NAGE India
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Nominate A Potentially Gifted Child

 

 

 

How to Use This Form

 

This is a list of behaviours that children may show.  Filling out this form will give us a clearer idea of your child’s abilities and interests.  Please look through these items and consider whether your child demonstrates the given behaviour.

 For each item, indicate how often your child demonstrates that behaviour (often, sometimes, or rarely).  Make your ratings based on your observation of the child in different situations: home, school, playground, trips, market, museum, etc.    

 Take your time to consider each item separately.  If your child demonstrates a behaviour often, please provide at least TWO examples of that behaviour in the blank space at the end of the form

 

You can return this form to us by emailing it to giftededucation.india.nias@gmail.com

or mailing it to:
Prof. Anitha Kurup
School of Social Sciences
National Institute of Advanced Studies (NIAS)
Bangalore

 

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i. Your Name:

ii. Child’s Name:

iii. Your Relationship to the Child:

iv. Child’s Date of Birth:

v.  How many siblings does this child have?

vi.  Have any other children in the child’s immediate/extended family shown these behaviours?  (Mark Yes/No; if Yes, please fill out another form)

vii. Language/s Spoken at Home:

viii. Father’s Education and Oucupation:

ix. Mother’s Education and Occupation:

x. Phone No.:

xi. Address:

 

 

Behaviour

Often

Some-times

Rarely

 

  1. Can focus on a task for a long time

 

 

 

  1. Reads about topics of interest

 

 

 

  1. Observes the environment and tries to understand why things happen

 

 

 

  1. Gets along well with adults

 

 

 

  1. Enjoys learning or trying something new

 

 

 

 

  1. Learns a topic or activity quickly

 

 

 

  1. Is intensely intrigued by something s/he does not understand

 

 

 

  1. Creates playful or imaginative activities e.g. games / stories / drawings

 

 

 

  1. Understands and appreciates humour and irony beyond his/her age

 

 

 

  1. Likes to explore and experiment with objects 

 

 

 

 

  1. Remembers what s/he has learned or experienced for a long time, or in detail

 

 

 

  1. Uses language in a flexible way to interact with different people – e.g. adults, younger children, and individuals from different backgrounds

 

 

 

  1. Knows a lot about areas of interest

 

 

 

  1. Is able to evaluate his/her own performance

 

 

 

  1. Can solve complex problems in his/her mind, without pen and paper

(e.g. does mental arithmetic quickly and correctly)

(e.g. can give directions to a place without a map)

 

 

 

 

  1. Shows sustained interest in some areas

 

 

 

  1. Shows sharp understanding of people and social situations

 

 

 

18. Shows interest in hypothetical or philosohical topics

 

 

 

  1. Has interests beyond his/her age

 

 

 

  1. Asks “why” and/or “what if” questions

 

 

 

 

  1. Persists on a task even if s/he encounters obstacles

 

 

 

  1. Deals well with his/her emotions – does not get over-excited, and handles stress well

 

 

 

  1. Prefers challenging activities

 

 

 

  1. Is good at solving problems in real-life or in area of interest

 

 

 

  1. Has a lot of energy; can be restless

 

 

 

 

  1. Is sensitive to others’ emotions

 

 

 

  1. Draws conclusions or makes inferences from what s/he learns or observes

 

 

 

  1. Gets along well with older or younger children 

 

 

 

  1. Demonstrates ability to direct and organise peers

 

 

 

  1. Associates information from different sources and makes connections between ideas

(e.g. between school-learning and an experience s/he had on a trip)

 

 

 

 

  1. Has an advanced vocabulary in one or more languages

 

 

 

  1. Uses strategies to learn more effectively

 

 

 

  1. Demonstrates moral and ethical maturity

 

 

 

  1. Uses a wide range of resources to obtain information

(e.g books, family and friends, domain experts, newspapers, encyclopaedias, neighbours; or unconventional sources such as pamphlets and TV ads.)

 

 

 

  1. Understands the logic or reasoning of concepts or procedures

(e.g. understands the conceptual meaning of carry-over in addition, or the classification of animals by their structural features)

 

 

 

 

  1. Gets along well with peers 

 

 

 

  1. Critically evaluates what s/he is told; does not accept blindly; may question authority

 

 

 

  1. Explores new ways of solving problems

 

 

 

  1. Expresses ideas clearly in speech and/or writing

 

 

 

  1. Understands what s/he learns in-depth – engages with ideas at an advanced level

 

 

 

 

  1. Manages studies and other activities independently

 

 

 

  1. Shows advanced self-care ability (eating, dressing, going to market, interacting with strangers, etc.)

 

 

 

  1. Strives for excellence in a personal project or a subject in which s/he is interested

 

 

 

44. Can develop a logical argument, and can analyse an argument to see if it is logical

 

 

 

  1. Understands written or spoken language beyond his/her age

 

 

 

 

  1. Demonstrates ability in artistic, musical, or physical activities  

 

 

 

 

 

 

Examples of behaviours:

 

For each of the behaviours that your child displays Often or Sometimes, please provide AT LEAST TWO examples and describe them in detail – What was the situation?  How did the child respond?  How old was the child at the time?  How did you respond to what the child did?

 

Item No.

Example(s)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

xii. How, and at what age, did you first notice the child’s advanced abilities or interests?

 

 

xiii.Not all children with high ability do well at school.  Please describe your child’s current/past academic performance:

xiv.Above-average                  Average                       Below average

 

 

xv. Any notable academic achievements of the child:

 

  

xvi.Any notable extracurricular achievements:

(If possible, please enclose photocopies of the child’s work: e.g. stories or drawings, photographs of models or experiments created by the child, etc.  Please do not send any original copies.)

 

  

xvii. Has your child ever been tested on a psychological test for his/her IQ?  If so, what was the name of the test, when was it administered, by whom, and what was the score?  Please enclose a photocopy of the report if possible.

 

  

xvii. For some children with high ability, the school curriculum may not provide sufficient challenge.  Do you think this is the case for your child?  Please explain.  (P.T.O.)

 

 

 

xix.In what ways have you tried to address the child’s learning needs?  E.g. do you teach him/her at home, send him/her to extracurricular classes, take him/her to museums, etc.?

 

  

 

xx. Has your child had any problems at school (e.g. restlessness / boredom / unfinished work / behaviour problems)?  How did the school deal with these problems?

 

 

 

xxi.Did the child show precocious development?  (E.g. walked / talked / read at an early age)?

 

 

 xxii.Any other relevant information about the child: