Category Archives: The concept of gifted learners

Differently abled children and their use of metaphor

It’s a clunky term (‘differently abled’), but it best explains the situation here. The research I’ve found so far suggests that children with paritcular learning dis/abilities have unique relationships with metaphor (abilities/difficulties). I need to do more research, but that … Continue reading

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Children who succeed at science are very observant and curious

While I don’t really agree with the concept of ‘bright’, let alone ‘exceptionally bright’, I do like the approach Ann Gadzikowski takes to early years science (if I allow myself to overwrite ‘exceptionally bright children’ with ‘children who are succeeding’ or … Continue reading

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Play is essential

“Play is seen as a broad category of behavior, as basic in its phenomenology to smart complex animals as sleep and dreams, and as scientifically enigmatic. Its healthy presence seems necessary for the maintenance of flexibility and adaptability.” (p.243) “The … Continue reading

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Nature Nurture or Neither – interesting lecture tour

“The more we know about genetics, the more important environment seems to be. A public talk by Professor Steve Jones, University College London, geneticist and popular science writer. Professor Steve Jones will be touring New Zealand in November as guest … Continue reading

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On the integration of whakapapa as curriculum…

“…the integration of whakapapa as curriculum could have multiple benefits for gifted Māori children. Bevan-Brown’s (2004) findings reveal that ‘children who had a knowledge of and pride in their Māoritanga had heightened self esteem and confidence and thus were more … Continue reading

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Defining learning dispositions

Ken Blaiklock, in his critique of Learning Stories, writes that “Learning dispositions were defined by Carr as ‘situated learning strategies plus motivation-participation repertoires from which a learner recognises, selects, edits, responds to, searches for and constructs learning opportunities’ (p.21). This … Continue reading

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Leonardo da Vinci, scientific literacy and the brick wall of belief

A recent article in Nature magazine describes da Vinci’s anatomical studies and the ‘how’ of their being lost to Renaissance science. It makes for really interesting reading in our current climate of concern about both science education and the development … Continue reading

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Resilience, intelligence, and learning excellence

“Carol Dweck of the University of Illinois has explored in a detailed series of experiments the quality of ‘good learning’ that we might call resilience: the ability to tolerate the frustrations and difficulties that inevitably occur in the course of … Continue reading

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Baby Genius?

“in the past decade,” Susan Gregory Thomas writes, “something unique, and uniquely concerning, has been unfolding with the the past decade’s development of a baby and toddler market.  For one, the long-term impact of the baby genius phenomenon may be … Continue reading

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What does excellence mean?

Not much… Chris Higgins writes: “when do we find an increase in talk of excellence and achievement? Answer: when a culture has become deeply uncertain about its values and inarticulate about what is worth achieving. ‘‘Excellence,’’ as Bill Readings noted, is an empty … Continue reading

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