IHVO Handbuch
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  • 0 About the Manual
  • 1 The Term Giftedness
  • 2 Recognizing Giftedness
    • 2.1 Recognizing by Means of Observation
    • 2.2 Recognizing by Means of Testing
  • 3 A Better Understanding of Gifted Children
  • 4 A Better Support for Gifted Children
    • 4.1 Basics of Advancement
    • 4.2 Promoting Reasoning
    • 4.3 Tools and Techniques of Learning, Personal Competencies
    • 4.4 Mathematics, Science and Technology
    • 4.5 Developing Social Skills of Gifted Children, Advancement of Extraordinary Social Skill
    • 4.6 Language
    • 4.7 Philosophy, Religion, History, Geography, Social Studies
    • 4.8 Music, Fine Arts, Theatre
  • 5 Working together with Parents
    • 5.1 Communicating with Parents
    • 5.2 Questionnaires for Parents
  • 6 Making the Transition to School
  • 7 Games and Picture Books
  • 8 Kindergarten Teachers Concerning Themselves with Giftedness
  • 9 What Remains to Be Wished for?
  • Indicators of Possible Intellectual Giftedness (incl Examples)
  • How Useful Are Checklists?
  • The Initial Observation
  • Examples of Initial Observations
  • Determining Giftedness
  • Recognizing by Observation
  • Modes of Observation
  • Examples of Evocative Observations
  • Observations after the Observational Chart by Joelle Huser
  • Children under the Age of 3
  • Examples on Children under the Age of 3
  • Concealing Abilities and Interests
  • How Children, Who Thought They Better Conceal Their Abilities, Have Been Helped
  • A Gifted Child "Crashes"
  • Tale of a Princess Whom Almost Everybody Considered too Smart
  • Where Do the Extraordinary Abilities Come from? - Giftedness or Superb Advancement?

 

 

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