Latin!” At that time, they did not yet know that a gifted child can look just like an ordinary child, experience the most ordinary childhood emotions and have the most ordinary childhood desires and needs. It turned out that a gifted child is in many ways an ordinary child. At present, since about 2000, the term “gifted child” has completely entered our vocabulary, but prejudices about giftedness have not yet completely disappeared. For example, there is an opinion that many parents want their child to be gifted. In reality, this fact has not yet been confirmed. Most parents do not ask this question at all. If in the family in which the child grows up it is considered normal to ask questions, read books and study independently, then the child’s giftedness often goes unnoticed. Parents consider their child the most ordinary. (The fact that every child is unique in his own way has nothing to do with his ability to learn.) He differs from other children only in elementary school. Sometimes the differences are so great that it becomes necessary for parents to meet with teachers, and this often causes anxiety among parents. Parents need to develop a realistic action plan with teachers so that the child actually learns something new in school. Each elementary school has approximately ten percent of gifted and highly gifted children. There is no need to write articles about them in the newspaper.

There is also an opposite opinion, according to which parents, on the contrary, are not at all happy if they have a gifted child: “God forbid! Better not. How terrible it is to have a gifted child! Hidden behind this judgment is the belief that gifted children are “always very problematic,” “often autistic,” “emotionally retarded,” or just downright nasty smarties. But all this is also nonsense. Primary school still often lacks teaching materials for gifted children, and differentiated education begins, at least in Holland, only at the age of twelve. All this feeds the existing prejudices that “giftedness is just a way to attract attention.”

Books with titles like Test Yourself! Are you gifted?” show that a game is often arranged from a serious and difficult task of determining giftedness. Many people take this at face value, often due to the fact that in such books they find phrases like: “People with an IQ of 130 or higher are considered gifted. ” Contrary to popular belief, the intelligence test does not show giftedness. Not only cognitive, but also personal and environmental factors play a role in the diagnosis of giftedness. In addition, the recognition of giftedness is not necessary in order to flatter someone. Recognition of giftedness is necessary so that thousands of young children are involved in the educational process at school and that they are given the opportunity to satisfy their cognitive needs, so that they are not ignored, because “they already know everything”, and are not forced to help other children, because they want to learn.

Thank God, nowadays people are more accustomed to the term “gifted” and do not treat gifted people as eccentrics who can only do great mental arithmetic.

There is also the danger that it will become fashionable to be gifted. Some of the proposed methods of working with gifted children have neither a theoretical nor an empirical basis. Children and their parents who need real help are being misled.

Through our book, we hope to give parents and teachers a basic understanding of what giftedness is and how to deal with gifted children at home and at school, trying to build a harmonious relationship between these two areas of life. Knowledge and understanding of giftedness is very important, but it is useless if not put into practice. Previously, the teacher faced an almost impossible task to independently come up with a training program for a highly gifted student. Schools and teachers are currently receiving the necessary assistance. There is training material and refresher courses. Every elementary school should send one of their teachers to such courses in order to have a gifted worker on their team.

In our book, we describe major new developments in the field of giftedness and hope to support parents and teachers in their concern for the upbringing and education of gifted children.

Franz Monks and Irene Ypenburg August 2011

Chapter 1

Really gifted?

The world is eight years old. She had a great time last year. The teacher, originally from Curaçao, told such interesting stories, taught the class a Christmas carol in Papiamento, taught with inspiration and came up with some original task every time. Compared to last year, this school year with the new teacher, Mrs. Zwart, looks somehow faded. Of course, she also loves her work and does it with pleasure, but none of her assignments was original or new and did not inspire her students. All her creativity comes down to cross stitching and coloring pictures. Mira cannot keep her attention on her assignments and spends almost the whole day in her dreams. She is still too young to care how she looks from the outside as she slides down her chair and stares out the window, wide-eyed and half-open-mouthed.

