Are Labels Determining Practice?: Programming for Preschool Gifted Children

Barclay, Kathy; Benelli, Cecelia

doi:10.1080/00094056.1994.10521013

Cited by 4 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cultural Biases. Children from disadvantaged and culturally diverse backgrounds are placed at particular risk of being overlooked for gifted program placement because they are least likely to have out-ofschool supports for talent development (Barclay & Benelli, 1994). In an effort to identify the degree to which teachers' race and studentteacher racial congruence influences teachers' ratings of children's academic expectations, Pigott and Cowen (2000) found that both African American and White teachers judged African American children to have less academic promise than White children.…”

Section: Teachers' Beliefs About Giftedness In Young Studentsmentioning

confidence: 99%

Primary Teachers' Conceptions of Giftedness

Moon

Brighton

2008

Journal for the Education of the Gifted

View full text Add to dashboard Cite

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.

show abstract

Section: Teachers' Beliefs About Giftedness In Young Studentsmentioning

confidence: 99%

Primary Teachers' Conceptions of Giftedness

Moon

Brighton

2008

Journal for the Education of the Gifted

View full text Add to dashboard Cite

show abstract

“…Hills (1992) suggests that four characteristics of learning must be present in the learning environment for gifted children to thrive: (a) an engaging social interaction between teacher and student, (b) the scaffolding of new information to develop complex concepts, (c) real-life interest and motivation on the part of the child, and (d) reciprocal understanding that learning is a developmental process. Similarly, Barclay and Benelli (1994) developed a three-step mediating strategy for young gifted children which includes posing a question, observing children’s responses for higher order thinking, and supporting children’s exploration of an idea through focused questions. Reciprocity is a key tenet in the education of young gifted children.…”

Section: Preschool Gifted Educationmentioning

confidence: 99%

Preschool Gifted Education

Kettler

Oveross

Salman

2017

Gifted Child Quarterly

View full text Add to dashboard Cite

Early educational experiences are formative for establishing a foundation of academic success in childhood and adolescence (Reynolds, 2000; Reynolds, Temple, Robertson, & Mann, 2001). It is estimated that there are almost 8,000,000 preschool-aged children in the United States, and nearly half of those children (3,669,000) attend some type of preschool program (Maxwell, 2012). With the passing of the Every Student Succeeds Act (ESSA), the United States has validated its priority on early childhood learning. In ESSA, Congress included language that schools should partner with preschool programs in areas of teacher training and student transition to kindergarten (Samuels, 2016). Moreover, the ESSA supports early childhood education with two fiscal appropriations-a $250 million grant program to support states as they develop preschool programs and a $190 million grant program to help states develop literacy instruction from birth to age 5 (Demma, 2015). Quality early childhood education for all children has emerged as a federal priority (U.S. Department of Education, Health and Human Services, 2015), and these emergent priorities present an opportunity for advocates of gifted education in early childhood. Preschool educational programs may range tremendously in their academic focus. Some are primarily day care facilities with minimal educational focus, and others are formally committed to early childhood educational programming (Smutny, 1998). Longitudinal studies of the effects of high-quality, state-funded preschool programs indicate both immediate and lasting effects (Hustedt,

show abstract