For parents of kids who got in to HGC, what could they do in their preschool/pre-k years?

[Anonymous]

Could you tell at that age that they were advanced (early reading, math ability) or did they suddenly advance in early elementary school? Did you do supplementary reading/math/science/etc. before they entered the HGC? If so, what worked well?

[Anonymous]

My child did some things early..talked, read. Just seemed to keep up nicely with older sibling (2 years ahead). We did nothing to supplement. Full time daycare kid (high quality I hope!). Started school on time despite an August b-day. No test prep and did very well. I don't think there is a formula.

[Anonymous]

Child taught himself to read when he was 4, so yes, have known for a very long time. Has naturally paid attention to older brother's schoolwork and generally whatever we talk about. Is, and has always been, self driven to learn.

Current teacher knows he needs extra challenge and gives him some different things to keep his mind working (other kids working on a ten-base, mine works on a four-base, etc.)

Very little supplementation as he just is who he is.

[Anonymous]

My child talked very early and had an extensive vocabulary very early. He did not learn to read on his own- he was taught in K. The most noticeable thing has been his curiosity and his interest in philosophical questions (I know all kids are to some extent but he differs from sibling and his friends, for example). He finds math fun, like a game. We did nothing to supplement. He went to full day pre-k (with after care). I don't think thatadw any difference though.

[Anonymous]

My son picked up reading on his own by the far side of 3, picked up simple math (addition, some subtraction) at age 4. We never "tutored" him--no flash cards or other supplemental prep. He loved numbers and could count past 100 very early on. Could do complex puzzles and understood rules of games meant for much older children too. Just had a real understanding of things in general without us having to explain in simple terms. Very inquisitive, could understand maps very early on. Everything was self directed. We had tons of books and read frequently. Also had a lot of fun activity books lying around (didn't push them, just got them because child would sit for an hour or two to do the connect the dots, mazes, stickers, etc.--again, on his own, not because we made him.). Also had tons of games, building blocks, puzzles--these were what kept him occupied.

And as much outdoor time as possible, and lots of playing with friends. This is what he liked best.

[Anonymous]

Not the OP, but interesting post!

[Anonymous]

I started to work full time soon after my child was born and put him in daycare at early age. His care givers and preschool teachers kept telling us he has something extraordinary, but we had no clue. We didn't do anything special, but tried to spend as much quality time as possible with him whenever possible. The daycare/preschool are regular ones because we could not afford to pay high tuitions. Oh, one more thing, he is very very likable. Maybe that somehow helped him getting in HGC because his teachers loved him so much!

[Anonymous]

Anonymous wrote:My son picked up reading on his own by the far side of 3, picked up simple math (addition, some subtraction) at age 4. We never "tutored" him--no flash cards or other supplemental prep. He loved numbers and could count past 100 very early on. Could do complex puzzles and understood rules of games meant for much older children too. Just had a real understanding of things in general without us having to explain in simple terms. Very inquisitive, could understand maps very early on. Everything was self directed. We had tons of books and read frequently. Also had a lot of fun activity books lying around (didn't push them, just got them because child would sit for an hour or two to do the connect the dots, mazes, stickers, etc.--again, on his own, not because we made him.). Also had tons of games, building blocks, puzzles--these were what kept him occupied.

And as much outdoor time as possible, and lots of playing with friends. This is what he liked best.

Not OP, but I am finding this thread helpful (and not necessarily because I am driven to get my 2.5 yr into a HGC). Do you remember th names of the activity books?
Have been looking for something to round out DD's collection of puzzles, toys and books. Thanks.

[Anonymous]

DD is a 4th grader at a HGC. She didnt talk early, and in fact too speech therapy at school until 3rd grade. (articulation issues) She has a large vocabulary. I always knew something was unusual, but didn't know what. She was/is sensitive to textures and noise, and had a tough time getting along with other kids and understanding how they played. She developed deep interests that weren't typical for her age (a 6 year old checking out adult books on Charles Darwin? She couldn't read them, but she wished she could...) She has no desire to watch TV or play video games. She's just... unusual. We didn't do anything to make her that way. If we supplimented with anything, it was with science and history, where her passions lie.

[Anonymous]

12:03 here... DD also loves to read - we read each night, mostly out of desperation to get her to sleep! Now you can't stop her. She asked complex questions. Her mind was always working.

[Anonymous]

I find it hard to trust anything that comes after "child taught himself to read".... Reading requires knowing the code to what letters mean which can in no way be done out of thin air. I know many bright kids read early but it does not help not explaining in more detail how this came about.

[Anonymous]

PP..you are not correct about that. My just turned 3 year old read (simple) books to her preschool class with nothing more than a good supply of books to choose from at home. Her older sib was not yet reading and we had no expectations that she would pick it up. She loved to make chains of rhymes as around 2 and then she connected that understanding to the sounds the letters make. All the sudden she was reading "The Fat Cat Sat on the Mat" , "Hop on Pop" and on and on. She was just very intuitive about combining the sounds and figuring out the words. She also has an excellant memory for words. Read it once and new it forever..how to spell it too. Child #1 did not have these skills and really needed to be taught reading. Every kid is different.

[Anonymous]

Anonymous wrote:PP..you are not correct about that. My just turned 3 year old read (simple) books to her preschool class with nothing more than a good supply of books to choose from at home. Her older sib was not yet reading and we had no expectations that she would pick it up. She loved to make chains of rhymes as around 2 and then she connected that understanding to the sounds the letters make. All the sudden she was reading "The Fat Cat Sat on the Mat" , "Hop on Pop" and on and on. She was just very intuitive about combining the sounds and figuring out the words. She also has an excellant memory for words. Read it once and new it forever..how to spell it too. Child #1 did not have these skills and really needed to be taught reading. Every kid is different.

My child read at that age also but to suggest that she just picked up a book and decoded the letters is fantasy. Let me ask how did your child figure out what x or t sounds like?

[Anonymous]

Anonymous wrote:DD is a 4th grader at a HGC. She didnt talk early, and in fact too speech therapy at school until 3rd grade. (articulation issues) She has a large vocabulary. I always knew something was unusual, but didn't know what. She was/is sensitive to textures and noise, and had a tough time getting along with other kids and understanding how they played. She developed deep interests that weren't typical for her age (a 6 year old checking out adult books on Charles Darwin? She couldn't read them, but she wished she could...) ... She's just... unusual. We didn't do anything to make her that way. If we supplemented with anything, it was with science and history, where her passions lie.

This sounds very similar to my daughter except for the speech part. She was an early (and often!) talker and that hasn't changed. She didn't teach herself to read; she entered K not knowing how to read, but by the end of K was reading the Harry Potter series.

[Anonymous]

From being read to..or seeing picture of a fox or a box with the word next to it. There was no implication that the child was not exposed to books etc. It is completely possible. Every kid is different.