Breinsteyn is an organisation for children, adolescents and young adults with high developmental potential, who want to gain wisdom and want to develop creative, emotional and practical intelligence. Focus points are discovering and developing talent and self.
We offer specialistic and holistic guidence for children, adolescents and young adults with potential (cognitive intelligence). The base of our organisation contain the following bullet points:
- Promote selfinsight and selfknowledge
- Promote and develop wisdom and the art of life
- Maintain curiosity and a researching attitude
- Develop skills to actualize the self
- Strenghten acceptance self and selfimage
- Strenghten mentalising capacities
- Dare to choose for different types of creativity
- Learn to dare, learn to live and care for self and others
Scientific Research
Guidance and content is based on different scientifically proven research of among others Robert Sternberg (2000, 2002), Franz Mönks (1995, 2000) en Grossman (2016):
- De historische ontwikkeling van de theorie en wetenschappelijke modellen over ‘hoogbegaafdheid’
- Goodness-of-Fit Model
- Multifactorenmodel van Mönks
- Zelfactualisatie
- Het model van Heller
- Gagné’s Differentiated Model of Giftedness and Talent
- Piirto’s Pyramide van Talentontwikkeling
- Fixed en Growth Mindset van Carol Dweck
- The Munich Dynamic Ability-Achievement Model (MDAAM)
- Rea’s theorie over optimale motivatie voor talentontwikkeling
Links
Interesting artikels/books/links:
- Small poppies: Highly gifted children in the early years
- Help! mijn kind is hoogbegaafd, door drs. Marieke van der Zee (gratis e-book)
- Methode WaWaWaWe HoHoHoWa
Fragment uit Small poppies: Highly gifted children in the early years (Gross, 1999)
“A man is working in the gardens and I am intrigued by what he is doing. There is a bed of tulips, golden like sunlight, lifting their heads to the high Edinburgh sky and the man is tidying the bed, weeding between the plants, removing leaves that have blight. I feel a sense of pride that I understand this; my mother explained it. But he is doing something else that I can’t understand. Some of the tulips have grown faster than their peers so that they are taller their golden heads stand higher than the others and the man is cutting off these heads so that the stalks stand bare, denuded, but now the same size as the other plants in the bed. I ask my mother, in puzzlement, why he is cutting down the tall tulips, and when she answers there is a trace of sadness in her voice. “He wants to make them all the same size, darling, so that they’ll look tidier. But I don’t think that’s what gardening is all about, do you?”
“Well, I agreed with my mother. I certainly didn’t think that is what gardening was all about! But it made me take more notice of the flowers in the public gardens, and over the next few weeks I noticed something strange. The gardener couldn’t do much to impose uniformity on bushes, or on flowers that grew in clumps; the roses and the crocuses were all different sizes. But flowers that grew on single stalks – flowers that stood alone – had been lopped if they threatened to disturb the symmetry of the bed they grew in.
As a teacher and academic working in gifted education, I have become sadly familiar with the cutting down to size of children who develop at a faster pace or attain higher levels of achievement than their age-peers.”