{"id":58062,"date":"2021-07-07T08:00:40","date_gmt":"2021-07-07T12:00:40","guid":{"rendered":"https:\/\/world.edu\/?p=58062"},"modified":"2021-07-06T16:46:49","modified_gmt":"2021-07-06T20:46:49","slug":"debate-between-academic-excellence-and-precocity-knowing-how-to-make-a-difference","status":"publish","type":"post","link":"https:\/\/world.edu\/debate-between-academic-excellence-and-precocity-knowing-how-to-make-a-difference\/","title":{"rendered":"Debate: Between academic excellence and precocity, knowing how to make a difference"},"content":{"rendered":"

\"\"<\/p>\n

Gifted, intellectually precocious (EIP) or high potential (EHP) children: these names are increasingly common in discussions about education.\u00a0This goes from the observation of a not insignificant number of pupils concerned in France, to the criteria of detection and support of this profile with particular need.<\/p>\n

This subject comes up at school: in the teachers’ room where a teacher, having difficulty with a pupil, wonders if the latter is gifted;\u00a0during exchanges between teachers and parents where the latter talk about the precocity of their child to justify the problems raised by the school.<\/p>\n

However, this profile of students is not the only one with special educational needs.\u00a0The risk of over-media coverage of a profile is to make others fall into oblivion.\u00a0This risk is particularly high for students who are excellent academically but who do not have high potential.<\/p>\n

Need of recognition<\/strong><\/h4>\n

The\u00a0terms<\/a>\u00a0used to designate people showing exceptional intellectual aptitudes are numerous: in France we speak of gifted, precocious, geniuses or very recently of zebras;\u00a0in the United States, it is \u201cgifted\u201d, \u201cdotato\u201d in Italy and \u201chigh ability\u201d in Europe.\u00a0These adjectives are used to\u00a0qualify<\/a><\/p>\n

“A child who demonstrates the ability to perform, in a certain number of activities, performances that most children of his age fail to achieve”,<\/em><\/p><\/blockquote>\n

and tending to learn “effortlessly and at a particularly fast pace, exhibiting insatiable curiosity and excellent memory”.<\/p>\n

The comparison with other children of their age creates the first point of attachment when we are interested in this student profile at school.\u00a0But the second lies in the fact that a certain number of these pupils\u00a0encounter academic difficulties<\/a>\u00a0, sometimes hampering their progress in their course.<\/p>\n

There is therefore a need for national education to recognize the existence of children with high potential and their need for educational adaptations.\u00a0The presence of this title in\u00a0the education code<\/a>\u00a0shows that they are officially and institutionally recognized.<\/p>\n

Excellence and precocity<\/strong><\/h4>\n

Throughout France, teachers are likely to welcome intellectually precocious students, and therefore have to support them during their schooling.\u00a0What difference do they make between excellence and high potential in the respective peculiarities of their needs?<\/p>\n

As part of a\u00a0national survey<\/a>\u00a0aimed at primary school teachers in priority education collecting more than 1,500 responses, we asked them about their\u00a0perception of excellence<\/a>\u00a0.\u00a0In our sample, very few consider academic excellence to be synonymous with precocity (of the order of 1%).\u00a0Here are the terms they use:<\/p>\n

\u201cIn this questionnaire, I considered children with very high academic success, known as\u201c gifted \u201d, and not those who work a lot at home.\u00a0“<\/em><\/p>\n

\u201cFor me, in short, the subject of this questionnaire on excellence is actually precocity.\u00a0“<\/em><\/p><\/blockquote>\n

The vast majority therefore differentiate between the two.\u00a0They identify for them different educational responses depending on the profile with a specific orientation towards specialized structures when it comes to high potentials.<\/p>\n

\u201cOf course, I am only talking about excellent children and not gifted children where there, the structure of an ordinary class does not suit.\u00a0“<\/em><\/p><\/blockquote>\n

It is through these comparisons that teachers define what an excellent student means to them.<\/p>\n

The very great academic success results from the great adaptability of the child who must know the codes, the constraints and the expectations of the institution and the teachers.<\/p>\n

