CHILDREN'S POTENTIAL
PONNY English preschool began its work in Brno in 2000 and since then it has prepared a lot of kids for successful school attendance and improved its services to a top level.
Mgr. Martina Drtílková MBA (PONNY owner)
In our kindergarten, we focus on the comprehensive development of children, because we believe that every child carries enormous potential. Our educational programs are rich in musical, sports and artistic activities that specifically support not only the physical, but also the emotional and cognitive growth of children.
Music and Art
Musical and artistic activities have a profound effect on the development of a child's brain. Music improves memory, concentration and creativity, while also developing fine motor skills and a sense of rhythm. The arts, such as painting, ceramics, and theater, enhance imagination, encourage the expression of emotions, and improve problem-solving skills. Thanks to these activities, children acquire skills that help them not only in school, but also in everyday life.
Sports Activities
Sport is an essential part of healthy development. Gymnastics, tennis or swimming not only develop physical fitness and coordination, but also teach children discipline, endurance and teamwork. These activities promote proper muscle growth, improve balance, increase resistance and boost children's self-confidence. Physical activity also helps them manage stress and focus on other challenges they will face in life.
Total Benefit to the Future
The development that children go through at an early age has a major impact on their future. Our programs are designed to help children not only in elementary and middle school, but to prepare them for life. The skills that children acquire through music, sports and art open up new possibilities and increase their ability to cope with different situations in the future - whether in the field of education, working life or personal growth.
By providing children with a solid foundation, we empower them to reach their full potential and achieve success in all aspects of their lives.
In our kindergarten, we work according to the following ten principles:
1. We allow the child to work at a faster pace
2. We practice less, move forward more
3. More demanding and creative tasks than for peers
4. We give the child enough time for questions and discussion
5. We do not insist on routine actions (e.g. sleep after lunch, etc.)
6. We keep written records of the child's progress
7. The child works both in a team and independently
8. The child participates in all activities + additionally has his own individual program
9. We work on short-term and long-term projects
10. We heed the advice and recommendations of experts and cooperating institutions
WHY DEDICATE TO GIFTED CHILDREN?
Developing a gifted child is not unnecessary, above-standard or elitist. It is a necessity.
If the child is not given the space to develop according to his intellect, it can happen:
- that above-average abilities will paradoxically create a negative force that will soon begin to work against any learning and education
- the child will get bored and stop being motivated
- the child may be shy, withdrawn, reject friends
- the child hides his abilities in order to be better accepted into the team
- the child may become aggressive towards the teacher, parents, peers
- the child may be constantly dissatisfied, he protests against everything
- has constant questions, high demands on the environment, wants to change the rules
- may be perceived by adults as a very problematic child
- seek contact with older children
- may be perceived by educators as a problem child
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.
