Mares, L. & Byles, J. (1994) One Step Ahead. Early admission of, and school provisions for, gifted infants. Melbourne: Hawker Brownlow Education. 103 pp. ISBN 1 86401 168 8

One Step Ahead is a practical handbook considering a variety of issues related to early school admission for gifted infants. The information will be useful to parents with young gifted children, infant teachers, principals and administrators responsible for decisions about early admission.

The book is divided into two sections. In Part One, the authors present a clear analysis of issues relating to early entry such as problems with identification and selection, and school decisions. The first chapter presents a comprehensive answer to the question, 'Why early entry at all?' Mares and Byles point out that up until 1991 the only criterion for admission to school was biological age. The new policy and implementation guidelines, published in 1991 by the Department of Education in New South Wales, made early entry possible for children identified as needing schooling at an age earlier than five. The authors present many reasons why some children need to start school earlier or later than others but also consider arguments made against early admission.

Chapter two covers problems with selection of children for early entry by considering the questions, 'Who are the children for whom early entry will be of real benefit, how do we identify them and what do we do with them once they have been admitted?' This chapter clarifies issues and concerns for key decision makers about early admission: the parents, principal, teachers, and school counsellor as representatives of the school.

Chapter three discusses a wide range of sources of information for the identification of the early entrant. Included is a brief discussion of problems related to identifying a cognitively precocious child, an example parent checklist of social compatibility and motor skill adjustment and a preschool teacher questionnaire. These questionnaires are copyright free and can be used or adapted.

Chapter four offers several case studies of children who have applied for early admission. The children's names and circumstances have been changed but the case studies offer an opportunity to consider the best candidates for this process. The authors also offer advice about follow up procedures to the early admission process.

The second part of the book is designed to offer very practical ideas for the first years of schooling for the early entrant. There are plans for individual, small-group and whole-class activities which could challenge gifted children.

This activity section describes possible problems for early entrants and suggestions to help teachers meet their needs. The activities are divided into kindergarten, years one and two and a chapter full of 'Activities and other ways to challenge the early entrant'. At the end of the book there is a list of books for further reading.

I recommend One Step Ahead as a valuable resource for parents, teachers, principals, school committees and others concerned with early entry to schools. The authors have presented a readable resource of information clearly demonstrating that early entry to school is appropriate and manageable for some young gifted children.

Kathy Watson, University of New England, Armidale

TalentEd No. 47, Spring 1994

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