Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness

Abstract

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children (M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study.

“DINO Vs. DINI” educational game to increase children's cognitive abilities—what are its level elements?

“…In addition, exposing children to competition can enhance their comprehension of empathy for the positive. Children will also get more familiar with the escalating competition they will encounter as they mature (Setiyanti et al, 2022;Vahter, 2020;Wilson, 2015). This condition promotes a sense of tranquility in youngsters when confronted with competition, mitigating the risk of encountering numerous health issues, including depression, tension, and anxiety disorders.…”

O Outro Lado Da Superdotação: Uma Revisão Sistemática Sobre Associação Entre Depressão E Superdotação

“…Ademais, os alunos superdotados demonstraram desempenho acadêmico mais alto, independentemente do nível de risco, sugerindo que as habilidades cognitivas mais altas podem constituir um fator de proteção para atenuar o desenvolvimento de outras preocupações sociais, emocionais ou comportamentais (Eklund et al, 2015). Ainda tomando como referência o relato de pais e professores, Wilson (2015) apontou que a concentração dos superdotados foi positivamente relacionada à empatia e negativamente relacionada ao comportamento socialmente desadaptado. Empatia e amizade também foram negativamente relacionadas ao comportamento socialmente desadaptado, segundo pais e professores.…”

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

“…Sousa (2003) and Sternberg and Davidson (2005) argued that the concept of being gifted has been extended to include several concepts. Furthermore, sources such as Wilson (2015), Weber and Stanley (2012), Worrell andErwin (2011) andBerman, Schultz, and might be viewed as out of date as they rely on studies conducted in the 1960s, while some other research has been developed since then. This use of old literature and a relative lack of new research would seem to leave teachers illequipped to identify whether particular children are gifted.…”