“She’s so prostrated all the time,” Mrs. Zwart says to Mira’s stunned mother, who is called into the school to talk about her daughter’s progress. “It seems to me that she has a slight mental retardation … You should examine her with a psychologist. ” An obedient mother takes Mira to a psychologist for a comprehensive examination. “Congratulations,” the psychologist says happily. – Your daughter is very gifted, in principle in everything, but her penchant for art is especially pronounced. Unusual girl.”

With these results, Mira’s mother goes back to the teacher. “Ah … to art! – she answers. “My husband also had a penchant for art, but I quickly weaned him from this!”

Fortunately, this kind of reaction is not common in a typical elementary school. Mira ceased to be attentive in the lessons, because they became uninteresting to her. She is able to understand and understands a lot, much more than what is expected of her in the third grade. She is not lazy, not stupid, and certainly not “mentally retarded”, on the contrary, she is a very smart girl, and she instantly comes to life if she is offered a really interesting task.

For the sake of children like Mira, it is necessary to constantly draw the attention of teachers to the fact that the educational process should take into account different levels of abilities, and this applies not only to lagging behind, but also to gifted children (who are actually no less) for whom lessons are being taught too slow, and their content is not of great interest. This must be done until it is clearly stated in the school system that differentiated education is necessary already in primary, and not only in high school, as is customary, for example, in the Netherlands, where high school students are divided by ability. This is necessary not only for the development of children, but also for the development of society, which will only benefit from the emergence of a large number of talented people.

Characteristic of Mira’s situation is that her parents considered their daughter to be completely ordinary and that at school she was perceived as more behind the curve than smart. In general, neither parents nor teachers considered it necessary to ask how the child’s desire for knowledge was satisfied. At home, Mira’s problems were not so noticeable, because there was something to do, although her parents did not make much effort to organize her leisure. Mira had an older sister, and there were musical instruments, books, and drawing kits in the house. Her parents sometimes told fascinating stories and took her questions seriously. She was never bored at home.

In order to determine the cognitive needs of smart children in time (even before they have lost all interest in school, stopped making any efforts and found themselves in social isolation), it is necessary to understand what giftedness is and how to behave with gifted children at home and at school, without overloading them, but without neglecting their interests.

What is giftedness?

Not everyone understands the word “gifted” in the same way. If you ask your friends, you will hear many different definitions. But scientists still continue to search for the best definition of this term. All scholars, however, agree that giftedness cannot simply be defined as “high intelligence.”

However, if you ask a teacher to describe a gifted student to you, in most cases he will first of all name a child with good intelligence and high achievements. Of course, both success and intelligence are present in all the main scientific models of giftedness, which we will discuss below, but they are only part of many other components of this concept. In addition, scientific models differ in what aspect of giftedness they emphasize. According to some models, the central component of giftedness is innate abilities, while others consider interaction with the environment to be the key link, or they rely on something else. But if intelligence is not the single most important component of giftedness, then what is giftedness?

In order to explain the results of their research to a wide audience in an accessible way, scientists use models: a short and visual description of psychological reality. There are a huge number of different psychological models, including those for giftedness. Below we describe a few of them. It immediately becomes clear that each scientist has his own vision of the phenomenon of giftedness, and in order to get a clear idea, it is important to consider different points of view. This “own vision” of giftedness is not to be confused with the conventional wisdom: the model is the product of a series of scientific studies. In our book, we show that over time, the idea of ​​what giftedness has constantly changed and continues to change until now. Scientists learn from each other, and each subsequent study builds on the previous one, so it should not seem strange that scientists return to the same fact or phenomenon again and again. Previous research has given us some knowledge that helps us better understand what to pay special attention to. Thus, slowly but surely, we are getting closer to the truth.

