Parent to Child, Child to Parent Relationships
The University of Queensland
28/03/2013
EDUC 3701: Assessment Task 1
Essay: Parent to child, child to parent influences
Author: Nicole Castledine (s42590480) Tutor: Gregory Vass
Introduction
Students who are gifted and talented are recognized as those with an innate ability in any domain that places them within the top 10% of their age peers (Collins, 2011; Gifted and Talented Children, 2013). What constitutes giftedness varies in cultures and society, however gifts are generally classified as natural abilities, whereas talents are skills that are scaffolded and developed over time (Gifted and Talented Children, 2013, Women 's and Children 's Health Network, 2011). This essay will address the parent to child and child to parent influences that occur from a child being labelled gifted or talented, during two specific periods of time. The age brackets which will be discussed include five to eight years and nine to eleven years. Comparison and contrast will occur of two phases of this age group to determine the dynamic nature of parent/child relationship in these two periods, including how they develop and change. This essay will address the two main influences research has found to occur for parents and children; IQ testing to determine giftedness with links to underachievement, and expectations/pressure from parents and teachers linking to social development. These influences may not occur in all situations as every parent and child is different, however research has found IQ testing and expectations/pressure to be the most common influences generally resulting in specific outcomes.
Parent to child, and child to parent influences (5-8 years)
Parents often recognize their child 's gifts/talents during the early developmental years through social, emotional and cognitive domains before formal assessment (Collins, 2011; Page, 2010). Research highlights most states still heavily rely on intelligence quotient testing (IQ testing),
28/03/2013
EDUC 3701: Assessment Task 1
Essay: Parent to child, child to parent influences
Author: Nicole Castledine (s42590480) Tutor: Gregory Vass
Introduction
Students who are gifted and talented are recognized as those with an innate ability in any domain that places them within the top 10% of their age peers (Collins, 2011; Gifted and Talented Children, 2013). What constitutes giftedness varies in cultures and society, however gifts are generally classified as natural abilities, whereas talents are skills that are scaffolded and developed over time (Gifted and Talented Children, 2013, Women 's and Children 's Health Network, 2011). This essay will address the parent to child and child to parent influences that occur from a child being labelled gifted or talented, during two specific periods of time. The age brackets which will be discussed include five to eight years and nine to eleven years. Comparison and contrast will occur of two phases of this age group to determine the dynamic nature of parent/child relationship in these two periods, including how they develop and change. This essay will address the two main influences research has found to occur for parents and children; IQ testing to determine giftedness with links to underachievement, and expectations/pressure from parents and teachers linking to social development. These influences may not occur in all situations as every parent and child is different, however research has found IQ testing and expectations/pressure to be the most common influences generally resulting in specific outcomes.
Parent to child, and child to parent influences (5-8 years)
Parents often recognize their child 's gifts/talents during the early developmental years through social, emotional and cognitive domains before formal assessment (Collins, 2011; Page, 2010). Research highlights most states still heavily rely on intelligence quotient testing (IQ testing),
References: Ashman, A, F & Merrotsy, P. (2012). 'Chapter 3 - Learners and Environments '. Education for Inclusion and Diversity. 4th Edition, Pearson Australia, Frenchs Forest, 75-84. McFarland. (2013). Gifted & Talented: Is My Child Gifted? Retrieved March 10, 2013, from http://www.mcfarland.k12.wi.us/msd/msd.php?id=0049. Bross, S. (2012). Gifted and Talented Students; Their rights to Education. Retrieved March 7, 2013, from http://users.manchester.edu/Student/sbross/ProfWeb/BrossS346Phil.pdf. Brown, S, W; Renzulli, J, S; Gubbins, E, J; Siegle, D; Zhang, W & Chen, C. (2005). Assumptions Underlying the Identification of Gifted and Talented Students. Brown, The Gifted Child Quarterly, 49(1), 68. Cross, T.L Huff, R. E & Houskamp, B, M; Watkins, A, V; Stanton, M; Tavegia, B. (2005). 'The Experiences of Parents of Gifted African American Children: A Phenomenological Study '. Roeper Review, 27(4), 215. Retrieved March 7, 2013, from http://search.proquest.com.ezproxy.library.uq.edu.au/docview/206701501/fulltextPDF?accountid=14723. Page, J, S. (2010). 'Challengers Faced by "Gifted Learners" in School and Beyond '. Student Pulse, 2(11), 1. Retrieved March 10, 2013, from http://www.studentpulse.com/articles/330/challenges-faced-by-gifted-learners-in-school-and-beyond Perrone, K Topsfield, J. (2012). 'Fast track for gifted students '. The Age National. Retrieved March 7, 2013, from http://www.theage.com.au/national/education/fast-track-for-gifted-students-20121210-2b64p.html. Women 's and Children 's Health Network. (2011). Gifted and talented children. Retrieved March 7, 2013, from http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=2253.