Here lives our ↗spider MINTiKi!
The content of this page is the presentation of my courses and projects for STEM-gifted (MINTi-gifted) children being in elementary school or younger (the age of kindergarten) in Dresden and of the planned expansions of the projects. The name MINT is a German acronym for Mathematik + Informatik + Naturwissenschaft + Technik + interested + Kinder (means children). The name MINTiKi shows, the projects are focused on the scientific and technical sciences.
The aim is to establish an organisation, so there is the possibility to implement and expand my projects. It is planned, that MINTiKi works close to scientific institutions such as Universities and research organisations and together with private sector companies and associations. MINTiKi is intended to give the opportunity for high quality, effective and versatile extracurricular activity taking place regularly and focused on special topics. These projects going to become a network for exchange between these children and an encouragement for other children (see also below). Principally MINTiKi claims that girls and boys have the same abilities merely their interests have to be formed in different ways. So the courses are conceptualized in a way that both, girls and boys, benefit.
Support of this aims are wellcome for all intents an purposes! More informations you will find ↗here.
Reasons and motivation for the development of this site and the projects were my three children asking even with two years 'Mum, why doesn't stainless steel corrode?'. So they showed their enthusiasm in science and technology.
Especially my son confronted me constantly and in all life situations with questions about very complex issues. So I spent a lot of time to answer all these questions in detail trying to give the necessary basic knowledge for understanding. Often my answers raised new questions.
To circumvent the isolation of my son regarding children his own age and therefore his solely focus on me, I tried to find activities for gifted children in the area in Dresden, so he could find friends in his age with similar interests. Unfortunately there was no positive result of my researches for continuous and evolving courses with logical structure particularly for very young children.
Consequently I started to develop and organize eligible projects by myself since 2002, partially emerging in cooperation with scientific institutes and also to help other children having the same problem.
The advances of encourage young children is that you can use the development of the brain in a wise way, giving them a good intuitive mindset and the possibility for multiple professional expertises needing no further time. Because of the multiple professional skills they learn to become more creative and to combine different facts in a new way. And the most important thing about all this is that it gives the children what they want and need in order to be balanced. So children can use their ↗long childhood to learn as much as they like to do.
Encouraging gifted children results in the effect that all children profit. This is because their fresh insight brings the necessary enthusiasm and the "right" diction for the explanation for less interested children in projects such ↗"children guide children" (with a short clip!). In a dissertation about an integrative project at the elementary school "16. Grundschule" Dresden this is already validated. Furthermore the integration and appreciation of the gifted children prevent school refusal and illnesses.
MINT-gifted children are no small adults! So an extremly early school enrolment or skipping classes often are not the best solution because the emotional and social maturity is also relevant (self-organisation, ability for concentration,...). Furthermore it has to be considered, that such things as the body height decides about factors like the hierarchy in class.
Problems for the adults with such kind of gifted children are that they may feel provoked by the discrepancy between childlike behaviour and their obvious intelligence. For example it is expected from these children, that they are able to skip the emotional and social development as fast as they learn scientific coherences. There is also a misunderstanding about child-rearing in our society: teachers and parents think, that they have to be more educated than children. This view changes only when the adults become older and the children have grown up. Therefore, in summary it can be said, that mainly the Semmelweis- and the Dunning-Kruger-effect give a good explanation for this conflicts. More information about the properties of gifted children are available ↗here.
Such kind of projects besides the normal school routine give the possibility for children to find friends having the same interests on one hand and on the other hand they are not treated like elite and are permitted to learn the things they are not interested at the same speed as other children. So their aptitude is the same thing than every other talent (e.g. in Sport, Music or Art). It is time to accept it in the same way in the STEM-area, too! - Especially the STEM-fields are the bases for our future and society. Because children are unimpressed of so called pundits and doctrines they can give new impulses and important ideas for science and society.
Don’t spend your time looking for an obstacle; maybe there is none. (Franz Kafka)
Nature and technology for interested childs