Gifted and talented daycare: Gifted and Talented Kid’s Academy

Kindergarten Readiness
Is A Top Focus

From building trusting bonds to gaining building blocks to knowledge, your child learns through exploration. As they play and explore, your child’s natural genius emerges, and as a result, they are Kindergarten-ready.

Lead Teachers Deliver
Expertise And Build Trust

Lead Teachers Deliver
Expertise And Build Trust

With many lead teachers that have a Child Development Associate credential or more, your child benefits from knowledgeable experience. All teachers are chosen for their warmth because your child learns best when they feel loved.

Partnering With Parents To
Boost Your Child’s Potential

Partnering With Parents

To
Boost Your
Child’s Potential

Take advantage of parenting courses and a parent library so you can stay on top of the latest in early childhood development. An app also keeps you in touch with your child’s day; expect updates and pictures so that you can build on classroom experiences at home.

Daily STEAM Enrichment
Builds Up Reasoning Skills

Engage your child in Science, Tech, Engineering, Arts, and Math (STEAM) to develop their talents and theories about the world. These enriching activities happen every day and are a part of the select enrichment programming we provide at no extra cost to you.

Our ‘Paths To Quality’ Rating
Demonstrates Exceptional Standards

Our ‘Paths To Quality’ Rating
Demonstrates Exceptional Standards

Our high Paths To Quality rating ensures your child’s curriculum prepares them for school success, their teachers demonstrate expertise, and partnerships with parents and staff enrich early learning.

An On-Site Chef Delivers
Breakfast, Lunch, And Dinner

An On-Site Chef

Delivers
Breakfast,
Lunch, And Dinner

An on-site chef prepares three hot, nutritious meals a day, along with a snack to keep your child fueled, focused, and feeling great. Enjoy the convenience of incredible dishes at no cost to you, so you have less to worry about.

World-Class Health and Safety
Features Protect Your Child

World-Class Health and Safety
Features Protect Your Child

A CURIS decontamination system is a portable, hydrogen peroxide-based fogging system used to disinfect your child’s classrooms, bathrooms, and everything in them. Add that to secure, coded entry to the building and attentive teachers to keep your child healthy and safe.

Outdoor, Nature-Based Learning
Is Hands-On And Incredibly Fun

Outdoor, Nature-Based

Learning
Is Hands-On
And Incredibly Fun

Your child loves climbing, running, and jumping on wood stumps in our expansive playground! We spend time outdoors every day to give growing muscles the exercise they crave. Nature walks and time in the garden teaches kids about life cycles in real-time to inspire their inner scientist.

Enrichments Like Yoga And Spanish
Expand Your Child’s Knowledge

Enrichments Like Yoga

And Spanish
Expand
Your Child’s Knowledge

Yoga encourages focus and mindfulness, and a second language is proven to increase vocabulary and problem-solving skills, giving your child an extra boost in learning. These daily enrichment activities are included in tuition for you.

Field Trips Unwrap A World Of
Possibilities And Learning

Field Trips Unwrap A

World Of
Possibilities
And Learning

Trips to the pumpkin patch and apple orchard put your child in touch with nature, and trips to museums and the zoo expose them to new sights and concepts outside of the classroom. Splash pads and “Touch A Truck” days delight as your child discovers and plays.

Yes, We Proudly Support Families Who Qualify For Subsidy

What Our Parents Are Saying.

..

“Gifted & Talented Academy makes everyone feel like family”

– Pam Martin

“This is more than just a “daycare” there is a curriculum and lessons that help the children become prepared for school.”

– A Mom

“The owners of this facility truly care and it is apparent they put the safety and care of the children first.”

– Michael Braswell

“Gifted & Talented Academy is a great facility with wonderful teachers. You can also tell that the owner truly cares about children.”

– Madhu Bhandari

“Thank you to the Gifted and Talented Academy child care organization for an incredible early childhood curriculum that engages and teaches at all steps of the day”

– Andre Cousin

“My oldest son who is on the autism spectrum did not have any issues while attending here because they accommodated all his needs which made him feel safe & loved.”

– E. Beazy

How Old Is Your Child?

