March, 2018, ihvo - Christina Cherry

from DRK daycare center KUMULUS, Düsseldorf

A project based on the book by Carol McCloud: Have You Filled a Bucket Today?

How did the project come about?

Mary (5; 4 years old, name changed) is a very talented girl who grows up bilingual (German / American).

When talking to her parents, her father wants Mary to use his mother tongue American more frequently in everyday life. He asks for tips on how to make his language more attractive to Mary.

Mr. B. then visits our morning circle and presents the children with a book in English. Mary translates this book into German for the children.

This experience inspires Mary and shows her that understanding and speaking two languages is something special.

Mary now wishes to present this book to all groups of the day care center. You succeeds very well in this.

The content of the book then becomes the subject of the group. The children are happy to fill someone else’s buckets.

Mary had the idea to translate this book into other languages. She first thought of a few (Turkish, French) and then more and more languages. Until we have finally reached 13 languages, all of which are represented in our day care center.

But what do we do once we have really translated the story into 13 languages? We ask the children in the morning circle.

The children wish to bind a book from all translations at the end and to design it themselves. Then the kids want to sell the book.

Puhhh! The children have ambitious plans… Now we need help.

Our "buckets" were filled by all the families we asked for help! A big thank you!

The illustrations were painted by Mary and three other girls.

We are very international.
Our day care center unites children from many nations. With the project described here, we want to make this even clearer for the children. They should learn what other languages sound like and how they look written. We believe that the book proposed by Mary is an excellent way of contributing to the children’s’s social and emotional development.

And here come the individual pages of the book, followed by the children’s comments on how they can "fill a bucket".

And these ideas came up in the discussion:

Mary: "If my little sister is looking for her doll and I find her, then I filled her bucket. Or if Mom has too much work at home, I’ll help her. Even when changing diapers. … "I’ll fill a bucket when someone drops something and I pick it up."

Marina: "I’ll fill the bucket when I set the table at home."

Miko: "I give food and drink to the caterpillar insatiable. At home I help my mom. "

emirhan: "I give a flower to mom and dad."

Jacques: "I fill a bucket when I say hello to someone nice."

Maty: "I fill a bucket by saying nice words to someone. Or I can help mom cook. "And if I clean my room all by myself."

Leandro: "I’ll paint mom and dad a nice picture with a plane on it."

Sophia: "I’ll fill my sister’s bucket if I play nice with her."

Lucia: "I can paint a picture for mom."

Merle: "I clean my room, then mom is happy. "And I’ll fill a bucket of gas if I apologize after a fight."

Iven: "I fill moms and dads buckets when I dress alone and don’t cry in the mornings and evenings."

Mino: "I fill buckets when I’m setting the table while mom and dad are asleep."

Helene: "I’ll fill Clara’s bucket when I help her find her when her water bottle’s gone."

Talia: "When I plant mom’s flowers."

Date of publication in German: June 2017
Copyright © DRK Kumulus daycare center, Düsseldorf

by Heike Miethig

Rachel (4; 6) seems very interested in letters and language in general. Here I wanted to find out which letters she already knew and how she deals with them. I have chosen a letter puzzle, in which the letter (initial sound) is to be assigned to the picture, for example A to apple; only then the pieces of the puzzle fit together.

I first take the cards with the pictures aside, just spread them across the table and ask Rachel to find out which letters she already knows.

She’s looking for the letters: A, O, K, T, M, N, I, S, L, F, each with the words: "I know this, I know this." Meanwhile, I look for the matching pictures. Then I ask her to try to assign the picture cards to the letter cards.

We select the first card for the letter – L for Leo – together, and Rachel puts it together. She says: "There is also an L in my name!"

Rachel immediately understands the task itself.

But it is difficult for her to assign the other letters to the pictures, so that I help her by pronouncing the letter very clearly and naming the respective pictures. I do so three times. She then selects the images and puts letters and images together. I ask you to look for the next term on your own. She looks at the confused letters and picture cards and says: "I don’t think I can do it." I encourage her and tell her to try again, otherwise we would end it together.

