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RISS 인기검색어
- 검색키워드
- 저자 : Joan Freeman (검색결과 2 건)
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Out-of-School Educatin for the Gifted and Talented around the World
Freeman, Joan The Korean Society for the Gifted 2004 영재교육연구 Vol.14 No.3
No educational provision for the gifted and talented works in a cultural vacuum, and this is as true for out-of-school activities as for what happens in school itself. There is evidence that excellence in children's achievements can come from widely differing special provision or from no special provision at all. Cultural influences affect attitudes as to who might be gifted and talented and what might be done for them. Whatever the size and influence of special centres anywhere, there is always overlap between in-school and out-of-school activities. For all styles of provision, cooperation between the two is a vital aspect of success. The major cultural dichotomy in this field is between the perception, usually found in the Far East that 'most children have gifted potential' and the largely Western view that 'few children have gifted potential'. It is safe to say that children who are selected for aptitude and ability, and who are keen to learn, will get more from special enrichment than those who of equal potential who have not had that experience. But this does not necessarily show the provision as the best possible method for enhancing gifts and talents. In fact, I do not know of a single scientific investigation, either cross-culturally or within one country, which compares any aspect of an out-of-school programme with another. As a result it is hard to say what type of provision would be most appropriate and effective in any given situation. Outcomes are also dependent on the enthusiasm, organisation and money put into any scheme - as well as the way youngsters are chosen for it. Some of the largest and most influential out-of-school American institutions were founded on the psychological understanding of human abilities that was current in the 1920s. These early influences of seeking an IQ cut-off point (or equivalent) to identify the gifted still affect their practice. in addition, the big American Talent Searches so often select youngsters for summer-schools not only by their high-level achievements, but also by their parent's ability to pay the sometimes high fees. Opinions about the identification of the brightest children and consequential educational practice underlie all provision for their education, whether in or outside school hours. Because of cross-cultural differences, it would not seem wise to copy any action directly from one culture to another without recognising these influences and possibly modifying the model. The growing trend around the world is to offer high-level opportunities to as many youngsters as possible, so that no keen learner is turned away without even a change of sampling them.
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Out-of-School Education for the Gifted and Talented around the World
Joan Freeman 한국영재학회 2004 영재교육연구 Vol.14 No.3
Cultural influences affect all out-of-school provision for the gifted and talented. Excellence can either come from special provision - or from none at all. In Scandinavian countries, for example, special provision is not politically acceptable, yet children's achievements there are often superior to those of the countries which do have special provision for the gifted. New Zealand and Israeli educational administrations provide generously. Germany has inspiring competitions. Brazilian help goes to helping severely deprived gifted children. The huge American Talent Searches select youngsters, via teacher recommendations and tests, for intensive summer-schools. There is a major cultural dichotomy between the largely Eastern perception of 'most children have gifted potential' and the largely Western one of 'few children have gifted potential'. These perceptions make a difference to children's opportunities and expectations. For example, it may be assumed either that children's' interests allied with opportunities will enable them to excel, or that it is necessary to diagnose and treat the recognised gifted separately. Though the outcomes from the different approaches can be roughly compared in world terms, e.g. scientific advances, economic success, it is impossible to conduct a controlled experiment on each type of provision within different cultures. Even with one country, there are no scientific comparisons between gifted programmes. The most noticeable trend around the world is to offer voluntary access to very high-level opportunities, so that no keen youngster is turned away without a chance to try it. In fact, virtually all world-class high-achievers have selected themselves to work in the area of their interest. Recognition of cultural attitudes is essential for any country making special provision for the gifted and talented. The complete UK government report, on which this paper draws, is provided free on www.joanfreeman.com
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