Professor Joan Freeman: Tehetséges gyermekek Európában

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1 Professor Joan Freeman: Tehetséges gyermekek Európában

2 GIFTED CHILDREN IN EUROPE

3 Gifts and talents are always relative! relative!

4 Two major influencing and overlapping approaches to gifts and talents

5 Genetic Western approach Gifted are a tiny minority Most children are rejected Environmental Eastern approach High potential is widespread Most children stand a chance

6 Western approach fixed selection

7 IQ SPREAD % of population IQ Score

8 THE BIG BENEFIT More resources can be put into those who are selected

9 THE BIG PROBLEM Biases in selection $

10 There is no SCIENTIFIC evidence that serious emotional or moral problems are directly related to the actual gifts or talents

11 But frustration can bring boredom and anger

12 Eastern approach wider opportunities

13 BIG PROBLEM Too much hard work Hard UK work in USA KOREA

14 THE BIG BENEFIT More opportunities for excellence

15 Hard work = high standards

16 Sweden - 1 Yehudi Menuhin Violin Competition London 2016 All 9 prize winners Korea 3 - First place in juniors China 2 - First place in seniors Taiwan 1 Japan - 1 Germany 1

17 Gifted Education In Europe Due in print 2017 Javier Tourón & Joan Freeman APA Handbook, (Ed. Steven I. Pfeiffer) Washington,: American Psychological Association

18 What is happening now in Europe to promote gifts and talents?

19 Béla Általános Iskola Hejőkeresztú Nagy Emese PhD 60% gypsy children with poor Hungarian 75% disadvantaged (58% extremely) 17% special needs 5% state care 100% go to secondary schools 70% of all the children in the school take final exams

20 Béla Általános Iskola Hejőkeresztúr Nagy Emese PhD

21 Teaching in Hejőkeresztú The more pupils speak the more they learn Group work increases socialisation Board games in a dedicated games room Parents interact at school or homes Takes a year for teachers to get going and school also trains others Wide social mix of children of teachers and local doctor s children

22 Evidence from the European survey

23 Questionnaires sent out 850 requests 324 responses 34 countries

24 Albania 0% Andorra 0% Austria 2% Belgium 1% Croatia 2% Czech Republic 1% Denmark 3% Estonia 0% Finland 1% France 1% Georgia 0% Germany 7% Greece 2% Hungary 7% Ireland 2% Italy 1% Latvia 0% Lithuania 0% Luxembourg 0% Netherlands 15% Norway 4% Poland 1% Portugal 0% Romania 2% Russia 2% Serbia 2% Slovakia 0% Slovenia 6% Spain 18% Sweden 3% Switzerland 2% Turkey 5% Ukraine 1% United Kingdom 7%

25 Who replied? Administrators 13% Normal school teachers 21% Special teachers for the gifted 15% Tutors 13% Researchers 25% Psychologists 13%

26 Increase in concern 23.51% involved at least 15 years 38.24% involved 5 years or less But only - 60% reported legislation 33% reported any guidelines

27 Steady increase in gifted education in Europe

28 Most in mixed classrooms

29 European teachers usually make their own decisions about a student s potential to reach excellence and any need for special education. How do they do it?

30 Teacher identification Teachers' judgement 80% Grade marks Parents 62% 62% Standard intelligence test Other tests Educational psychologist Learners' course work 54% 51% 46% 42% Open provision Creativity test Other 22% 20% 27%

31 Acceleration little in Europe

32 European acceleration in practice 70% of teachers refuse grade-skipping 59% offer an advanced curriculum 42% offer a faster pace

33 PLENTY OF ENRICHMENT WITHIN SCHOOL HOURS AFTER SCHOOL HOURS PRIVATE INITIATIVES

34 Generous extra-curricular provision everywhere

35 Botany in England

36 Templeton Gifted Tábor

37 What works What we need to do OPPORTUNITY! Recognise diversity Hard work with specialist teaching Whole school approach Assessment of ability Changing others attitudes

38 The European Council for High Ability Three major contributions

39 Networking

40 First ECHA Diploma UK 1994

41 Fuszek Csilla Budapest, th May

42 THE FUTURE LOOKS BRIGHT

43 Gifted Education In Europe Javier Tourón & Joan Freeman APA Handbook, (Ed. Steven I. Pfeiffer) Washington,: American Psychological Association

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