Gifted amongst Preschool Children An Analysis on How Teachers Recognize Giftedness

Abstract

The aim of this research is to expose what teachers from two different cultures observe as characteristics of giftedness in preschool children. The research also depicts the teachers' conception of inclusive gifted education. The applied qualitative methodology is based in an interview, which focuses on understanding teachers' difficulties and perceptions in identifying and recognizing a gifted preschool child. Eight teachers, from Brazil and Portugal, participated in this study. Teachers' answers were analyzed through a formal content analysis procedure. The results indicate that teachers acknowledge the concept of giftedness; they analyze the engagement and the behavior of the children through the characteristics most present in literature. However, understanding what the gifted child needs is still difficult for teachers. This study indicates that teacher training needs to be more specific about the concept and the identification of the gifted children during the preschool years.

Prediction of High Capabilities in the Development of Kindergarten Children

“…The study of which features potentially intervene in the presence of high capabilities for development in children was the first step in this research. For this purpose, pedagogical and sociological research was taken into account [3][4][5]8,16], as well as the professional experience of teaching personnel at the preschool level. In addition, other situations that may influence detection such as environmental and socioeconomic factors were analyzed [2].…”

“…Children with high development potential need specific learning strategies so that their development can be enhanced [1][2][3]. Cuban pedagogy wagers on teaching styles that respect individual differences and grant each child the ability to assimilate knowledge at his or her own pace, in a personalized way and according to each individual's needs.…”

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

“…In some studies, nonetheless, teachers noted specific intellectual abilities that they found significantly advanced among gifted children. These include strong reasoning skills, a broad fund of knowledge, a wide vocabulary ( Moon and Brighton, 2008 ), reading skills and reading comprehension, problem-solving, attention and memory, speed in processing, and creativity ( Ogurlu and Çetinkaya, 2012 ; Dal Forno et al, 2015 ; Yazici et al, 2017 ). Teachers believe that these competencies were developed experientially in stimulating home environments.…”