Gifted preschoolers:<i>Parent and teacher views on identification, early admission and programming</i>

Sankar‐DeLeeuw, Naomi

doi:10.1080/02783199909553957

Cited by 27 publications

(10 citation statements)

References 26 publications

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“…If students are cognitively, emotionally, and socially fulfilled in their early years, they will be more accessible and able to think objectively, mathematically, and analytically because they will be used to it. Given the value of recognizing and fostering giftedness at a young age (Karnes & Johnson, 1991;Pfeiffer & Petscher, 2008;Sankar-DeLeeuw, 1999), undertaking a similar study with different grade levels and designing tasks specifically for the preschool and elementary grades is strongly advised. A longitudinal study that looks at students' needs in their early years or over a longer period may also be performed.…”

Section: Discussionmentioning

confidence: 99%

A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students

Özdemir

Işıksal-Bostan

2021

EUR J SCI MATH ED

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Nowadays, the necessity of designing proper differentiated tasks for mathematically gifted students is a remarkable subject in international literature and practice. In this design-based study, it was aimed to analyze and construct characteristics for designing differentiated tasks of mathematically gifted students. Through this design process, preliminary and prototyping phases were used as a general framework to reveal these characteristics as design principles of the study. Literature reviews, experiences of practitioners and needs analysis studies about suggestions and key points reflecting the characteristics of differentiated tasks were conducted in preliminary research phase. After this phase, initial form of differentiated tasks with draft design principles were applied in classrooms in try-outs and field test with 12 mathematically gifted students and 4 mathematics teachers of these classrooms. The data obtained through qualitative methods lead to three categories; initial design principles as characteristics obtained through preliminary phase, modifications for tasks, and final design principles as characteristics obtained through prototyping phase.

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Section: Discussionmentioning

confidence: 99%

A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students

Özdemir

Işıksal-Bostan

2021

EUR J SCI MATH ED

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“…Some gifted children might have hidden abilities or high potential with behavioral problems. Gifted children become higher achievers when their interests are directed toward what they innately are motivated to do and when they are empowered to try new skills (Sankar-DeLeeuw, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Gifted Education in Azerbaijan

Mammadov¹

2012

JSE

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This study explores the Azerbaijan education system, particularly gifted education, its strengths and weaknesses during the Soviet regime and after the dissolution of the Soviet Union. Further, the study discusses the nature and intent of current legislations, programs and practices regarding the education of gifted children in Azerbaijan. The study addresses the technique of textual analysis that was applied in analyzing and synthesizing the data that was collected from documents, official reports, books, peer-reviewed articles, ERIC tools, newspapers and journals. Findings indicate that there are serious problems with the Azerbaijan education system including the organization of schooling of gifted students. There is a lack of systematic effort for differentiated education catering to the needs of this population. Moreover, the lack of standards and measurements for the identification of gifted children is another essential issue which needs urgent solution.

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“…The study of gifted education in the early years is not new. Literature provides information about: the early signs of giftedness (Robinson & Noble, 1991;Sankar-DeLeeuw, 2004); characteristics of gifted education (Ehrlich, 1985;Porter, 1999); early entry (Sankar-DeLeeuw, 1999); giftedness and play (Harrison & Tegel, 1999); giftedness in infancy (Harrison, 2000a); and, aspects of cognition (Harrison, 2004).…”

Section: Characteristics Of Gifted Young Childrenmentioning

confidence: 99%

Reflections on the development and implementation of an enrichment program in early childhood: A metaphorical representation

Garvis

Prendergast

2015

AJGE

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The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known however about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade preparatory to year two). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.

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Gifted preschoolers:Parent and teacher views on identification, early admission and programming

Cited by 27 publications

References 26 publications

A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students

A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students

The Gifted Education in Azerbaijan

Reflections on the development and implementation of an enrichment program in early childhood: A metaphorical representation

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