11 June, 2017
One of the questions in my Mathematical Mindsets MOOC was about gifted children and our labelling of people as gifted.
Since the mid 00’s there has been a requirement to highlight ‘gifted and talented’ children in classes in the schools I have taught in England and Scotland, but on reflection, this flies in the face of a ‘growth mindset’ approach to education.
Here is how I answered the question What do you think the “gifted” label does to young children and their teachers?
If we start by thinking of a gift, we might think of something which is given to us without our needing to do anything to recieve it. i.e. You get your birthday gift, but we didn’t really contribute a lot to being born…
To a child who believes themselves to be gifted, this might mean that they feel they don’t have to work hard, as they have been given something extra which others don’t have. It might mean that when they come across something they can’t do they feel they ‘don’t have the gift’ in this so it’s not worth trying.
Children hearing others described as having a gift are likely to see that child’s work in a subject as unrelated to effort. Therefore there is no point in that child trying that little bit harder, as they are not gifted. However hard they try, they are not going to get to be good enough.
Teachers who believe in, or label children as gifted (as well as discouraging many children) may not see the point in putting efforts in to certain groups or children. I remember my Y3 team leader in my first year of teaching explaining that if I hadn’t given children the chance to do something, then they certainly would not be able to do it. They may also be inclined to put children into groupings for subjects from which they can never escape, as they are never given the opportunity to do the same work as ‘the other group’.