Giftedness in early childhood: the search for complexity and connection.

A statement made by six year-old Andre, No one in my school does my kind of thinking, Mama," provided the impetus for this paper. Andre is a highly gifted child who has struggled to find his place in the classroom. At the time this comment was made be was withdrawn and despondent and isolated within a class of mixed ability, same aged peers. He appeared to be immersed in his own inner world more frequently than he connected with others or engaged in class activities. Andre's statement very powerfully expressed the sense of isolation and difference that sometimes comes with being gifted. This situation is particularly apparent with young children, like Andre, who are at the higher levels of giftedness, such as the exceptionally and profoundly gifted. Leta Hollingworth (1931) noted that the years between 4 and 9 can be the most problematic for gifted children as they try to establish a sense of personal identity. The search for self-identity was a complex one for Andre. This paper reports on research which sought to clarify Andre's "kind of thinking," the kind of thinking that differentiates young gifted children like Andre from same aged peers.

This particular research is part of a larger investigation that has explored and documented the complex and multifaceted nature of giftedness in early childhood. Previous research has investigated a number of aspects of giftedness in early childhood. These include giftedness in infancy (Harrison, 2000a), play and the gifted child (Harrison & Tegel, 1999), the development of visual representation (Harrison, 1999a; Harrison 1999b), and spiritual awareness in young gifted children (Harrison, 2000b). In endeavoring to better understand what Andre describes as "my kind of thinking," the focus for this particular research study is on aspects of cognition. Berk (2000, p. 221) suggested that cognition refers to the inner processes and products of the mind. Although there are extant studies in relation to the cognitive development of young gifted children, the inclusion of children's voices, as documented by families, is less frequent.

The Nature of Giftedness in Early Childhood

Defining giftedness is problematic even among scholars and researchers in the field of gifted education. The numerous definitions within the literature reflect the diversity of approaches to the subject. A review of recent literature (Clark, 1997; Dalzell, 1998; Porter, 1999) suggested that giftedness continues to be a difficult concept to define with new definitions proposed and utilized in the field of gifted education. While recognizing the importance of a clear definition, Dalzell (1998) noted that the diversity of definitions reflects "the broad mindedness of our current culture" (p. 259), that is, within the gifted education community. The diversity of definitions also reflects the impact of the ongoing research and suggests that knowledge of giftedness is continually being refined and challenged.

For the purposes of this study of giftedness in early childhood there are a number of particular considerations in relation to the definition. Giftedness in this context refers to general ability. It is seen as a multidimensional construct that includes both potential and performance. This knowledge recognizes that within the early childhood period the child may not yet have had the opportunity or experience required to translate potential into performance. Giftedness is seen as affecting the whole child with the recognition that each aspect of development, particularly during the early childhood period, has significant impact on the other areas of development. There is also the recognition that in early childhood children use many languages (Edwards, Gandini, & Forman, 1998) to express their interests, thoughts and feelings and that giftedness may be manifest in diverse ways (Harrison, 1999a). For the purposes of this study the following definition (Harrison 1999a) was used:

   The gifted child is one who performs
   or who has the ability to
   perform, in one or more
   domains, at a level significantly
   beyond his or her chronologically
   aged peers and whose unique
   abilities and characteristics
   require special provisions and
   social and emotional support
   from the family, community,
   and educational context. (p. 20)

Although less frequently acknowledged within the gifted education research and literature, giftedness is a phenomenon that is evident within the population from infancy and throughout the early childhood period of birth to eight years (Clarke, 1997; Harrison, 1999a; Smutny, 1999). For example, parents of gifted children have identified particular behaviors, demonstrated within the first weeks, months, and years of life, that indicate their child is gifted (Dalzell, 1998; Harrison, 2000a; Winner, 1996). Thus, consideration of giftedness should begin in relation to the earliest years of life.

