The article discusses the use of simulation games (an activity in which participants interact within an artificially produced environment which recreates some aspect of social reality) with gifted children. (PHR)

The article examines the role of simulation games in developing the leadership ability of girls, presents ten guidelines for development of simulation games, and gives an example of a simulation game. (PHR)

The article presents a coping model for helping gifted children which includes six steps, such as recognizing the problem, designing and investigation, and finding a possible solution for use in helping gifted children deal with stress. (PHR)

The author reviews approaches involved with acceleration for gifted students: process learning (training students to think in creative ways); individualized education (including approaches that encourage students' participation in determining content and rate); and curriculum, program, and special projects. (CL)

Mathematics currucula for gifted and talented elementary children should not be restricted to computation but should emphasize problem solving with additional attention to such aspects as geometry and measurement, arithmetic and algebra concepts, and computer programing. A brief list of suggested materials for the areas of instruction is provided.…

Contact Activity Packages (CAPS), self-contained units on a specific topic, provide the opportunity for structure as well as alternative activities for gifted students who prefer more freedom. CAPS include small-group techniques and reporting alternatives. (CL)

Suggestions are offered for gifted students making verbal presentations. Guidelines address such aspects as the introduction; beginning of the presentation; timing; use of breaks; eye contact; simulations, role playing and games; communication; relevance; enthusiasm; humor; audio-visuals; and the ending. (CL)

The author suggests some approaches for facilitating the imagination and imagery activity essential to creative production in the visual and performing arts. Literature is reviewed on creative imagination imagery, the function of imagery, perception imagery and art, abilities and the visual performing arts, and facilitating the use of imagery.…

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

A taxonomy of a communication skills curriculum is described which offers a continuum of learning beginning with awareness, leading to response, then to valuing, then to developing a system of values, and finally to the integration of values making behavior consistent with beliefs. (SB)

The author offers guidelines for implementing an elementary school gifted visual arts program. One strategy--a station learning experience--is described, the benefits of a yearly art exhibition or art celebration are pointed out, and characteristics of the successful art teacher are mentioned. (SB)

Intended primarily for the regular classroom teacher, the article discusses developing material for the gifted--Types I and II Creative Teaching Sequences. Type I is explained to focus on problem solving skills (specifically a positive attitude toward inquiry), while Type II builds on that attitude for advanced creative problem solving. (CL)

The author suggests reality therapy (based on the assumption that all individuals need to believe they are worthwhile and important) as a technique that educators can use to work more effectively with gifted students. (SBH)

The differences between the philosophies and attitudes of standard and nonstandard mathematics instruction are outlined and the Math Course, a program at the University of California at San Diego which provides supplementary mathematics instruction to gifted elementary school students, is described. (SBH)