Infant

6 Weeks – 12 months

Toddler

12 Months

Early Preschool

2 Years

preschool

3 – 4 Years

4 – 5 Years

School Age

6 – 12 Years

Gifted children

Modern psychologists say that each person from birth has his own resource of abilities that manifest or do not manifest themselves depending on the environment. Talented, gifted children are a valuable but fragile part of our society, one of the most important resources. These children represent the cultural and scientific potential of society, they determine how science, technology and culture will develop in the future.

The problem of educating and educating talented (gifted) children is not new, but it is especially relevant at the present time, since the issue of early recognition of giftedness in children has been missed. nine0003

Talented children, according to statistics, are almost 20 percent. But only a few of them manage to develop their abilities to the maximum.

Why, all children are gifted! Every child has the inclinations given to him by nature. If they are developed correctly, abilities will appear. The researchers found that the most favorable period for the development of abilities than preschool childhood is difficult to imagine.

But even here the base of the future gift must be formed in time! Whether the baby develops his gift or ruins it, it largely depends on the family, upbringing, and teachers. But today the statistics are sad: most children lose their inclinations by the age of 8-10. Every kid, indeed, receives the makings from birth, they were laid by mom and dad. Of course, all parents understand that the child’s inclinations must be developed, turning them into abilities. And then the child will succeed. nine0003

Our main task is to help talented children create favorable conditions for self-realization and self-actualization. Each teacher should think about how he lays the “foundation” on which the further development of the child will depend.

Age 1.5-4 years is the most effective for training with a child . And already by the age of 10-12, according to psychologists, the formation of talent is completed. It is up to this period that parents and teachers will have to do a titanic work on the development of children. nine0003

Abilities – are individual personality traits that manifest and develop in activity, only in activity, and at the same time positive, successful, causing a favorable, emotional mood. In reality, abilities can be superbly developed, but more often they fade prematurely or become deformed. Abilities that are not identified and disclosed in time are lost. Besides. Each ability has its own time. And if you just wait by the sea for the weather? Already by the age of 7, the baby may experience an irreversible extinction of the possibilities for the effective development of abilities (B. Nikitin). What is learned with interest at 2-3 years old is easy, at 6 years old it can cause difficulties and, as a result, unwillingness to learn. You miss – you do not catch up. Therefore, the early development of children is especially important. nine0003

At present, the teachers of our preschool institution, who work with children of preschool age, together with the parents, the child’s family, support an intelligent and inquisitive child, create conditions for the development of abilities. A talented child requires increased attention from parents and teachers. Often, motivation is necessary for the manifestation of abilities. It is the presence of giftedness, combined with motivation and hard work, that makes it possible to talk about talent. Without motivation, a gifted child may never show his abilities, and without work to improve his gift, he may not achieve great results in this area. Therefore, a lot depends on the parents – it is they who can create the appropriate motivation, set some tempting goal for the child, to achieve which it is necessary to constantly do what they love, teach the child to use their mental abilities. nine0003

Talent and giftedness are revealed only in activity. It is impossible to talk about a person’s talents for drawing if he has not yet been taught this. Only in the process of special training in drawing and painting can it become clear whether the student has giftedness, talent. This is revealed in how quickly and easily he learns the methods of work, color relationships. And as a result – victories in international and all-Russian competitions.

Forms of work with talented children:

• hobby groups;
• creative workshops;
• competitions, olympiads, conferences;
• work according to individual plans.

REMEMBER: “Every person is born talented.” In each of us is hidden an abyss of talents and abilities, the realization of which is not even prevented by society and lack of funds. Namely, disbelief in one’s own strength. Therefore, we “teachers”, together with parents, should strive to help the child open up. Realize in this life. After all, only self-disclosure and self-realization can reveal the meaning of life to a person and give him happiness. nine0003

Regulations on the competition of children’s drawings and poems “You, Siberia, my hands will embrace”

Regulations on the competition of creative works “Amazing Chess”

Competition of children’s drawings “The sun on the palm”

Competition of children’s drawings “Tales from Bianchi”

