With this poster presentation we'll present an example of approach/work with potentially gifted, preschool children in kindergarten “Rijeka”, i.e., we will describe our practise of recognizing and responding to their particular needs in regular and specialized kindergarten programs. Actually, the process of identification is concurrent with process of supporting and nurturing giftedness. Besides identifying and supporting giftedness, we occasionally provide in-service training for kindergarten teachers and parent counseling.
Special provisions within regular kindergarten groups include challenging curricula and pedagogical support, different and rich materials and experiences, demanding didactics, individualized approach, opportunities to explore, create and/or contribute to classroom projects. Instructional and learning environment is designed to meet children’s interests and channel their abilities into competencies (knowledge-skills-creativity).
In 1998 kindergarten „Rijeka“ started a specialized program named “BistRIći” which supports the development of potentially gifted children. The goal of this program is the identification and fulfillment of the particular needs of a potentially gifted child in a small group of children (5-7 children). These children are of similar interests and with highly developed cognitive and verbal abilities. Through a variety of activities and contents we aim to achieve the following outcomes: 1) Stimulation of cognitive development, which includes enhancing thinking skills and fostering curiosity, encouraging scientific way of thinking (speculation on possible outcomes, verification, discussion and drawing conclusions) through demonstration of age-appropriate science activities. 2) Encouragement of creative thinking (strengthening imagination, using open-ended questions to promote speculations and generating numerous and different ideas and possibilities). 3) Development of social and emotional competence (the appreciation of following types of behavior: taking the initiative, supporting proactive attitude toward the world, practicing effective verbal and nonverbal communication, encouraging persistence and resilience to failure, developing tolerance to frustration and loss, recognizing and regulating one’s own emotions, as well as inducing cooperation, optimism and sense of humor.