ABSTRACT
This article provides an innovative model for educating gifted young children, the Integrated Developmental Model. The model is based upon Rogoff’s theoretical framework, “Apprenticeship in Thinking.” By utilizing the Integrated Developmental Model, children’s learning is optimized in a social context. Growth is stimulated in an environment where children are actively engaged in exploration, facilitated by teachers who challenge, propose problems and guide children’s discovery. Multi-age classrooms facilitate learning at the “zone of promixal development.” The Integrated Development is responsive to their curiosity, their high energy levels, their exceptional planning skills and their abilities to initiate, execute and evaluate activities. In addition, the Integrated Developmental Model avoids the difficulties associated with identification of the gifted, negative effects of labeling and the numerous concerns regarding social adjustment of gifted children. Examples of activities reflective of the Integrated Developmental Model are provided.