Literature Review

The study of the nature of giftedness in early childhood is not new. The literature includes much discussion of the early signs of giftedness (Robinson & Noble, 1991; Roedell, 1989; Roedell, Jackson & Robinson, 1980: Tannenbaum, 1992), and characteristics of giftedness are frequently listed (Ehrlich, 1985; Hall & Skinner, 1980; Harrison, 1999a; Porter, 1999). Giftedness in the first years of life is acknowledged and its impact on families noted. The literature suggests that parents are faced with developmental characteristics unique to their gifted child (Chamrad & Robinson, 1986). In particular, parents of gifted children noted early oral expression and unusual curiosity as characteristics of their gifted children (Creel & Karnes, 1988), and parents of exceptionally gifted children have cited unusual retentive memory, capacity for abstract reasoning, high level of questioning, intense curiosity, desire to learn, and unusually advanced sense of humor as characteristics of their gifted child (Gross, 1993). Gifted preschoolers have also been described in the literature as divergent thinkers, highly focused on their interests, curious, persistent, and able to make abstract connections in learning (Louis & Lewis, 1992; Roedell, 1989; Tuttle, Becker & Sousa, 1988; Webb, Meckstroth & Tolan, 1982). Kitano (1985) found that young gifted children displayed advanced thinking skills, conceptual knowledge, and creativity as well as prelogical thinking and avoidance or discomfort with ambiguity. Harrison (1999b) noted that young gifted children demonstrated advanced visual representation.

Research suggests that awareness of the nature of the giftedness is important for both families and early childhood educators who share the responsibility of early education and care. Family support and understanding of the gifted child's interests and advanced development are significant to the development of personal identity and adjustment (Gross, 1993). Supportive, open family relationships have been found to be important to the gifted child's self esteem and interpersonal and personal adjustment (Cornell & Grossberg, 1987).

Early childhood educators also contribute to the emergence of self-identity and the social adjustment of young gifted children (Gross, 1999, Harrison, 1999a; Morelock & Morrison, 1999; Smutney, 1999). The beginning of preschool or kindergarten in particular, can be a critical time for gifted children (Sankar-De Leeuw, 1999). Gifted children often cannot find peers at their level with similar interests, and this can result in frustration and boredom (Hollingworth, 1942; Webb, Meckstroth & Tolan, 1982). Young gifted children engage in social comparisons significantly earlier than same aged peers (Robinson, 1993) and may also develop fear or anxiety about going to school and choose to hide their abilities. This masking of ability can also be evident before school entry as children enter daycare and preschool settings (Gross, 1993).

Although research acknowledges the significance of the effect of giftedness on both development and learning in early childhood and characteristics of giftedness are frequently listed in the literature, ignorance of the nature of the phenomenon of giftedness continues to affect gifted children and their families. It is important that researchers explore ways in which new knowledge and understanding can be accessible and meaningful to families and educators who are in direct contact with young gifted children, as well as disseminated to other researchers and scholars in gifted education. The inclusion of rich description of the reality of the lived experience of giftedness, using parent and child voices, helps to relate the phenomenon of giftedness in ways that are both evocative and informative.

The Study

Purpose of the Study

Although the nature of the young gifted child's thinking has been documented within the literature, parents of young gifted children continue to express concern at the apparent lack of understanding of giftedness evident within the community and among early childhood educators (Gross, 1999; Harrison, 1999a). The purpose of this study was to elucidate the nature of the young gifted child's thinking, or what Andre described as my "kind of thinking," and to capture the reality of giftedness in early childhood through the use of the words of gifted children and their families. Miles and Huberman (1994) suggested that "words especially organized into incidents or stories have a concrete and meaningful flavor that often proves far more convincing to a reader, another researcher, policy maker, or a practitioner than pages of summarized numbers" (p. 1). It is hoped that the results of this study are both challenging and provocative and promote greater responsiveness to giftedness in early childhood within early childhood pedagogies.

The study investigated the nature of the phenomenon of the young gifted child's thinking. It involved a qualitative research design using a phenomenological approach. The inclusion of multiple perspectives and voices are an essential aspect of the phenomenological approach. Given the age of the children and the complex nature of the area under study, family participation was crucial. The families of the children were actively engaged in the research process through collecting data, giving valuable insight and feedback to the process of data analysis, and responding to draft reports of the study.

