Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Walsh, Rosalind L.; Hodge, Kerry; Bowes, Jennifer; Kemp, Coral

doi:10.1007/s13158-010-0004-8

Cited by 26 publications

(28 citation statements)

References 43 publications

(64 reference statements)

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“…The diagnostic indicators must be related to sets of playing or learning tasks and other curricular activities in school practice, to build instructional lines concerning optimally differentiated and self-regulated playing and learning arrangements for various types of pupils. Internet-based ICT can assist in registering, integrating, evaluating and reporting learning processes across various types of learning situations and organisational levels (Crook, 1998;Clark & Estes, 1999;Blumenfeld et al, 2000;Watkins, 2001;Meijer, 2003;Walsh et al, 2010). Guidelines 2.1-2.5 of Table I therefore require the development and use of specific Internet-based ICT to support and empower guidelines 1.1-1.5.…”

Section: Three Conditional Dimensionsmentioning

confidence: 99%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the pupils in the class. The same may apply to pupil-monitoring systems based on information and communication technology (ICT). This normbased factor undermines the potential of ICT to support the educational differentiation needed for pupils and increases the amount of daily work for teachers. A theoretical framework is sketched in which pedagogical-didactical, organisational and ICT guidelines enhance differentiated, self-regulated playing and learning for each pupil within preschool and primary school. To develop and check such optimal education and ICT conditions in practice, a pilot and a randomised intervention study are carried out in integrated Dutch preschools/primary schools for pupils aged 4-12. Pilot results support the use of a procedure to screen each child's characteristics at the start of preschool by parents and preschool teachers, and also the immediate relevance of criterion-based and norm-based ordering ('double diagnostics') of playing and learning materials. Final attention is given to the intervention study and further development of optimal education in a European research context.

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Section: Three Conditional Dimensionsmentioning

confidence: 99%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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show abstract

“…Örneğin erken tanılama (Karnes, Shwedel ve Linnemeyer, 1981), bireyselleştirilmiş eğitim programı hazırlanması (Kitano ve Kirby, 1986), bilişsel, psikomotor, sosyo-duygusal erken müdahaleler, aile eğitimi ve personel eğitimi anlamında erken müdahaleler (Stile ve Hudson, 1993) gibi pek çok yöntem erken yaştaki üstün yetenekli çocuklar için önerilmektedir. Bunlar dışında alan yazında zenginleştirilmiş okul öncesi programlarının küçük çocuklara üstün potansiyellerini gösterebilme, geliştirebilme ve bu potansiyelin öğretmenler tarafından desteklenmesi fırsatını sunabileceğine ilişkin görüşlerin de sıklıkla dile getirildiği görülmektedir (Guilbault, 2012;Henderson ve Ebner, 1997;Kitano, 1990;Luna, 2002;Mooij, 1999;Silverman, 1992;Walsh, Hodge, Bowes ve Kemp, 2010).…”

Section: Introductionunclassified

A Different Perspective to the Early Intervention Applications during Preschool Period: Early Enrichment for Gifted Children

Saranlı

2017

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“…However, educators or parents having the propensity to concentrate gifted students' favourable aspects rather than negative ones are less likely to serve those students. Studies (Diezman & Watters, 1997;Walsh, Hodge, Bowes, & Kemp, 2010) attest that identifying and being aware of the negative and sensitive features of gifted students enable educators to supervise gifted/talented students more efficiently. In this study, therefore, two psychosocial factors -bullying/victimisation and revenge, which affect the educational experiences of gifted/ talented students, were elucidated.…”

Section: Introductionmentioning

confidence: 99%

Exploring revenge as a mediator between bullying and victimisation in gifted and talented students

Sarıçam¹,

Çetinkaya²

2017

Current Issues in Personality Psychology

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Gifted children are marked by their unique personal, emotional, and social needs and characteristics as well as their superior abilities. In this context, the aim of study was to explore the relationship between bullying, victimisation, and revenge in gifted students and explain whether or how they are effected by intellectual functioning and gender. participants and procedure Data was obtained from 318 (159 gifted, 159 non-gifted) volunteer secondary school students in Turkey. The Peer Bullying Scale Child Form and Vengeance Scale (VS) were used for data collection. While the data was being analysed, Pearson product moment correlation analysis, stepwise regression analysis, and Multivariate Analysis of Variance (MANOVA) were used because the data provided the criteria for parametric tests. results Research findings point out that there is a difference statistically between gifted and non-gifted students' peer bullying , victimisation, and revenge levels. Moreover, revenge was related positively to bullying victims in all students. Mediator revenge partially explains the relationship between victimisation and bullying. On the other hand, findings have shown that victim gifted children have higher revenge levels than do normal peers. conclusions Bullying is highly connected with retaliation in the study of which children's opinions on effective strategies to cope with bullying are investigated; taking revenge is accepted as the best way to deal with bullying. Students who bully, their victims, and bystanders are all affected. Bullies can stress all of the people around them, creating a climate of fear and intimidation not only in their victims but also in their fellow students.

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Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Cited by 26 publications

References 43 publications

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

A Different Perspective to the Early Intervention Applications during Preschool Period: Early Enrichment for Gifted Children

Exploring revenge as a mediator between bullying and victimisation in gifted and talented students

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