She takes a very close look at the cards and begins. She goes by the shape of the puzzle pieces and puts the cards together in a short time, and I have the impression that the letters are now completely uninteresting. She wants to put the cards together. I am fascinated by how she finds a solution by herself (namely by the form of the cards) to complete it by herself.

Then she says, "That’s a K as in Karen."

While we are putting the game back to the box, she notices the letter Q and asks what kind of letter it is. I am naming it for her.

She says, "I think it’s beautiful!" I ask the reason and she says: "Because it is round and has a straight line."

So I found out that Rachel already recognizes many, but not all letters. She also manages to identify the initial sound. However, she is more interested in the shape of the letter, learning yet unknown letters and recognizing them in words (names) the spelling of which she is already familiar with.

She does not yet master the task of going from an image to an initial sound and then from there to the letter – and realizes and expresses this herself. This also means that it will take some time before she will really be reading, as the connection between hearing and seeing must continue to develop. But since she is currently so interested in letters I suspect she will "stay at it" until she will make the leap and actually read.

Date of publication in German: 11.9.09
Copyright © Hanna Vock, see imprint.

Translated by Arno Zucknick

by Silvia Reichel

My observation child

As requested in the task in the IHVO course, I oriented myself on

I chose Nayla decided, who was 4; 0 to 4; 3 years old during the observation period.

This is a very detailed, again exemplary first observation of a presumably highly talented girl. The author collects many observations and interprets them carefully but clearly.
Several other articles (see at the end of this article) describe the further development and development of the girl in kindergarten.

Nayla’s family situation

Nayla comes from a medium-sized family and lives with both parents in a semi-detached house. Her mother is of German origin, her father is of Turkish origin, he speaks both Turkish and flawless German. Nayla also has a two year younger brother who also visits our daycare.

According to the mother, Nayla is very demanding at home, wants to be constantly busy, which the mother cannot always do, since she also has to take care of Nayla’s younger brother and the father works full time. In such situations, it often escalates at home, Nayla gets angry. In the parents’ interview, the mother herself also assumed that she was under-challenged.

Nayla has a close relationship with her mother, her relationship with the father is more distant. The parents have a democratic upbringing style.

Appearance

Nayla looks very neat and delicate on the outside. In the morning she stands in the doorway with a beaming smile and always appears friendly throughout the day at the kindergarten.

Cognitive abilities

Nayla is cognitively ahead of other children in her age group. Her enormous memory became clear to us very early on. Agreed she literally noted and reminded us of it. She learned rules, procedures and games in the group so quickly that you might think she was already familiar with them. She quickly overlooks table games. Less often than other children in the group, however, does she get a game out of our closet and ask someone to play it with her.

The games in our closet are freely accessible to all children. They are aimed at an age group of 3 to 6 years and I think that they will not find the challenge they are looking for. Her mother said that she has been buying games from the age of 6 and that these Nayla are sometimes too boring. All of this, I think, speaks for a great ease of learning in the sense of our definition of giftedness.

Course leader’s note:
Are there play partners for Nayla in your daycare center for children who also love difficult games??

As far as I can remember, there was never any need to control the implementation of rules. From the very beginning, we in the group were able to rely on the fact that they knew the rules and followed them in everyday life. Often she still asks about some things today to be sure that she is doing everything right, even though she actually knows how to do it (for example: "In which trash can does the food come?").

Furthermore, Nayla has a good overview of the entire group and always knows where what is taking place and who is involved. For me, this speaks for a good ability to observe.

Nayla is highly motivated as soon as she arrives in the group in the morning. So there is no offer that she is not interested in. She is always one of the first and would definitely like to participate. In doing so, she shows great endurance and concentration over long periods of time. She is also very ambitious, wants to achieve something and always ends what she started. We do not have to remind her the next day, rather it is the other way round: "Silvia, we still wanted to continue" is the first thing I hear from her as soon as she is in the group, when we go out the day before could not finish due to time constraints. This great intrinsic motivation reminds me of our definition of talent.