Theoretical Framework that Informed the Study

All essential determinant of the methodology of the study was the desire to document the experience of being gifted from multiple perspectives and most essentially to document the voice and perspective of each child in the study. The call for a more child-centered approach in research is evident within gifted education. Grant and Piechowski (1999) suggested that there is a richness to be found in the lived experiences of children that is not apparent through standardized test scores, and that working with children in naturalistic contexts provides new understanding in relation to the gifted child. Haensly (1999) commented that "reliance on standardized testing as methods of identifying and understanding giftedness is questionable" (p. 275). She cited the often quoted statement by Bronfenbrenner "dependence on standardized test scores alone is a measure of the strange behavior of children in strange situations with strange adults for the briefest periods of time" (as cited in Haensly, 1999, p. 275). The importance of the environmental context is increasingly acknowledged within the gifted education literature, with a growing emphasis on the observation of children in familiar contexts by familiar adults.

   Nontraditional methods for
   observing intellectual competence
   in the young child must
   be found. Such methods must
   include following children in
   their natural settings in their
   encounters with their peers and
   significant caregivers, engaged
   with the objects and events
   occurring there. The development
   of ability in children must
   be studied in the specific learning
   environments where their
   interests, processes and strategies
   become evident. (Haensly,
   1999, p. 275)

The movement to reconceptualize early childhood also advocates a more child-centered approach to research. Dahlberg, Moss, and Pence (1999), Canhells (1997), and Christenson and James (2000) identified the need to move away from research methodologies that objectify the child and call for research that shows greater sensitivity to the child's perspective. This study attempts to ensure that children's perspectives are illuminated and that it is their voices which are given primacy. Insight into the child's authentic modes of operation can be gained by having families observe and document the play and work of young gifted children engaged in authentic experiences within naturalistic settings. As Haensly (1999) asserted, "Insights and interpretations emerge inductively from the exemplar cases as set in the context of theory and research described in the literature" (p. 275).

The commitment to child-sensitive approaches resulted in a number of considerations when determining the methodology for the study. These included the use of familiar play environments as the context for data collection; the involvement of familiar adults, such as parents who had an existing rapport and relationship of trust with the children; and the use of a broad range of data reflective of the many modes of expression used by children during the early childhood period.

Data Sources

Data that provided rich description of the young gifted child's ways of thinking were essential given the purpose of the study. Data included parent diary records noting developmental milestones, parent observations of children's play, anecdotal records of comments and conversations recorded by parents, and dated children's drawings and work samples. This broad range of documentation was reflective of the many languages that young children use to express their thoughts, ideas, and emotions (Edwards, Gandini & Forman, 1998). The data were obtained within naturalistic contexts of home and family life, ensuring minimal disruption to the children or families.

The process of documentation was initiated by parent interest in infant development. When the parents sought help in parenting their young gifted children they were advised that such documentation provided useful evidence of giftedness and they were encouraged to continue to document developmental milestones, significant incidents, and conversations of interest. This documentation was subsequently offered for collaborative research purposes with a desire to increase community awareness of giftedness in early childhood.

The initial contact with the participants was established through the parents of the children seeking advice and educational support in relation to their young gifted children. Informal interviews focusing on play and development and any parental concerns occurred with one or both parents. The parents of the children subsequently offered records of early development, work samples, drawings, and stories indicative of giftedness for research and publication purposes. Contact with the families has been maintained and continued over 8 years through informal interviews and the ongoing sharing of work samples and anecdotal records of conversations and significant milestones observed throughout this extended period. This ongoing contact and the analysis of the drawing and work samples have provided opportunities for the researcher to confirm the authenticity of the parent records.

Participants

The participants in the study included a total of 15 gifted children between the ages of 6 months and 8 years with the predominant age at the time of data collection being 3 to 5 years. The group included 6 boys and 9 girls residing in metropolitan and outer regional areas of Sydney, Australia. The cultural back ground of 14 of the participants was Anglo-Australian with the remaining participant being Indonesian-Australian. The participants in the study were initially identified by parent nomination. The research supports the validity of parent nomination of giftedness particularly in the early childhood years (Ciha, Harris, Hiffman & Potter, 1974; Jacobs, 1971; Louis & Lewis, 1992; Robinson, 1993). Five of the children within the group were assessed during the study period and identified as highly gifted by formal IQ testing. Observation and the analysis of the documentation provided by all families supported the parent nomination of giftedness.

