Hi aeh,
thank you so much for taking the time to share your story.
Basically, it is also my immediate feeling that nothing long-term positive is likely to come out of speeding up academic activities.
Since I sent the post, we have consulted one of the leading gifted children psychologists in Denmark and had her guide about learning style on the basis of an analysis of the various indices in the WISC-V test. She didn't really have any concerns about the boy's "creativity" and lack of interest in traditional school work, but she was quite clear about learning style: Because of high index scores in fluid reasoning and visual spatial (rather than verbal comprehension), our boy supposedly had a distinct preferred learning style that hardly could be accommodated in particularly many schools in Denmark (he preferred a holistic, visual and hands-on approach to learning, rather than to sit on the chair and listen to the teacher or reading text books). She also believed that his imaginative and creative behavior could partly be seen as a mirror of his preferred learning style.
