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Abstract

Four basic tenets must be kept in mind regarding curricular decisions for young gifted children. These tenets govern the direction that curriculum for them may take and the manner in which educators interact with these children. First, young gifted children have special learning needs. They differ in that they have the capability to learn at greater depth and more quickly, and they have interests which may predate those of their peers. Second, curriculum should be drawn from their special interests and needs. Next, the work of childhood is play; therefore, the curriculum of young gifted children must emphasize exploration and play. Finally, young gifted children should be engaged in the curricular decision making process. This article elaborates these four principles in curricular decision making for young gifted children.

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Curricular Decision-Making for the Education of Young Gifted Children

Abstract

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References