I completely agree that depth and breadth can be achieved in tandem through child led acceleration. Children have an innate number sense, and for HG+ children, this can mean that a 2 year old intuitively grasps grade 1 or 2 math implicitly through free play, without any instruction. How keeping that child at grade level--effectively sentencing him/her to a 4-5 year brake on learning--could be construed by educators as being in the best interest of the child is beyond me. Innate interest merits, IMO, a supportive approach to foster those latent abilities.

We do a great disservice to anyone when we predetermine an achievement ceiling based on stereotypes, such as age.


What is to give light must endure burning.