Analysis and Interpretation of Data

The analysis and interpretation of the data were undertaken in a number of stages. Initial analysis involved coding by age, gender, and developmental area such as physical, social, language, and cognitive development. Data relating to aspects of cognition were then analyzed in relation to characteristics of cognition of young gifted children identified within the literature (Ehrlich, 1985; Gross, 1993; Harrison, 1999a; Tannenbaum, 1992). As specific patterns emerged from the data, annotations were used to facilitate synthesis and interpretation.

Subsequent analysis and collaborative reflection were undertaken with the families as participants. Parents provided additional contextual information where necessary. They also gave feedback and provided additional comments and suggestions regarding the validity of the portrayal of giftedness that was emerging through the data. Maykut and Moorehouse (1994) described the phenomenological position as "oriented toward the discovery of salient propositions. The discovery of propositions by observation and the careful inspection of patterns which emerge from the data are the hallmarks of the phenomenological approach" (p. 13). The collaborative relationship and dialogue with families was a process of indwelling (Maykut & Moorehouse), which enabled the clarification of the data and facilitated further reflection and analysis. The process of member checks (Lincoln & Guba, 1985) provided opportunity to ensure accuracy, trustworthiness, and authenticity. The use of multiple data sources and the inclusion of parent, child, and researcher perspectives helped to ensure the plausibility of the patterns identified within the data.

Results and Discussion

The results of the study provided rich examples of a number of primary characteristics that highlight the nature of the young gifted child's thinking. These related to cognitive approaches and processes, interests, and outcomes and include the following categories: curiosity, intrinsic motivation, and independent investigation; exceptional memory; creativity: the formulation of research hypotheses and testing of theories; advanced awareness of literacy and numeracy concepts and processes; and advanced and detailed visual representation.

Curiosity, Intrinsic Motivation, and Independent Investigation

The characteristics of curiosity, intrinsic motivation, and the ability to undertake and pursue independent investigations were clearly evident within the documentation collected by the families. The data gathered suggest that the direction for many play and learning experiences and the impetus for enquiry and investigation comes from the child and is not the response to some adult-determined agenda.

At 6 months, Megan (1) could be characterized as a relentless explorer, eager, curious, and seeking out that which was unfamiliar. Her mother described her fascination with tags on clothes and sticky labels or price tags attached to new toys. She would carefully examine, search out, and find the bit that was different, that didn't belong. She would then touch, feel, taste, and manipulate this discrepant part of what was the otherwise smooth surface or consistent texture of an object.

This curiosity and desire for stimulation is apparent within the data from infancy throughout the early childhood period. Parental records of the first weeks and months of life frequently note the lack of need for sleep (Harrison, 2000b). The heightened visual and auditory awareness, the rate of consumption of reading material, and incessant questioning were also frequently recorded throughout the toddler period as evident in the following comment: "At 21 months she is beginning to recognize numbers, knows 9 shapes, asks quite complex and abstract questions, wants to learn all day. She is currently asking about the days of the week."

This eagerness for information was also observed in patterns of television viewing, for example, at 1.6 years, Ryan "would sit and watch wildlife documentaries over and over again." In questions to parents, for example, Ryan (at 4.8 years) asked "Dad, how do we know names? Why do we know names'? How do we know things?"

At 4.5 years John demonstrated his curiosity about sounds in his interest in phonetics, specifically the initial sounds in words, in a set of drawings. These drawings were John's own personal response to a self-generated task and reflected his interests at the time in fairy tales, dinosaurs, and the Green Peace ship, The Rainbow Warrior. This unique combination of themes reinforces that it is the child's own thinking and motivation that is reflected in the data.

The curiosity and intrinsic motivation reflected in the data collected within the home and early childhood setting is not apparent when many of the participants in the study reach more formal educational settings. The following reflection of Ryan's father regarding work sheets indicated Ryan's intense curiosity at 6.2 years in response to self-generated tasks compared to homework set by the teacher.