Nayla knows that although she is not yet as old as the "big ones" in the group, she still sees herself as the "big one" and regularly emphasizes this towards children, from whom she is called "small". And she is right, cognitively she keeps up with the "big ones" without any problems!

Course leader’s note:
It is so gratifying how confident Nayla is. Under no circumstances should she lose that.

She thinks and tells in a logical order, recognizes relationships and also laws.
Nayla paints in great detail, which shows how exactly she perceives things. A painted house not only has two windows and a door for her, but also a handle and a doorbell and a smoking chimney.

Linguistically, it is very well developed. So she masters both the German and Turkish languages safely.

Nayla is also very interested in letters, can write and name a few, which she has also been dealing with at home for a long time, according to her mother.

Social skills

In the group, Nayla is oriented almost exclusively to our 6-year-old girls and to us adults. In the girls’ clique, despite the age difference, she is fully accepted and respected. Nayla’s role model is a 6-year-old girl, who is also called Nayla. This "big Nayla" (how the other children distinguish the two) is very confident and leads the game in the girls’ clique. Nayla is very much oriented to her, looks at a lot from her and is also seen by her as a sought-after play partner.

In the group as a whole, Nayla is very helpful to all children and also to us adults. She often gets ahead of us and would like to take as much as possible from her, for example if she sees that we are going to wipe the table, she comes and asks: "Can I wipe the table?" She likes to slip into the role of an adult and is very often immediately there when a child asks me to help them put on their shoes, for example. In such a case, she immediately offers the child her help: "I can do that too, should I help you?"

Course leader’s note:
Maybe she finds it satisfying to do something "right" instead of "just" playing.

She approaches the children openly and gets along well with all the children in the group. She can discuss conflict situations with children and find a solution or compromise without our help.

Nayla has a strong sense of justice and sometimes clears up conflicts that she observes between other children, in which she is not involved, however.

She immediately internalized the rules in the group and followed them without the need for control. Furthermore, she has an enormous ability to observe and thus has a good overview of the entire group.

Motor skills

Until shortly before entering kindergarten, Nayla attended a gymnastics club. (Due to an accident, this is no longer possible.) Accordingly, she is very well developed both fine motor and gross motor.

Nayla is very keen to move, balances very safely, likes to dance and has a good sense of rhythm.
Movements are well thought out and run smoothly. Their eye-hand coordination is also well developed. Your pen position is already correct.

Emotional skills

Nayla is very self-confident, she has her own opinion, which she can also represent in front of older children and also before us adults.
She has a positive self-image, she is very confident, knows her abilities well and also knows that she can do a lot.

In everyday kindergarten life, she is very independent, she (and often other children) dresses completely alone. She is very organized and cannot be restricted in her independence.

Nayla can put herself very well in other people and name their possible emotional situations as well as their own feelings.

At this point I would like to describe an observation that I made four weeks ago:

Nayla sits in the cozy corner and looks at the book "How the Snowman Got a Friend" by M. Chr. Butler & Tina Macnaughton. After a short time she asks me if I can read it to her, what I’m going to do. Nayla turns page after page after reading the page aloud.
Suddenly Nayla hesitates and leaves no more pages: Two bears can be seen; one is hiding behind a snowman, the other bear is standing in front of the snowman and is aiming a snowball towards the other bear.

"Silvia, the bear is hiding behind the snowman, because he must be scared, right?" She finally says.
"That can be good."
"Yes, because the other bear has a snowball and he certainly doesn’t like it when he has snow on his face. It’s cold too, ”she says.

Nayla enjoys situations like this in which you take your time for her.

Observation of the child using the observation sheet by Joelle Huser

general characteristics

As already mentioned, Nayla is ahead of other children of her age in her development, which was noticed very early. Her great interest in letters initially went undetected, even though, according to her mother, she had long been involved with letters at home. When I watched her (after our first seminar phase in the IHVO course) at the painting table, how she put the first elements of the writing (snake and zigzag lines) on paper and then asked if she could write, her abilities became clear.

