Gifted at Play: Playtime and Interaction

Gifted at Play Playtime and Interaction

Rohan Patrick

“This advocacy book will bring great good and understanding to so many children and adults!�

Dr. Rosemary Callard-Szulgit University at Buffalo

Rohan Patrick

Gifted at Play Playtime and Interaction

Edited by: Shirley Lange, Masters of Art in Reading State University of New York at Cortland

Copyright 2013 by Rohan Patrick Studio.

All rights reserved.

Marsha is a very bright and social middle school girl, who enjoys playtime and interactions with her friends. Marsha tends to get into a bit of trouble when she tries to dominate her friends in group projects and on the playground! They are all in the advanced classes in school together.

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Sitting on the porch Marsha realizes that her leisure time will end after the summer break.

Upon meeting Marsha, observations might indicate that she is a loner and only engages in lonely play.

2

Marsha tried hard this time not to dominate this bike race with her friends. As a leader, Marsha usually takes charge of her play group.

Sometimes, her peers (maybe friends) see her as “domineering� and so she is often left alone to play by herself. She did not want to play alone this time or go off bicycle riding around the yard.

3

Without much effort this time, Marsha won the race that she had planned earlier. Marsha was the same age as her classmates. This prevented her from skipping a grade even though she was gifted. Marsha is most happy and relaxed when playing. Relaxing for a moment her mind wanders to what new things await her next.

4

The porch is where she usually meets her friends. After the race she was the first to be back on the porch. Marsha did not want to be the one to choose the game this time as her playmates may see her as bossy and domineering. She twirled the plastic golf club on the ground thinking to her-self, “What games would I like to play today?�

5

Rjay’s bicycle was just laying there. Maybe, she thought, I will just go for a bike ride.

Marsha picked up the bicycle and went riding in her back yard. This is fun, she thought, having fun without having to tell people what to do is great. Although, “this was not what I wanted to do,” she reflected in her mind.

6

The bicycle was heavy. She laid it back down on the sidewalk, then walked back to the porch and jumped over it. Anna and Angel saw this.

“Do that again,” said Anna. Reluctantly, Marsha went along with Anna’s game, jumping over the porch a second time. Marsha was looking for friends who were like her. She found this in Anna and Angel.

7

Sometimes Marsha refused to play with younger children. She may be intellectually ahead of her peers (however sometimes less mature than them). Marsha feels entitled to getting her own way or she won't play at all.

8

Marsha connects when she is with her best friend Rjay and others with who make her feel safe. They understand her bossy nature.

9

Marsha isn’t a loner, and 10 isn’t trying to change

who she is. She doesn’t only engage in solitary play. In school, Marsha is fortunate enough to be accepted by children who are twice exceptional and others in special programs.

When Marsha is asked what she most desires, the answer is, "a friend."

11

Marsha does well as a regular member of any group. She has naturally become an expert at developing many social roles. It is difficult to justify and understand Marsha’s being in classes with peers whose ideas of friendship are so radically different from hers.

12

Marsha directs Rjay, Anna and Angel on her strategy for winning the race they played earlier. She enjoys explaining activities and teaching what she knows. Marsha’s group activity to resolve some of her control issues teaches, that sharing, offering assistance, and defending others are ways she should initiate friendship.

13

In school, Marsha always learns several different lessons. Marsha is always rewarded by her status as a twice exceptional learner.

She always remembers to, “like herself.�

14

Marsha has to let others know she wants to be their friend and that she is not a loner. Marsha needs to, “reach out to people.�

15

Marsha has to learn to not just look for friends who have advanced abilities as she does. She has to be looking for and making an effort to get to know others.

16

As a strong leader, Marsha should also “take part in activities. She should join an organization, club, or class at school or after school.

So her friends will want to continue being her friend, Marsha has worked and expects to work at friendship. She is willing and ready to do her part to make contacts and plan playtime.

17

Marsha has always been a pleasant child since entering the school system. She was given extra help through being gifted.

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Marsha communicates well and often describes herself as being most alive when at play.

Gifted at Play Playtime and Interaction

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Rohan Patrick Studio is an upstate New York firm with clients in New York City, Connecticut and New Jersey. The firm is an energetic team that specializes in illustration and graphic design for print and web, with a niche in magazine, book and portrait illustrations. Mr. Patrick received a BFA degree in graphic design from the State University College at Fredonia and an MFA degree in illustration from the University of Hartford, Hartford Art School. He also holds an advance certificate in Gifted and Talented Education from the University at Buffalo and works as an instructor of visual arts for the New York State Office of Children and Family Services.

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