   I can't help but think that compared
   to his open-ended, undirected
   play with the Jurassic
   Park book in which he was
   recalling the plot of the film,
   describing the rock that the ship
   crashed into in the "lost world,"
   learning that the actors had real
   names and stage names, and
   describing where on the map
   equated to various scenes from
   the film, this work sheet was a
   total waste of time. More so,
   when he got distracted when
   trying to balance his pencil
   across the round edge of his
   pencil box, and wanted to know
   why it wouldn't balance, and
   why his pencil did not slide
   down the lid of the box when it
   was placed at the top and
   amazed at how the fan blew
   one of his pencils clean off the
   table, and wanting to experiment
   to see if the fan could
   blow all his pencils away....
   We missed out on an informal
   lesson on friction, wind
   power, levers, and stability for
   the sake of 3+3=6 which he
   knows anyway.

Exceptional Memory

There is evidence of well-developed memory within the data collected. The strength of visual memory noted by parents is evident in the ability to recall in depth and detail the visual elements of shape, size, pattern, and color in relation to past events and experiences, when drawing objects, dictating stories and giving explanations or directions. Examples from parent records affirm this. "Ryan (at 1.4 years) could identify all of the Thomas engines just by seeing a subsecond flash of part of the picture. He could also rapidly point out every animal in a book of 32 animals from rosella to budgerigar to crocodile." "Emma (at 1.7 years) can usually tell me where we are going when we are a street away from the destination." "C. (at 4.1 years) commented: I remember things because I have pictures in my head."

Exceptional auditory memory is also apparent with parents commenting on the memorization of rhymes, jingles and songs from an early age. At 1.6 years, J. "memorizes nursery rhymes like Twinkle, Twinkle and Mary, Mary Quite Contrary." Nicole (at 2.0 years) "can complete almost every sentence in about 10-15 books like Possum Magic and Alexander's Outing. This is by rote memory because she couldn't possibly know words like invisible, Darwin, Hyde Park...." C. (at 5.0 years) "remembers events that occurred three years ago in remarkable detail."

Creativity

Creativity is clearly evident within both observations and work samples, with ingenious and creative approaches to tasks and with examples of the combining of familiar elements in new and novel ways. Examples documented by parents also included creative use of toys, recycled materials, highly imaginative stories, and games. Nicole (at 2.0 years) "put two cups on her head when bored in the supermarket trolley and told me they were her antennas. I asked her who had antennas and she replied a robot." The creative use of language is also evident within the documentation. For example, Ryan (at 5.9 years) described the speed of his running into the house as, "I raced inside like a light on a motorcycle."

The creativity of the gifted child can be both problematic as well as humorous. Amelia's mother made the following comment about Amelia at age four,

   She also likes to deliberately do
   things incorrectly, for fun, especially
   if she knows someone is
   expecting a particular answer!
   So it may be hard for a teacher
   to pick up on what she knows.
   She finds it extremely amusing
   to "muddle" things up. For
   example, tonight she said that
   two and three of something
   were five, then immediately she
   said "No, no, it's four." I said,
   "No, it's five." She said "Let's
   just pretend it's four." This then
   turned into a game of muddling
   up the number of pigs in "This
   Little Piggie" so that I had to
   think up things for 6, 8, 10 pigs
   and then how to do it in 2, then
   1 pig--great fun--she has a
   great sense of humor.

Formulating, Researching, and Testing Theories

The data collected throughout the study suggested the child's need for detailed explanations of observed phenomenon and events as well as abstract concepts. For example: "Ryan [6.0 years] watched a show about Stephen Hawking's Universe and after a part that explained how Mendeleve constructed the periodic table he said, 'Does that mean that Mrs. P is wrong about God? She's got no proof.'"

There is an apparent eagerness to know, to formulate theories and test hypotheses. The investigation of past eras and civilizations was evident in a number of protracted, in-depth research explorations. The consideration of complex environmental issues was also a shared interest, with intense concern regarding the effects of humanity on the planet, recycling, and endangered species evident among the children. A number of children were intensely interested in aspects of biodiversity and theories of evolution. Emma (at 5.0 years) for example, wanted to know when were you old enough to decide whether you believed in evolution or Adam and Eve.

