Educational Program
WE DEVELOP A TALENT IN THE FIELDS OF:
| SPORT | tennis, swimming, gymnastics, dance | |
| ART | drama, music, painting | |
| INTELLECT | English language, logic and imagination, the world around us | |
| USEFULNESS | self-reliance, concetration, patience, diligence |
THE BASIC PROGRAM INCLUDES:
| Tennis | once a week under supervision of a qualified instructor | |
| Swimming | once a week under supervision of a qualified instructor | |
| Gymnastics | once a under supervision of a qualified instructor | |
| Music club | once a week, training several times a week during relaxation time | |
| Art club | once a week | |
| The literary club | once a week (reading, narration, gaining relations to books) | |
| Book time | every day | |
| English language | English communication with the children all day | |
| The project More Green Around Us | regularly within educational program | |
| Project All around the world | regularly within educational program |
The PONNY program includes PRESCHOOL PREPARATION, SPEECH THERAPY and NTC method.
We cooperate with several primary schools in Brno. We visit these schools with preschoolers and their parents always in the autumn. Children have an opportunity to try out the school's program and parents may ask for everything they are interested in.
We work according to following ten commandments:
- We enable the child to work at a faster pace
- Less practising, more moving forward
- More creative tasks
- The child is given enough time to ask and discuss
- We do not push the children to do usual routine acts (e.g. sleeping after lunch, etc.)
- Parents are given a written record on the progress of the child
- The child works both in a team and individually
- The child participates in all the activities plus could have an extra individual plan
- Working on projects both short and long term
- We care advice and recommendations of experts and cooperating institutions
IS IT IMPORTANT TO WORK EXTRA WITH THE GIFTED KIDS?
To support and develop the gifted child is not unnecessary, extra or elitist. It's a necessity.
If the child is not given space to develop according to his/her intellect, it could happen following:
- the high intellect and extra skill capabilities, paradoxically, could create a negative force that soon could begin to act against any learning and education process
- the child gets bored and stops being motivated
- the child feels shy, becomes introvert, rejects friends
- the child hides his/her skills to be better accepted by friends
- the child may become aggressive towards teachers, parents, other kids
- the child may be constantly unhappy, protesting against everything
- the child has constant questions, high demands on everybody, wants to change the rules
- It can be seen as a very troubled child by adults
- the child may prefer a contact with older children
- teachers could evaluate the child as a problematic one, not seeing his/her talent
POSSIBLE PROBLEMS OF GIFTED CHILDREN
| Positive characteristics | Possible problems |
|---|---|
| Quickly gain and keep the information acquired. | Impatient when others are slow, don't like routine and drill, constantly refuse to drill basic skills. |
| Intellectual curiosity, internal motivation, search relevance. | Asking endless questions, strong will, refusing instruction and advice, the same is expected from the others |
| The ability of devolution, abstraction, synthesis, like to solve problems and are popular with other intellectual activities. | They reject the details, drilling, are against routine education methods. |
| They can see the relationship of cause and effect. | They have problems to accept increasingly illogical things - such as feelings, traditions, mutual relationship. |
| Like truth, justice, "fair play". | They have problems with daily routine activities (boring), like to engage in the humanitarian issues. |
| Can organize people and things into the structure and regulations, love systems. | Complicated rules or systems are not good for them, this may seem like too dominating and affecting. |
| Have wide vocabulary, simple verbal expression, the extensive information in various areas. | They may use words to avoid certain situations, often bored at school. |
| Thinks critically, have high goals and evaluate others, are self-critical. | Critical and intolerant of others, they may be depressed, need perfect behaving. |
| Excellent observers, want to know all unusual, are open to new experience. | Too intense focus, could be sporadic. |
| Creative, like new ways of how to do things. | May interfere with the plans and to reject what is already known, others see them as different. |
| Intense concentration, ability to concentrate for a long time in the areas of their interest, target-oriented. | Hate distraction, hate being involved in the contact with other people at a time when they are immersed in their own interests. |
| Sensitivity, empathy, desire to be accepted by others. | Sensitivity to criticism of others, expect similar values, need to recognize the success and recognition, may feel to be alienated and "others". |
| Great energy, eagerness, periods of intensive efforts. | The frustration of inaction, may disturb others, eagerness, the need for constant stimulation, can be seen like a hyperactive. |
| Independence, they prefer individual work, they trust themselves. | May reject suggestions of the parents or friends. Untraditional, unconventional. |
| Various interests and abilities, the volatility. | They may seem like having lack of time, frustrated, unorganized. |
| A strong sense of humor. | See the absurdity of certain situations, their humor may not be understood, may become "the class clown", in order to gain the attention of the others. |
Webb, j., 1993, Nurturing social-emotional development of gifted children. In: Heller, k., and Mönks, F.J., Passow, A.H., (eds.), International Handbook of Research and Development of Giftedness and Talent. New York, Pergamon, 525-538.
