Professor Joan Freeman: Tehetséges gyermekek Európában

Professor Joan Freeman: Tehetséges gyermekek Európában

GIFTED CHILDREN IN EUROPE

Gifts and talents are always relative! relative!

Two major influencing and overlapping approaches to gifts and talents

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

Western approach fixed selection

IQ SPREAD % of population IQ Score

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

THE BIG PROBLEM Biases in selection $

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

But frustration can bring boredom and anger

Eastern approach wider opportunities

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

THE BIG BENEFIT More opportunities for excellence

Hard work = high standards

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

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

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

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

Béla Általános Iskola Hejőkeresztúr Nagy Emese PhD

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

Evidence from the European survey

Questionnaires sent out 850 requests 324 responses 34 countries

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%

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

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

Steady increase in gifted education in Europe 2003 2015

Most in mixed classrooms

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?

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%

Acceleration little in Europe

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

PLENTY OF ENRICHMENT WITHIN SCHOOL HOURS AFTER SCHOOL HOURS PRIVATE INITIATIVES

Generous extra-curricular provision everywhere

Botany in England

Templeton Gifted Tábor

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

The European Council for High Ability Three major contributions

Networking

First ECHA Diploma UK 1994

Fuszek Csilla Budapest, 2013 10 th May

THE FUTURE LOOKS BRIGHT

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