HSG offers a comprehensive Psychological Assessment for children as young as 3 years old!
An assessment is normally aimed at:
1. gathering information about a child in an attempt to answer some questions about behavior, emotions, personality or intellectual/ cognitive abilities
2. determining if a child is advanced or delayed in academic achievement as compared with other children
3. identifying the strengths and weaknesses of the child by collecting and distilling information thus, serving as an aid in planning instructional curricula/program based on the child's learning styles.
4. comparing previous and current results to see if any change has occurred
5. assessing if the child needs intervention
YOU MAY ALSO CONSIDER YOUR CHILD HAVING TESTED WHEN:
1. you are faced with several options as to where to enroll your child
2. your child is observed to have advanced skills or difficulty academically.
3. your child is having changes in behavior or related problems
4. your child is observed to excel in school much more than what is expected of his/her age and you want to validate his/her scholastic achievement.
The Comprehensive evaluation will provide a complete profile of the child that will aid professionals in creating suitable program as well as provide information on how to address the child's needs.
For details or inquiries, you may reach us through our landline at 426.7739, 926.1974 or through our email and query box at the CONTACT US tab of this website.
HSG recently received a letter from Koji Chikauchi, Director of the Kanagawa International Foundation congratulating us for encouraging our students to participate in the 15th Kanagawa Biennial World Children's Art Exhibition.
Of course, the congratulations go out particularly to Jillian Ray V. Calugas and Yvonne Danica D. Rollan for their respective entries which made it to the prizewinning work among a total of 20,723 works for the Exhibition around the world and within Kanagawa Prefecture.
The prizewinning works will be exhibited at the Kanagawa Plaza for Global Citizenship in Yokohama City from July 4th to July 26th, 2009 and within Kanagawa prefecture from September 2009 to March 2010 in order to promote international exchange and global understanding through pictures.
Once again congratulations Jillian Ray and Yvonne Danica for their prizewinning entries!
Sir Ken Robinson, in a 2007 video, makes a strong case for improving the way we look at children and learning. In particular, he says: "... by seeing our creative capacities for the richness that they are and seeing our children for the hope that they are. And our task is to educate their whole being so they can face this future." More of a conversation around the video (and the video itself) here.
In the UK, there's a growing recognition in curriculum development of the importance of children’s personal, learning and thinking skills (PLTS). According to a Futurelab handbook: Curriculum and teaching innovation Transforming classroom practice and personalisation", These are seen as sets of core capacities and capabilities that children will need to develop to equip them for the world of work and citizenship beyond school. While subject expertise therefore remains of central importance to the curriculum, there has been more acknowledgement that this content knowledge must be supplemented with other competences.The PLTS framework is organised around six key areas:
+ independent enquiry
+ creative thinking
+ reflective learning
+ team work
+ effective participation.
Read the Futurelab paper here.
In the Philippines, Headway School for Giftedness focuses on what we call FROLIC. Let's see if it maps nicely to PLTS.
For what that was worth.
Look for us there. Our username is headwayschool. Thanks!
Look for headwayschool here.
We thought we could embed YouTube video here. We were wrong. Here's the link anyway.
An article from brainy-child.com identifies: " qualities and characteristics that are frequently found among gifted children, although no child will possess them all. One way that parents can tell if their children might be gifted is to focus on a range of behaviors that occur in the daily conversations, activities, and responses to learning opportunities." Quoting Smutny (2000), here is a list of characteristics common in gifted four-, five-, and six-year olds (Smutny, 2000):
1. Express curiosity about many things
2. Ask thoughtful questions
3. Have extensive vocabularies and use complex sentence structure
4. Are able to express themselves well
5. Solve problems in unique ways
6. Have good memories
7. Exhibit unusual talent in art, music, or creative dramatics
8. Exhibit especially original imaginations
9. Use previously learned things in new contexts
10. Are unusually able to order things in logical sequence
11. Discuss and elaborate on ideas
12. Are fast learners
13. Desire to work independently and take initiative
14. Exhibit wit and humor
15. Have sustained attention spans and are willing to persist on challenging tasks
16. Are very observant
17. Show talent in making up stories and telling them
18. Are interested in reading.
Your child might not show all of them all the time, but it takes more than a casual observation to find that out. Perhaps you might want to see us. And we might be able to help.
HSG's 4th-6th grade students paid a visit to Philippine Science High School's YMSAT '09. We also believe that pictures speak reams of words (and phrases) so please check out some photos at Flickr.