ABSTRACT
This chapter explores ways to empower young gifted children by providing enriching learning experiences in their formal schooling. Case studies are given of pull-out enrichment programs being implemented in the early years, with examples of creative writing shared by children. According to B. Clark, children’s mental powers show rapid growth during the period from two to five years, with ‘speech, mobility, and increasing social involvement all adding to fast-paced intellectual development’. To achieve autonomy, educators in the early years must support and scaffold gifted children in each of these elements. Young gifted children are often intellectually isolated in their classrooms, as they are rarely challenged by classmates. In the early years, educators play an essential role in supporting young gifted children, both educationally and emotionally. Skilled thinking is important for the development of expertise. It is vital for educators of young gifted children to build awareness of the support needed for children to develop thinking beyond ‘school thinking’ to ‘real-world thinking’.
