Our Purpose and Philosophy.
Purpose
Gifted Horizons aims to meet the dual goals of cognitive challenge and affective support by engaging students in innovative tasks that promote creativity, critical thinking, and self-awareness. According to the NAGC (2024), environments that address perfectionism issues, peer relationships, and self-concept in gifted children are necessary to promote powerful learning. Students will engage in original inquiry projects while participating in daily affective development sessions. It is known that gifted students need differentiated learning experiences that equally address their cognitive strengths and social-emotional growth (NAGC, 2021). In a regular school year, it is sometimes difficult for educators to incorporate all those skills for each student. This program will allow working in small groups with multiple opportunities to explore their inner experiences in their social-emotional development.
Philosophy
Drawing from Duke Pre-College models and affective learning strategies from SENG, this program fosters whole child development. Students are empowered to explore personal interests, engage in self-directed learning, and connect with others with similar cognitive and emotional intensities (Dai, 2016; Renzulli & Reis, 2014). By following this process, students can practice their social-emotional skills, allowing them to develop their creativity and cognitive abilities. Additionally, students will continue growing in a safe environment where they will strive for excellence without limitations.
References
National Association for Gifted Children. (2021). NAGC Pre-K- Grade 12 Gifted Programming Standards. https://www. Nagc.org
Supporting Emotional Needs of the Gifted. (2024). SENG Mission and Vision. https://www.sengifted.org/mission-vision
Dai, D. Y. (2016). Gifted education in the 21st century: Issues and challenges. Profrock Press.
Renzulli, J. S., & Reis, S, M. (2014). The Schoolwide Enrichment Model: A how-to guide for educational excellence (3rd ed.). Prufrock Press.
