Thanks for posting, Bostonian. I find that article to be a fairly comprehensive and all-encompassing summary of many issues discussed over time in educational circles and also here on the forum.
A few of my thoughts (also repeated over time)...
Gifted programs vary greatly from one school to another, and from year to year.
I consistently oppose "lottery" systems, in favor of offering appropriate curriculum, pacing, and placement with intellectual peers for all students. There are enough schools, and enough seats in schools, therefore it IS possible to have seats allocated and re-allocated as needed to match the number of pupils requiring various levels of curriculum, for appropriate challenge level in their zone of proximal development (ZPD).
In addition to such changes in schools, there is much which can be done outside the school setting, including in the home.
Parents may wish to have a basic understanding that early brain development sets the stage for abilities later in life. There is much information available about gestational nutrition, and infant/toddler nutrition. In general, processed foods contain empty calories and lack nutrition but some families prefer the packaged "convenience" foods over vegetables, fruits, oatmeal, whole grains, etc. Unfortunately this may create a "food desert" within those households even though the healthy alternatives may be readily available at the local grocer, and may cost less per serving.
Regarding early development, here is a brief roundup on
Early education (preschool)
- posters on this forum recommend
play-based preschool
- Hart&Risley research in the 1960s -
Dr. Todd Risley on the value of talking to even the youngest kids
- Hart&Risley research in the 1960s -
NPR Jan 10, 2011- Hart&Risley research in the 1960s -
high level summary- Hart&Risley research in the 1960s -
back-and-forth conversation rather than just directives-
Comparison: Hart-Risley (lasting impact) VS HeadStartprogram (short-term effect)Reading books with children, and pausing to discuss what is occurring on each page, role-models making connections and having an internal conversation for processing input. Having books in the home, including free books such as library books, donated books, and/or take-one-leave-one kiosk books supports a child's decision-making and choice of topics to learn more about (internal locus of control).
Parents may also wish to study up on the topic of
advocacy.