"Yes, look" she replied and then wrote the letters A, B, P, D, H, O, N, M, L, T on her sheet. She was able to name some of them. When I asked her where she learned that, she replied: "I can do it." A boy who was also sitting at the painting table with us mentioned that his mom was called Sabrina. I added: "Sabrina starts with" Sss "", to which Nayla replied: "As bees always do, Sssss".

Two other observations from March on this topic are also worth mentioning:

I meet with some children, including Nayla, in our next room to watch Jane Simmons’ book Elsa Duckling and the Egg. The book contains little text and very expressive pictures, which we look at closely. When we finally get to the side where Elsa Duckling’s brother breaks open the eggshell from the inside, we can hardly wait and just want to turn the page to see what the little chick looks like when it hatches from the egg.
But Nayla stops us and calls: "Wait a minute!" She points to the crack in the eggshell and says: "Look, Silvia, it looks like a" T ", a" T "like Tarek (her little brother)" , I hadn’t noticed this before, although I already knew the book.

A few days later she is sitting with two children who have letter cards in front of them and are talking. "It’s an" H "like house," says one of these children. "Yes, and a" B "like elephant!" Says the other child. Nayla becomes aware of this and corrects: "No, in" B "like Belefant! And an "M" like a mouse! "

Course leader’s note:
Interesting like them, instead of simply improving ("But that means E-lefant, with -E-!"), Incorporating the mistake and making a pun out of it – keyword divergent thinking and sense of humor (Belefant …, after all, is much funnier than just improving the other).

Since my colleague is currently running an ABC group as a project, I offered Nayla to come along and see what was being done. She did this and was also so interested that my colleague immediately accepted her into the ABC group.

Although she came to this project much later and is by far the youngest in this small group (the other children are five and six years old), she was able to integrate easily thanks to her quick grasp and is still involved every Monday Enthusiasm and anticipation for the ABC group. In terms of stamina and concentration, she is in no way inferior to the other older children.

Course leader’s note:
A great acceleration measure. Greetings to my colleague!

If something new is started in the group (for example, an offer on our part), they leave their current game situation to see what exactly is being done. "What are you doing?" And "Can I participate?" Are questions that immediately follow.

In the same way, however, a dispute that develops in another area of the group also draws their attention. Then she goes and looks at the course. Then she goes back to the game situation from which she came and continues to play.

Furthermore, as already mentioned, Nayla shows a noticeable interest in adults and older children, is quick to grasp and has an amazing memory. The latter was very clear even during her first years in kindergarten:

When other children, who have been in our daycare for a while, looked at their portfolios, Nayla asked me when we would stick photos in their portfolio. I told her that I would do it with her as soon as we had time. From then on, she reminded me of this promise every day until I sat down with her (which was only the case a few days later) and filled the portfolio with pictures together with her.

Nayla does not yet express the wish to go to school. However, as her mother told me, she likes to work at home with preschool books, in which you have to repeat letters and lines in school and the like, which of course reflects her great interest in letters. According to the mother, Nayla quickly got through the preschool books and kept asking for new ones.
Nayla is very self-motivated and open to offers of all kinds, as long as they pose a challenge for her in any way.

It works very carefully and precisely. She looks closely and critically at her own achievements and results, but also takes the time to revise the result until she likes it. Very often she also asks whether it is right how she did it.
I mentioned briefly above that Nayla is very independent, but Joelle Huser describes it more accurately in her observation sheet as "urge for independence and independence".

Course leader’s note:
Yes, this urge is often not fully welcomed by adults. For many highly gifted children, he is such a central element of their personality.

Nayla has a strong sense of justice and is actually committed to doing something wrong.