A. Models of giftedness as abilities

Models that consider abilities as the basis of giftedness (see: Hany, 1987) proceed from the fact that if high intellectual abilities are clearly manifested already at a very early age, then they will persist throughout life . The most famous representative of this trend is the American scientist Lewis M. Terman (1877–1956). Terman is considered a pioneer of longitudinal research on gifted people. For thirty years he observed the development of a group of gifted children. Thirty years later, he was still convinced that if a child had an IQ greater than 135, then he would remain that high throughout his life. But at 19In 1954, two years before his death, he found to his dismay that his main assumption was wrong. Incorrect was not only his hypothesis that IQ remains high throughout life, but also the conclusion that a high IQ is a guarantee of success in life. Many of the brilliant people that he observed did not achieve anything special in their lives, both professional and personal. It turned out that high intelligence in itself does not guarantee the achievement of any particular success. Energy and perseverance, as well as a positive and supportive environment, turned out to be necessary additional conditions. If these factors were absent, then at an older age, the presence of a high IQ was almost imperceptible. The abilities were still there, but the individual was not able to manifest them.

The US Department of Education also used the ability model of giftedness, which was based on a broad definition of giftedness. Most US states have adopted this model and made it the basis of their educational programs ^[1] . According to the definition adopted for this model, in addition to intellectual giftedness, there are other forms of it.

“Gifted children have either existing or potential skills that are a manifestation of high intellectual abilities, creative abilities, abilities in the arts (musical or artistic) or academic abilities, or have outstanding leadership qualities. In this regard, they need help and activities that are not part of the regular school curriculum.”

The most remarkable thing in this definition is the last phrase: “In this regard, they need help and activities that are not part of the regular school curriculum. ” This is important to keep in mind if you want to meet the needs of gifted children in practice. However, this broad definition is not entirely accurate given what we currently know about giftedness. This definition does not represent non-cognitive factors at all, while we already know how important and even necessary motivation is for achieving special success. From the definition, it is again not clear to what extent this or that ability should be expressed in order to state that you have a gifted child in front of you. Nothing is said about the role of family, school and friends either. Initially, in this definition, which was formulated in 1972, “psychomotor giftedness” was also mentioned, but since 1978 it has been included in the general term “artistic ability”. At this point, we would consider this logic strange. Thus, we have, so to speak, already outgrown this model.

B. Cognitive models

These models focus on qualitative differences in the process of information processing. What ways of processing information distinguish gifted children from ordinary ones? What matters here is not the end results, but the way they are achieved. Some representatives of this trend suggest replacing the term IQ (intelligence quotient) with QI (quality of information processing). Research conducted from this perspective can open up important data, such as early indicators of giftedness. So, for example, in conversations with parents, one can often hear that their gifted child demonstrated independence and productivity of thinking from an early age. A good example is the girl Anya (two years old), who said to her mother when she woke her up in the morning: “Mom, when you sleep, you don’t know that you are sleeping.” This form of metacognition is often inaccessible to even older children: Anya is able to think about the very fact that she is thinking.

C. Success Models

Key terms in these models are “potential” and “realized potential” or “success”. Potential is necessary for success – in order to create something, you need to have certain abilities for this. Not all children get the chance to develop their potential. The main obstacle here is often adults who do not notice the giftedness of the child. It is known from the literature that about half of all gifted children do not receive adequate opportunities to develop their abilities, because they either simply go unnoticed or are deliberately ignored.

The advantage of performance-based models is not only that they focus on actual performance, but also that they indicate which external factors hinder or facilitate the realization of giftedness. In addition, these models not only describe the conditions for the realization of giftedness, but also set a specific goal: to show that everyone should have the opportunity to develop in accordance with their abilities. In the sixth chapter of this book, we talk about gifted children who do not reach their real level, it becomes clear that if gifted children are not given a chance to prove themselves, then they develop a negative self-image. This negative self-image, in turn, leads to new problems, and therefore it is important to prevent it in time.

Binding – liaison | French language learning

Coupling is a phonetic phenomenon that occurs between two words within a rhythmic group. The first word ends with an unpronounceable consonant, the second begins with a vowel or a mute h. In this case, the two words are merged and read as one, with the final consonant of the first word pronounced.