Interaction with parents in working with talented children

For many centuries, giftedness has been considered somewhat autonomously from social and pedagogical practice. And this happened primarily because the research was not in demand by the education system. The main attention of researchers was paid not to the phenomenon of giftedness itself as a personal education or a socio-psychological phenomenon, but to the problem of its origin (God’s gift or earthly). The main types of giftedness were considered to be intellectual and creative. Significant changes in the views of scientists in the early twentieth century were caused by the recognition of scientific activity as the highest form of creativity. At present, there is an increased interest in the problem of giftedness, in the problems of identifying, training and developing gifted children and, accordingly, in the problems of training teachers to work with them. nine0003

Giftedness is now defined as the ability to achieve outstanding achievements in any socially significant area of ​​human activity, and not just in the academic field. Giftedness should be seen as an achievement and as an opportunity for achievement. The meaning of the statement is that one must take into account both those abilities that have already manifested themselves and those that can manifest themselves. The problem of giftedness is a complex problem in which the interests of different scientific disciplines intersect. nine0003

Among the most interesting and mysterious phenomena of nature, children’s talent occupies one of the leading places. The problems of its diagnosis and development have been of concern to educators for many centuries. Interest in it is currently very high, and this is due to social needs. And, above all, the need of society for an extraordinary creative personality. The uncertainty of the modern environment requires not only high human activity, but also his skills, the ability to think outside the box and behave. And it is highly gifted people who are able to make their greatest contribution to the development of society. Observations indicating that the mental capabilities of people are unequal are as old as the world. This was not a secret either for science or for ordinary consciousness, which accumulated, in the apt expression of Hegel, not only scientific theories, but also all the prejudices of its time. Both the outstanding people of antiquity and their contemporaries, less knowledgeable in the sciences, well understood how significant the difference is between an outstanding creator (genius) and a mere mortal person. It has also long been noted that their differences often appear already in childhood. nine0003

Therefore, the early identification, training and education of gifted and talented children is one of the main problems in improving the education system. There is an opinion that gifted children do not need the help of adults, special attention and guidance. But we should not forget that, due to personal characteristics, such children are most sensitive to the assessment of their activities, behavior and thinking, they are more receptive to sensory stimuli and better understand relationships and connections.

It is clear that most often it is the parents who are the first to notice the giftedness of the child, although this is not always easy to do, since there is no stereotype of giftedness – each child shows his abilities in his own way. Most often, the giftedness of a child goes unnoticed in families where this child is the first or only one. Sometimes parents resist classifying their children as gifted. This is explained, obviously, by the fact that the parents of gifted children, as members of their society, are subject to a system of relations. Many parents say: “I don’t want my child to be gifted, let him be a normal, happy child, like everyone else.” nine0003

Trying to understand parental experiences and give answers to them, one asks a very serious problem: do thinking parents really seriously believe that being gifted means being abnormal, not being able to find a place in the company of peers, being unhappy? Sadly, these are widespread stereotypes sometimes shared by parents. This attitude can seriously interfere with a normal, happy childhood; Such stereotypes need to be debunked and destroyed. Denying or ignoring the child’s unique abilities for the sake of social mores, in any case, will in no way help the child find his place in life and become happy. nine0003

A parent’s discovery of their own child’s giftedness should give rise to a joyful expectation and willingness to solve the problems associated with it, and not a disarming concern that hampers the vitality of the most important connection for a growing person – the connection between parents and children. Over time, the world is changing, and with it the relationship of all social institutions. The new educational paradigm proclaimed parents to be subjects of the educational process. This means that parents are also responsible for the quality of education of their children. nine0003

The effectiveness of raising a child depends greatly on how closely the preschool institution and the family interact. The leading role in organizing cooperation between the kindergarten and the family is played by educators. It is their work that determines how families understand the policy pursued by a preschool institution in relation to the upbringing and education of children, and participate in its implementation. At the same time, the family should be considered as the main customer and ally in raising children, and the combined efforts of parents and educator will create favorable conditions for the development of the child. nine0003