This shows another observation:

On the morning of kindergarten I notice a quarrel between two boys, which I initially observe from a distance. One of the boys involved, Colin, finally comes to me: "Silvia, Andrej doesn’t give me the toy!"
I send Colin back, asking that the dispute might be resolved myself, but I continue to monitor the situation. The two boys discuss, Andrej gives the toy to Colin after some time and the two separate. When I want to turn to something else again, Nayla comes to me.
"Silvia, Andrej didn’t have to hand over the toy, he had it first."
"For real? Did you see that? ”I ask her.
"Yes, I saw that, Andrej had it first and Colin wanted to take it away."
Nayla must have watched the situation from afar because she wasn’t there.

Course leader’s note:
She has confidence in you, so she can share her observation with you. And, moreover, a very independent assessment of what was observed.

It is also worth noting an observation of the mother who told us that Nayla was already thinking about life after death before her 4th birthday. Nayla’s grandma died a year ago and at the end of last year Nayla told her mother that her grandma in heaven was an angel now, that it was definitely beautiful in heaven and that grandma could not come to her birthday because the way was too far. It is worth knowing that, according to the mother, no one ever talked to her about it to such an extent and explained it to her that way.

Characteristics of under-challenged children

As stated above, the mother expressed the suspicion of being under-challenged regarding the situation at home. As at home, Nayla is also demanding in kindergarten, but does not show typical behaviors of an under-demand, such as imbalance or the like. On the contrary, she looks very balanced and satisfied, which is often not the case at home.

It has to be said that we have other options in kindergarten than the mother of two children at home. In our "Integrative Focus Kindergarten for Highly Gifted Children – IHVO Certificate" we are also sensitized and competent for this topic. So we try to create appropriate opportunities for her that pose the challenges she is looking for.

So it often happens that, in relation to small group work, she participates in a group for five and six year olds, which also corresponds to her level of development.

If a task does not challenge Nayla enough, she works quickly and without care to then face a new, perhaps more difficult task.

Course leader’s note:
This is typical and can often be observed later in school in highly gifted children. A comprehensible handling of under-demands that can easily be interpreted as disadvantageous, for example as general sloppiness.

This made one observation clear to me when Nayla was only with us for two months:

In the group we offer the children to design table lamps. While my colleague takes on a table lantern with the five- and six-year-old children, which they can design as a house or castle out of construction paper with hinged windows, bats and similar subtleties, depending on their own taste, I offer the three- and four-year-old children a simpler lantern which we make from a small glass, which we glue with transparent paper and paste.

When Nayla expresses my colleague’s wish to make a lantern, Nayla sends it to me so that she can make a simple lantern for me.
"Silvia, but I want to make the other lantern, I’m already big!"
"Did you ask the H.?"
"Yes, but she said I should make a lantern here, but I want to make one" she points in the direction of the table at which some of the older children are currently designing a table lantern. "I can do it."

Since the table is jam-packed with which the older children are tinkering, I suggest maybe to design a lantern at my table first, because there is no space available at the moment anyway. Then she could ask again if she could still make a difficult lantern. It also accepts this proposal. However, she works very carelessly, very quickly and makes sure in between: "Silvia, and I can make a lantern like the big ones, right?"

Course leader’s note:
That was certainly a workable solution and a well-intentioned compromise, but from Nayla’s point of view it was an unnecessary delay, why shouldn’t she build a difficult lantern – even if at your table? Here she shows a rather large tolerance for frustration.

After a short time she gives me her lantern and says that it is finished. There is still a lot of space for tracing paper on the glass and normally she would never call it finished, but it cannot be made to stick a little more to the glass.

So she finally goes back to my colleague, whom I informed about the situation in advance, and is given the opportunity to make a difficult lantern. For several days (it took so long for this table lamp), she was very focused on working on this table lamp. She showed perseverance and above all ambition; she reminded my colleague every day to continue the lantern with her.

When the lantern, which of course was actually more for her, was ready, she was very proud. I forgot to write her name on the simple lantern she made with me before. A few days later I asked her if she still knew which one she owned. She said no.

