Narratives of Young Gifted Children.

Abstract

This article shares narratives, or learning-informed stories, of young gifted learners. The purpose of the article is to document exceptionalities of the youngest gifted learners, supporting advocacy, and to demonstrate the merit of narrative approaches to assessment. Narrative assessment, including learning stories, is particularly useful for supporting a multi-categorical concept of giftedness, and can be linked to other assessment and curriculum initiatives. Narrative assessment provides a practical approach for teachers, allowing them to be visible and engaged in assessment across the curriculum. This article begins with background to giftedness and description of learning stories. The methodology of the study is reported, followed by examples of narratives of young gifted children. The article then concludes with a discussion of curriculum connections.