Making a difference for young gifted and talented children

Online resource, Department of Education and Early Childhood Development

Professionals who work with young children who are gifted or talented can make a real difference to them reaching their full potential.

This resource provides early childhood professionals with information and resources to help identify and provide learning for young gifted and talented children (from infancy to eight years old) and their families.

Gifted and talented young children experience wellbeing and positive development when provided with supportive and challenging learning environments that are responsive to their individual strengths and interests.

Every early childhood professional will be working with gifted children. It is estimated that 10–15 per cent of children are gifted, which means a typical early childhood group or school class will contain at least one gifted child. Many will have more, so it is imperative that professionals reflect on their practice and seek professional learning opportunities to increase their understanding and knowledge of giftedness and talent in young children.

Research has shown that educators who have received professional learning opportunities or pre-service preparation in giftedness and talent are better able to recognise and understand giftedness in children, and have more positive attitudes towards it.

The professional learning opportunities in this online resource will assist professionals to identify and engage in good practice when working with young gifted and talented children.

In/exclusion: the politics of difference

The inclusion debate has raised issues in relation to ascertainment, the labelling of 'special' needs, the distribution of human and physical resources and the placement of students on individualized education programmes. This paper contends that the inclusion debate, however, has not addressed critical issues pertaining to the politics of representation and difference. That is, the normative struggles over rights and social justice for the disabled have largely elided differing cultural constructions of disability and the question of who speaks for and represents whom.

A little movement orientated to the geomagnetic field makes a big difference in strong flows

Whilst a range of animals have been shown to respond behaviourally to components of the Earth’s magnetic field, evidence of the value of this sensory perception for small animals advected by strong flows (wind/ocean currents) is equivocal. We added geomagnetic directional swimming behaviour for North Atlantic loggerhead turtle hatchlings (Caretta caretta) into a high-resolution (1/4°) global general circulation ocean model to simulate 2,925-year-long hatchling trajectories comprising 355,875 locations. A little directional swimming (1–3 h per day) had a major impact on trajectories; simulated hatchlings travelled further south into warmer water. As a result, thermal elevation of hatchling metabolic rates was estimated to be between 63.3 and 114.5% after 220 days. We show that even small animals in strong flows can benefit from geomagnetic orientation and thus the potential implications of directional swimming for other taxa may be broad.