When linked, the ending letters

• s and x are read as [z] : trois enfants [trwazɑ̃fɑ̃];
• d as [t] : un grand enfant [œ̃grɑ̃tɑ̃fɑ̃];
  
• f like [v], but only in two expressions: neuf heures [nœvœ:r], neuf ans [nœvɑ̃];
• g used to be read as [k] , but now this rule is not observed and is considered obsolete, i. e. g is read as [g] .
• Final n has a mandatory linkage in words on, mon, ton, son , en . When linking, a nasal vowel and a clear sound [n] are pronounced: mon ami [mɔ̃nami]
• The letter p is connected only at the end of the words beaucoup and trop: trop heureux [tropørø].
• The letter is associated with only in a few phrases: un croc-en-jambe [krokɑ̃Ʒɑ̃b] (trip), un franc archer (free shooter), un franc-alleu (off-site possession), à franc étrier (at full speed). The word porc has a binding only in the combination porc-épic (porcupine).
• The letter q has a binding in the word cinq: cinq hommes [sɛ̃kom].

Linking is not done with words that end in – rc, -rs/-res, -rt, -rd (except plusieurs, leurs, divers): deux heures et demie [døzœ:r edmi], vers elle [vɛrɛl].

Binding is mandatory, prohibited and optional.

Compulsory linking

1. Between article (un, des, les) , continuous article (aux, des) and a noun: un examen, des études [dezetyd].
2. Between the possessive adjective (mon, ton, son, mes, tes, ses, nos, vos, leurs) and the noun: mes études [mezetyd].
3. Between demonstrative adjective (cet, ces) and noun: ces études [sezetyd].
4. Between adjectives aucun, tout, quels, quelles, quelques and nouns: quelques arbres [kɛlkǝzarbr].
5. Between numeral and noun: deux amis [dœzami].
6. Between an adjective and a noun, if the adjective is in front: de vieux arbres [dǝvjøzarbr].
7. Between a pronoun ( on, nous, vous, ils, elles, en ) and a verb; in inversion between verb and pronouns ( on, nous, vous, ils, elles, en , il, elle, y ): vous avez [vuzave], ont-ils [ɔ̃til], arrivent-ils [arivtil ], vas-y [vazi].
8. In most cases, after the verb form est (from the verb être): c’est une ville [sɛtynvil].
9. With a short adverb: très étonné [trɛzetone].
10. Between the interrogative adverb quand (when) and the phrase est-ce que or with the following word beginning with a vowel or h (but not before the inversion): Quand est-ce qu’on arrive? [kɑ̃tɛskɔ̃nariv]; Quand il est la? [kɑ̃tilɛla].
11. After comment in the question Comment allez-vous ? [komɑ̃talevu].
12. In set expressions, such as: avant-hier [avɑ̃tjɛ:r], c’est-à-dire [cɛtadi:r], de temps en temps [dǝtɑ̃zɑ̃tɑ̃], plus au moins [plyzomwɛ̃], tout à coup [ tutaku], tout à l’heure [tutalœ:r].

Illegal binding

1. Before aspirated h: des // héros [deero].
2. Between a noun and a singular adjective after it: un étudiant // intelligent [œ̃netydjɑ̃ ɛ̃tɛliƷɑ̃].
3. Between a subject expressed as a non-pronoun and a verb-predicate: Le train // arrive [lǝtrɛ̃ ari:v].
4. Before numerals onze, huit: Ils ont huit ans [ilzɔ̃ ʮitɑ̃].
5. After question words quand, comment, combien and the verb in inversion: Comment // est-il venu? [komɑ̃ ɛtilvǝny].
6. After union et : une fille et // un garçon [ynfij e œ̃garsɔ̃].
7. After some prepositions (hormis, non compris, ci-inclus, selon, vers, à travers, envers, hors): vers // elle [vɛrɛl].
8. Before word oui : mais // oui [mɛ wi].
9. After participles of compound tense verbs: Il a mis // une chemise.
10. After inverted subject pronoun: Sont-ils // arrivés?

Optional linking

Optional linking is characteristic of elevated speech (for example, when speaking in public). In colloquial speech, such bindings are usually not made.

Here is a list of the most common cases of facultative binding:

1. Between the verb être and the nominal part of the predicate: ils sont incroyables [ilsɔ̃(t)ɛ̃krwajabl]; vous êtes idiots [vuzɛt(z)idjo].