Integrating gifted children into kindergarten by improving educational processes

At the beginning of kindergarten, it often happens that a gifted child is n ot doing well because he or she may be forced to underachieve. A longitudin al case study clarifies this process. The analysis and discussion of the pr oblems reveal clues for prevention in kindergarten and subsequent forms of education. Each child entering kindergarten could be included in a screenin g procedure in which parents of the child. Relevant differences in developm ent between students could be basic to part of the pedagogical, play, and d idactic characteristics provided for in kindergarten. The curricular and in structional aspects of this "student-based instruction" effect changes in t eachers' pedagogical focus and helps them in realizing challenging adjustme nts in the play and learning activities offered. Two cases in which suggest ed strategies are utilized illustrate what this means for gifted children a nd their teachers. Positive effects may become greatest for students whose level of development is either clearly higher or lower than that of their a ge mates in one or more aspects.