Par­ents and teach­ers: Work­ing to­gether

The Covington News - - EDUCATION -

Chil­dren say and do the darn­d­est things, and par­ents should take note. What your child says and does may in fact be an in­di­ca­tion of the bud­ding bril­liance of a fu­ture ac­tor, mu­si­cian, artist or some other ex­tra­or­di­nary con­trib­u­tor to so­ci­ety.

Like their peers, chil­dren who want to de­velop their ex­tra­or­di­nary tal­ent — the “it” fac­tor — must be dis­ci­plined, work hard and be will­ing to make sac­ri­fices. So do you as par­ents.

One study by the U.S. De­part­ment of Ed­u­ca­tion found that stu­dents in­volved with in­stru­men­tal mu­sic through mid­dle and high school show sig­nif­i­cantly higher livels of math pro­fi­ciency by grade 12.

Most par­ents will ad­mit that shap­ing the life of an ex­cep­tion­ally gifted child re­quires pa­tience and the in­sight to know when to al­low the child to be a child.

Ev­ery child has some unique tal­ent or gift that is wait­ing to emerge. It’s up to the par­ents to put into mo­tion the steps that are nec­es­sary to make sure that tal­ent is cul­ti­vated and nur­tured.

If your chil­dren are to take full ad­van­tage of their tal­ents, par­ents must be aware that some chil­dren have dif­fer­ent gifts that may emerge at dif­fer­ent stages.

Tips for par­ents of gifted chil­dren.

Pay at­ten­tion to what your child likes to do, es­pe­cially hob­bies such as draw­ing, singing, play­ing an in­stru­ment or deal­ing with num­bers. Then find com­mu­nity pro­grams that can help de­velop those skills. Be­gin as early as preschool. You may have to drive to At­lanta or Athens to get the ser­vice for a nom­i­nal fee.

Ed­u­cate your­self by tak­ing a par­ent­ing course on how to de­velop your child’s tal­ents or talk to a par­ent who has a tal­ented (gifted) child to hear what they did to sup­port their child’s gift­ed­ness. Visit your child’s school to find out about en­rich­ment pro­grams for gifted stu­dents dur­ing the school year or dur­ing the sum­mer.

Net­work with other par­ents who have chil­dren in the same field in which your child is in­ter­ested.

The beauty of Amer­ica is that you can grow up on the farm, in the city or in the ghetto and rise to the top of this so­ci­ety, and not just the fi­nan­cial as­pect of it, with sup­port­ive par­ents and teach­ers.

The more con­sis­tency we can have be­tween home and school, the bet­ter the adjustment of the child.

Louise B. Adams


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