I don’t know whether she really didn’t recognize the lantern because she only spent a few minutes with it, or whether she didn’t want to recognize the lantern because it wasn’t as perfect as she actually knows it. In any case, she kept an eye on her house lantern and finally took her home with pride.

Course leader’s note:
A very carefully observed example.

Linguistic intelligence

Linguistically, Nayla is also very well developed. She speaks German and Turkish very well. According to the mother’s statements, she’s only missing a few more words in Turkish than in German. However, she has a large vocabulary in the German language, the sentence structure is always correct, she speaks main and subordinate clauses, can express herself very well and of course has a very good understanding of the language.

In terms of grammar, there is a mistake in perfecting. For example, she says: "The Tarek was looking for me." However, this is now becoming increasingly rare. Otherwise, it is also grammatically very safe. She can understand irony well, and she can also find rhymes quickly.

Nayla was brought up primarily in German, but spoke Turkish the first few words as early as the 7th month of life, when she was just able to sit, without being taught it intentionally. Since then, Nayla’s mother has also realized that she learns much faster than other children her age.

She speaks German in kindergarten, but is also friends with Turkish children, listens carefully to their conversations and can also translate them. When she calls a Turkish child, she speaks the name exactly Turkish.

It should also be mentioned that she is now beginning to speak English. When I was looking at a book about human physique with her two months ago, she suddenly started counting the toe bones in English. She told me that she is now learning English and that English is also spoken in her favorite series. The mother also said that she really wanted to watch this series every day and also started to speak English at home.

Course leader’s note:
In any case, this shows a high level of linguistic talent.

Mathematical – logical intelligence

Nayla can count up to twenty-five, then she stops, but I think she understood the system. So if I give her the number fifty and ask her to continue counting, she knows that the fifty-one follows.
I often watched her paint rectangles and squares. When I was sitting next to her while she was painting a picture, she said: "Look, I’m painting a dragon" and painted a geometric figure.

I noticed her high ability in puzzles when she was in kindergarten the first day. In her first day at kindergarten, she was very busy and often with puzzles that she could easily put together with well over 20 pieces.

Inter- and intrapersonal intelligence

As already mentioned, Nayla is oriented towards a 6-year-old girl in the group who holds a leadership position among the girls. Nayla watches her closely and sometimes takes over the game management with her in the puppet corner. Occasionally the two girls completely change their clothes and slip into the role of the others. Nayla obviously feels comfortable in the role of the “big Nayla”.

Nayla can adapt very quickly and well to new groups and situations, as demonstrated by her successful entry into the ABC group, for example.
Nayla is very sensitive. If she is rejected by children, which luckily is not often the case, you can see that it hurts her very much and that she is concerned about it.
I already explained a suitable example of their pronounced sense of justice under "General characteristics".

Naturalistic intelligence

So far I have not been able to make any relevant observations in this area.

Idea, course and result of a provocative observation

"Entry into the already advanced music group"

The idea

In the conversation with my parents I found out that Nayla is very interested in music and also in sheet music at home and always expresses the desire to learn to play the piano. Thereupon, as the mother told us, she asked about music schools, but was rejected on the grounds that Nayla was still too young.

Course leader’s note:
Yes, sad. Can the parents perhaps afford individual lessons? It would be worth trying.

Since the end of last year, we have had a music group in the facility, in which some probably more gifted children and other children, who are particularly interested, take part. This AG is accompanied by the head of our daycare center and a kindergarten mother who is a trained music teacher, which of course also gives this AG another charm.

The music group takes place once a week near our group room, so that when the group door is open or we go out into the hall, we occasionally hear the music group.
When Nayla’s mother told me about her interest in music, our music group did not come to mind at first, perhaps because it has been around for so long and the group members are known.

Course leader’s note:
Remain open to the new talent &# 128521;

At first, I intended to confront her with the English language in order to get a provocative observation, since she is very talented in language and obviously also interested in the English language.