Working with gifted children is one of the options for the concrete implementation of the individual’s right to individuality. Therefore, the principles of mutual trust and respect, support and assistance, patience and tolerance towards each other should be the basis of the collaborative interaction between the family and the kindergarten. A significant place in the system of work of the preschool educational institution with the parents of pupils is given to psychological and pedagogical education. The accumulation of psychological and pedagogical knowledge of parents should be closely connected with the development of their pedagogical thinking, practical skills in the field of education. It is necessary that the information be of a warning nature, be based on practical expediency, demonstrate experience, specific facts. This determines the selection of content, as well as forms of organization of pedagogical education, determines the task of the joint efforts of the educator and the family, which can be solved by various means. nine0003

In planning joint activities, our preschool is based on the following principles:

– parents must be privy to the specifics of the educational process;

– warned about possible difficulties that children have at different periods;

– it is necessary to master some knowledge and skills in order to be able to help the child.

Parent meetings are the main form of joint work of preschool educational institutions. They discuss the most important decisions on the life of the group and the upbringing of children. Thematic meetings have proven themselves very well as more effective. To prepare a thematic meeting well is a creative joint work, which largely depends on the educator. nine0003

When building cooperation with parents, one should not act blindly, but it is necessary to know the characteristics of the modern family and its attitude to preschool education. I consider the most interesting and effective forms of joint activities of our preschool institution:

– “Round table”, to which people who tell interesting stories about their lives are invited;

– joint open classes in which the parents present are participants in the action;

– pedagogical workshops, when parents are offered various situations, it is necessary to find a way out, give advice or recommendation, explain their position; nine0003

– discussions – an active form of improving the pedagogical culture of parents in the process of discussing current problems;

– collective creative work, contributing to the creation of an atmosphere of mutual understanding and cooperation, team building.

Naturally, it is important to take into account the employment of parents, so the involvement of parents should be feasible for the family.

For successful work on organizing interaction with parents and the entire educational institution as a whole, we conduct self-diagnosis, understood as an attempt to look at ourselves from the outside (and whether everything in my power has been done in this regard). This is what allows building further work to improve the effectiveness of cooperation, and also contributes to the development of success criteria. nine0003

In conclusion, it should be noted that the work of a teacher with gifted children is a complex and never-ending process. It requires personal growth from educators, good, constantly updated knowledge in the field of psychology of gifted and talented children, their education, as well as close cooperation with psychologists, administration and, of course, with their parents. It requires constant growth of skill, pedagogical flexibility, the ability to abandon what even today seemed to be a creative find and strength. nine0003

Unfortunately, very little has yet been done for children who are above their age in various respects. Meanwhile, it is highly gifted people who are able to make the greatest contribution to the development of society, and squandering talents is an unacceptable mistake for the development of any state.

The future is much closer to us than it is commonly thought, it is very close: it cries, laughs, raises questions, makes us suffer, rejoice, look for answers. This is the future – children. Today, everything in their fate still seems to depend on us. Tomorrow the situation will change dramatically. Children grow up fast. But they will be able to live independently and fruitfully if today we help develop their abilities and talents. And every child is talented in their own way. Finding and educating especially gifted, talented children is an important issue. Talented people are the main wealth of society. nine0003

It is highly desirable that the efforts of the kindergarten, and in the future the school, aimed at increasing the creative level of the educational process, be supported by institutions of additional education and the parent corps. The entire future of the country is associated with the intellectual and physical development of the younger generation. Russia will have no future if its younger generation does not have a present.

Literature:

1. Vygotsky L. S. Imagination and creativity in childhood. – St. Petersburg, 1997. — 96 p.

2. What is giftedness: identification and development of gifted children: classic texts [Text] / under. ed. A. M. Matyushkina, A. A. Matyushkina. — M.: Omega-L, 2008. — 368s.

3. Dzhumagulova T.N., Solovieva I.V. A gifted child: a gift or punishment [Text] / T.N. Dzhumagulova, I.V. Solovieva. – St. Petersburg: Speech, 2009. – 160s.

4. Kasperskaya O. V. Department of the Russian language. System of work with gifted children [Text] / O. V. Kasperskaya. – Volgograd: Teacher, 2011. – 119With.

5. Levi V. Non-standard child. – M., 1989. – 256 p.

6. Experience of working with gifted children in modern Russia: Proceedings of the All-Russian Scientific and Practical Conference.