\u201cThe successful student is neither a bean, nor a gifted person, nor a genius: just a child who evolves faster than the rest of the class.\u00a0“<\/em><\/p><\/blockquote>\n

There are therefore different profiles of precocious pupils and of excellent pupils: a precocious pupil is not necessarily excellent and vice versa.<\/p>\n

Forgotten by the system<\/strong><\/h4>\n

Too much media coverage of the notion of precocity, like all the labels that we place, can obscure certain profiles, such as that of the excellent student.<\/p>\n

Indeed, teachers, particularly those working in priority education (target of our survey), face many recommendations around their essential role for the future life of students.\u00a0They are asked to fight against dropping out of school, to counter failure and overcome difficulties, but also to\u00a0take into account<\/a>\u00a0those “suffering from handicaps, learning difficulties and social inequalities”.<\/p>\n

Added to this is the ideal of the teacher who can\u00a0change lives<\/a>\u00a0.\u00a0This creates significant pressure that can go as far as real\u00a0professional unease<\/a>\u00a0.<\/p>\n

Teachers find themselves forced to make the choice of students to favor, when the equitable distribution of time between each is not possible.\u00a0These labels go with these prescriptions that they induce and lead those who do not have to be left out by depriving them of the attention they deserve.<\/p>\n

This is the\u00a0conclusion of our work<\/a>\u00a0on\u00a0excellence<\/a>\u00a0in priority education, with the risk described by professionals of making excellent students (not labeled therefore) forgotten by teachers and teaching.<\/p>\n

Governance by numbers<\/strong><\/h4>\n

Today, it is still the WISC\u00a0test<\/a>\u00a0(\u00a0Wechsler test<\/a>\u00a0suitable for children, fifth version since 2016) which is the benchmark for measuring student performance in the school context.\u00a0Here we find the recurring debate around the relevance of comparative tests, as there is for the PISA (International Program for the Monitoring of Learning) surveys.<\/p>\n

Indeed, the fact that there is a number of students with a high score on this test who fail at school and other excellent students with a score within the standard is important information.\u00a0So we don’t take a lot of risks by claiming that the WISC test is not foolproof.<\/p>\n

Please note, the purpose here is not to deny the existence and especially the need to take into account and a specific adaptation of teaching practices to the particular profile of high potentials, or even to demonize the test.\u00a0The Wisc is necessary to identify the EIP because it makes it possible to detect those in school failure who have a high potential.\u00a0But it is not in the framework of excellence because it does not identify it.<\/p>\n

Here we come to the idea, defended by Alain Supiot in his work on\u00a0governance by numbers<\/a>\u00a0, of the danger of overestimating the role and status of these numbers.\u00a0If society and, therefore, teachers, give too much value to the result of this test, they risk focusing primarily or even exclusively on EIPs, to the detriment of others, including excellent ones who would be identified as non-EIPs.\u00a0The latter, if they are not early, risk suffering from a lack of support, which is essential to allow their potential to be expressed.<\/p>\n

Author Bio:<\/strong> Caroline Hache is a <\/span>Senior Lecturer at Aix-Marseille University (AMU)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Gifted, intellectually precocious (EIP) or high potential (EHP) children: these names are increasingly common in discussions about education.\u00a0This goes from the observation of a not insignificant number of pupils concerned in France, to the criteria of detection and support of this profile with particular need. This subject comes up at school: in the teachers’ room […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":58063,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[401055],"coauthors":[11733],"class_list":["post-58062","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-intellectually-precocious"],"acf":[],"yoast_head":"\nDebate: Between academic excellence and precocity, knowing how to make a difference - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/debate-between-academic-excellence-and-precocity-knowing-how-to-make-a-difference\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Debate: Between academic excellence and precocity, knowing how to make a difference - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Gifted, intellectually precocious (EIP) or high potential (EHP) children: these names are increasingly common in discussions about education.\u00a0This goes from the observation of a not insignificant number of pupils concerned in France, to the criteria of detection and support of this profile with particular need. 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