Exploring public and private preschool teachers’ beliefs and practices regarding gifted children from three to six years old in Riyadh, Saudi Arabia

Aldosari, Dimah Hamad

doi:10.1080/09575146.2021.1940876

Cited by 2 publications

(1 citation statement)

References 20 publications

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“…Aldosari [19] aimed to explore private and public pre-school teachers' perceptions and practices toward gifted children aged 3 to 6 in Riyadh, the Kingdom of Saudi Arabia. A quantitative study indicated that Saudi Arabian private and public pre-school teachers believe children who are gifted have a higher cognitive ability level than their classmates.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions

2022

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Based on SDG4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and based on the fact that education is the core of Palestinian values, the Palestinian Ministry of Education and Higher Education launched an inclusive education policy in order to integrate all students into the educational system, regardless of their talents, abilities and disabilities. Therefore, the Palestinian Government seeks to develop educational practices to adapt to the needs of all students, including gifted children. Consequently, the identification of gifted pre-school children in Palestine aims to better include them in the general education curriculum. The current study aims to investigate the characteristics of gifted children through the perceptions of the pre-school teachers in Palestine. A mixed-methods approach was adopted. The quantitative data were collected by the “Scale for Rating the Behavioral Characteristics of Gifted and Talented Students”. The pre-school teachers in the sample were randomly selected, consisting of 450 female pre-school teachers. The qualitative data were collected by semi-structured interview, which 15 female pre-school teachers took part in. There was a significant difference in teachers’ perceptions according to their academic qualifications, and according to whether gifted children need a particular curriculum or not, but there was no significant difference in teachers’ perceptions according to their experiences. The final result shows that there were many positive perceptions regarding the characteristics of gifted children through qualitative data. Therefore, there was consistency between the qualitative and quantitative data of the study. This study emphasizes the significance of continuing to highlight the characteristics of gifted children and conducting more research to reveal them.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions

2022

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A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity

Conejeros-Solar,

Catalán,

Gómez-Arizaga

et al. 2024

J. Intell.

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Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.

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Exploring public and private preschool teachers’ beliefs and practices regarding gifted children from three to six years old in Riyadh, Saudi Arabia

Abstract: To cite this article: Dimah Hamad Aldosari (2021): Exploring public and private preschool teachers' beliefs and practices regarding gifted children from three to six years old in Riyadh, Saudi Arabia, Early Years,

Cited by 2 publications

References 20 publications

Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions

Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions

A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity

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