Hattie (at 3.2 years) formulated theories about death and the afterlife following the death of Princess Diana, suggesting that the human spirit could be like a bird. Ryan (at 4.0 years) hypothesized that viruses came from outer space on a "meteor rock" and that, "dinosaurs came from another world. So do monsters. There are many worlds." At 5.11 years he designed an "ager" for testing the age of rocks.

The contemplation of spiritual issues and the awareness of ethical considerations were also apparent within the conversations and comments of the children. An interest in complex family dynamics and relationships was evident in play, stories, and drawings.

Advanced Awareness of Literacy and Numeracy Concepts and Processes

Advanced literacy was evident in an early (i.e., under 2 years) interest in words and symbols, the complexity of stories selected and enjoyed by the children, and by the ability to read before school entry for many of the children. Stories written and/or scribed revealed a rich and creative use of language and well-developed imagination. The early interest in and use of mathematical concepts was evident in the children's play and their questions and conversations. Examples include: "Nicole (21 months) is trying to sort out the difference between numbers and letters. She still wants books and more books ... her fine motor skills seem to frustrate her. She desperately wants to write numbers and letters." Later at 2 years:

   She can read many lower case
   letters and is just beginning to
   read words in a repetitive book.
   I began reading the book but
   she soon worked out the word
   with the 'curly c' was cat and
   the other word was dog. She
   worked the in and out from the
   pictures. After she read a few
   pages she looked at me and said
   "my reading words."

Early letter and number recognition was evident among the participants as well as an interest in mathematical processes evident in comments such as: "'When asked how many, she will sight recognize 2 or 3 but will still attempt to count out more--she usually adds a few numbers but knows that the last one is 'how many'" (Nicole at 2.0 years).

Several parents also described an early interest in complex mathematical concepts, such as infinity and negative numbers. Ryan (6.1 years) explained the concept of infinity by using the metaphor of the life cycle of frogs:

   I'll tell you what infinity is. A
   frog lays eggs, eggs hatch into
   tadpoles, the tadpole grows
   back legs and becomes a frog
   and then lays eggs again. Now
   that's a circle. It's infinity.
   Everything that's alive is infinity.
   A boy, grows up, makes a
   baby. We die when we get very
   old and the baby grows up and
   makes another baby. Even
   trees.

Advanced and Detailed Visual Representation

The quality of the children's drawings suggested a rapid development of the skills of visual representation with an interest in complex themes and processes. The processes involved in the completion of such drawings also indicated characteristics such as intrinsic motivation, persistence and perfectionism with some children completing many, many drawings of similar objects in the process of refinement. There appears to be the need to grapple with the complexities observed by detailed observation and the exploration of every possible aspect of the topic. The interest in, and exploration of, the possibilities of graphic representation is evident in work samples as is the study of perspective and an interest in cross sections. Such interests suggested the need to move beyond what is concrete and easily observable to greater levels of sophistication and abstraction.

The Search for Complexity and Connection

The results of the study provided insight into Andre's "kind of thinking," the kind of thinking that characterizes and at times isolates the young gifted child. Analysis of the results suggested that young gifted children, from birth, seek to move beyond the concrete and familiar experience. They are curious and seek out new stimulation and opportunities to develop sophisticated understandings. Young gifted children search for complexity and abstraction, divergence and difference, and attempt to make meaningful connections between the known and the unknown. They generate complex theories and hypotheses and creative ways for testing these. The experience of being young and gifted could be described as a search for complexity and connection. The suggestion is that, rather than attempting to simplify, to give quick and superficial answers or solve problems for children, adults should explore ways in which they can offer complexity and challenge, as well as time and resources for in-depth investigation and reflection. The notion of giftedness as the search for complexity and connection may serve as a useful construct for helping families and educators to reconceptualize the roles and relationships in early childhood and to more effectively respond to giftedness in early childhood.