I dropped this plan when I noticed that Nayla’s interest in the music group was growing. "Silvia, do you hear that? What are they doing in the music group? ”And she asked me more such questions if you could hear the music group once a week.
Then I got the idea to maybe bring them into the music group. Since I was aware that the music group had existed for a long time, the children were of course very large and Nayla would also be the youngest participant, I informed my head beforehand whether it would be possible to join.

After I told her about Nayla’s interest and her level of development, it was no problem that she was added. However, she would have to make up for a few things on the side, since the other children have been around for some time.

The history

So after I knew that Nayla could get in, I asked her if she would like to be part of the music group. She beamed and immediately accepted this offer enthusiastically. I also explained to her that she would have to practice a little with me, because the other children can do a lot because they have been with them for a long time. But she seemed to be looking forward to that too.

Course leader’s note:
This effect can also often be observed when skipping classes: the joy of being able to learn something faster.

She ran to other children who are also in the music group and immediately told them with joy that she is now there too. Of course she could hardly wait for her first "music lesson" and asked me not just once how often she still has to sleep until it is finally time.

When the time finally came, according to information from our manager, she got along very well with the group and enthusiastically participated. The music group had been learning a short song on the xylophone for some time and so they also got a xylophone and a piece of paper with the order in which the notes should be played in the group. So she should be able to practice in between to catch up with the other children.

In the group, I put the xylophone up and told her that she could have it anytime to play, so she should just let me know. On the same day, she asked me several times to give her the instrument and practice with her. The song consisted of four lines, the first She could memorize both lines in no time.

Another child, who is also in the music group, watched her play and tried to help her, but she strictly refused! "I can do it! You shouldn’t help me! ”She kept telling him very clearly.
It was also interesting to note that when she was able to do the first two lines, she did not want to continue practicing, but instead brought in children who are not in the music group to teach them how to do it.

Course leader’s note:
So also a pedagogical talent?
How did these children react to this? What motivation do you suspect behind this action?

Of course it was not enough for me to just hear how Nayla is doing in the music group, so I went to her third “music lesson” to see it “live”.

What I could find was that she was actually in no way inferior to the other children in relation to this song. It wasn’t noticed at all that she only learned to play the song much later than the other children. However, it was also clear to see that it switched off completely as soon as there were repetitions. On the day that I was there, something was repeated every now and then and she was busy with her slipper or telling me what she still does at home today.

For a short time I wondered if it might not be the right thing for her, but as soon as it was continued, something new came or it was her turn and was allowed to play, she was happy again.

Course leader’s note:
Many gifted children don’t like (and don’t need) repetitions. Apparently she already felt it.

Result

So far, the result of this challenge has been very positive. Nayla is there with pride and joy every week and has integrated very well into the group.
Of course, this observation also brought me new insights. For example, I have never noticed so clearly how quickly it switches off when there are repetitions.

In addition, my previous observations regarding their ease of learning and motivation have also been confirmed here.
I am curious to see how things will go for them at the Musik-AG and of course I will continue to watch this process.

Interpretation of the entire observation

As can be seen above all from the observation when designing the table lantern, Nayla seeks and needs challenges. If you take your time and listen to her, she also makes it clear to you what exactly she wants.

Since she herself is very sensitive and quickly takes a step back if she is unsure, she needs sensitive caregivers who give her security and are constant. She herself shows a great deal of empathy and also expects others to understand her.
She wants to be taken seriously and accompanied, she often questions things and really “burns” to get answers.

Time is also an important factor for them. She likes to take the time to finish things carefully and calmly, and enjoys having someone take time for her too.
In terms of the family situation, she needs a clear one border and times. Times when you deal with it and times when others, for example your little brother, are in the foreground.

The mother is currently looking for a club as a leisure activity, as Nayla, as already mentioned, makes a very underpowered impression as soon as she is at home, while she is very balanced in kindergarten and therefore apparently gets the challenges she is looking for. I also think that it is good for you to be active outside of the daycare.