Implications for Early Childhood Pedagogy

The outcomes of this research give rise to a number of implications for early childhood pedagogy. These support the reconceptualizing of the roles and relationships in early childhood and the relationship between the child, family, and educator increasingly being debated within contemporary approaches in early childhood education (Cannella, 1997; Dahlberg, Moss & Pence, 1999; Hughes & MacNaughton, 1999; Silin, 1995; Woodrow, 1999).

Reconceptualizing Roles and Relationships in Early Childhood

Reconceptualizing the child. The results of this study challenge preconceptions of the young child that pervade the community and are frequently evident within early childhood education (Morelock & Morrison, 1999). Defining the child in terms of ages and stages has been a dominant paradigm in early education (Graue & Walsh, 1998). The use of the word little as an identifier in relation to young children (Jackson, 1993) has also resulted in a diminished view of the capabilities of the child within the period of early childhood. The documentation provided by the families of the gifted children within this study challenges the deficit view of the young child and provides powerful evidence of young children from birth as are complex, capable, curious, and intrinsically motivated in pursuing their search for complexity and connection.

Reconceptualizing the family. The detailed documentation provided by the families participating in the study suggest that early childhood educators also need to reconceptualize parents and families as experts who have extensive and significant knowledge and experience to contribute to the education and care of the young child. The experience of parenting provided valuable insight into aspects such as temperament, personality, and learning style. Such insight is too frequently ignored or discarded by educational professionals. Given that for the gifted child, perceived difference from same-aged peers can result in the masking of behavior and underachievement, it is very difficult for educators to establish a true understanding of the child's capabilities without meaningful dialogue with families.

Reconceptualizing roles and relationships. The research also suggests the need to reconceptualize the roles and relationships within the educative process, challenging the notion of who is teacher, who is expert. The qualities of curiosity, intrinsic motivation, playfulness, creativity, and empathy so poignantly evident in the words of the children are qualities needed by both adults and children at a time when the effects of rapid change and globalization are so profound. The sensitivity of the children, evident in the expression of their thoughts, theories, and feelings, provides a valuable lens through which adults can look again at the world. The children's depth of knowledge regarding particular topics of interest indicates that at times expertise resides within the child rather than the adult. The awareness that there is much that adults can learn from children reinforces the need for collaborative learning and teaching partnerships between children and educators (including family members) in which adults are willing to admit their own ignorance and are eager to engage in reflection and to undertake their own further research and investigation.

The role of co-learner requires a greater willingness for adults who are educating and caring for young children to engage in an informed partnership based on a willingness to listen to each child's perspectives, ideas, and theories. The use of think time, which allows children to consider and reflect before responding, helps to create an environment in which children are taken seriously. The use of plan, do, and review, work contracts, work diaries, and research investigations undertaken by individual, pairs, and small groups of children can help gifted children in their search for complexity and connection in both home and center-based care. In such experiences young gifted children can be encouraged to participate in serious business while engaged in meaningful play and exploration. The use of information and communication technologies can support diverse and complex interests as well as independent and collaborative research and investigation. Questioning, used as a genuine means of ascertaining the child's perspective in all its complexity rather than as a means of assessing the child's knowledge acquisition or memory recall, can give insight into each child's thoughts and perspectives. Rather than reinforcing the notion of simplistic responses, correctness, or one right answer, this form of questioning validates the search for complexity and connection and supports the individual perspective and the creative and reflective response.

The results of this study highlight the nature of the young gifted child's thinking as the search for complexity and connection. This search for complexity and connection need not however be the source of frustration and exclusion for the young gifted child. With greater awareness and collaboration, young gifted children can be increasingly acknowledged and respected as sensitive, intelligent, and reflective contributors to the learning community.

(1) The children, in consultation with their families, selected pseudonyms for themselves.

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Dr. Cathie Harrison is a lecturer in early childhood education at the University of Western Sydney, Australia. She is author of the book Giftedness in Early Childhood and lectures on the subject. Dr. Harrison also serves as a consultant to parents and teachers of young gifted children. Email: [e-mail]

Manuscript submitted October 31, 2002.

Revision accepted May 22, 2003.