A Child By Any Other Name... A Comparison of the Playfulness of Gifted and Nongifted Children

Barnett, Lynn; Fiscella, Joan

doi:10.1177/001698628502900203

Cited by 35 publications

(17 citation statements)

References 32 publications

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“…Another investigation of the adjustment of gifted children can be found in the study by Barnett and Fiscella (1985). Contrary to previous studies that have largely considered the adjustment of older gifted children, the researchers wished to investigate the adjustment of gifted young children and adjustment problems in early stages of development.…”

Section: Gifted Child Adjustmentmentioning

confidence: 99%

Parenting Styles and Adjustment in Gifted Children

Pilarinos

Solomon²

2016

Gifted Child Quarterly

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RésuméCette recherche porte sur la problématique du développement psychosocial des enfants doués. Bien qu'il existe des travaux qui indiquent que les enfants doués souffrent plus souvent de problèmes d'adaptation que les autres, comme l'isolement social, la dépression, l'anxiété et une faible estime de soi, la littérature de recherche considère peu l'environnement familial des enfants doués comme étant un facteur qui puisse contribuer au niveau d'adaptation de l'enfant.La présente recherche a eu donc pour objectif de déterminer si les styles parentaux, tels que définis par Baumrind, sont associés à l'adaptation des enfants doués. Les styles parentaux des Mots clés: adaptation, effets, concept de soi, enfant, douance, enfants doués, style parental iii AbstractThe present study examines the psychosocial development of gifted children. Although much evidence exists that gifted children experience problems of adjustment, such as social isolation, depression, anxiety, and low self-esteem, few studies have investigated the family environment of gifted children and its possible links to child psychosocial adjustment. The goal of this study, therefore, was to address these questions by examining the parenting styles, as defined by Baumrind, of parents of gifted children and their potential associations with the adjustment levels of their children. Parenting styles were measured using a self-report questionnaire. The level of adjustment for gifted children, aged 7 to 11 years old, was measured using behavioural and self-concept measures. Giftedness was determined using a standardized intelligence test. Forty-eight gifted children and 52 nongifted children participated in the study.Parents of gifted children reported using a predominantly authoritative parenting style. Mothers, however, reported significantly higher authoritative scores than fathers. Parents reported several gifted children to experience problems with peers, but their teachers did not report this nor did the children themselves. No associations were found between a particular parenting style and the reported presence of peer social problems in gifted children. Mothers' authoritarian parenting style was significantly associated with lower conduct problem levels, and higher intellectual selfconcept levels in gifted children. As for mothers' authoritative parenting style, a significant relationship was found with higher conduct problem levels in gifted children. Mothers' permissive parenting style was found to be associated with lower self-concept levels in gifted children. As for the fathers, authoritarian and permissive parenting styles were found to be linked to lower adjustment and self-concept levels in gifted children. Adjustment levels and parenting styles were also compared between gifted and nongifted children. For both groups of children, iv adjustment levels were in the normal range and the parents reported similar use of the three parenting styles. As for the relationships between parenting styles and adjustment in nongifted children, fathers' a...

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Section: Gifted Child Adjustmentmentioning

confidence: 99%

Parenting Styles and Adjustment in Gifted Children

Pilarinos

Solomon²

2016

Gifted Child Quarterly

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“…Lupkowski (1989) found that gifted children did engage in higher levels of social play, and Barnett and Fiscella (1985) found that they engaged in higher levels of cognitive play. Mottweiler and Taylor (2014) found a link between more elaborate dramatic play among preschool children and increased measures of creativity.…”

Section: Play and High Abilitiesmentioning

confidence: 99%

Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children

Wilson

2015

Journal of Advanced Academics

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There is a dearth of research regarding young children with high intellectual abilities, particularly research involving the direct observation of children in naturalistic settings. The current study examines 2 years of observations of young children (aged 37-71 months; n = 34) at an early childhood facility. The children were observed during the substantial periods of the day in which they were engaged in play at self-selected learning centers. The play was coded on levels of cognitive (non-play, functional, dramatic, constructive, and games with rules) and social (solitary, parallel, associative, and cooperative) play. Overall, the high ability children (n = 19) spent more time in functional, dramatic, and solitary play behaviors than typical children (n = 15). The high ability children also spent more time in literacy-based (library and writing) and arts-based (art and music) centers than the typical children. These findings indicate that the high ability children in this study were more likely to select centers independent of their peers.

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“…Actualmente las estrategias utilizadas en alumnado sobredotado son el método del Aceleramiento (se adelantan grados académicos), Enriquecimiento Académico, con el cual se otorgan temas adicionales (Renzulli, 2006), se administra un pullout (programas extraescolares especiales), son integrados a escuelas especiales para sobredotados por medio del reagrupamiento o diferenciación (Barnett y Fiscella, 1985) o se quedan en el sistema educativo tradicional (Delaubier, 2002). Los esfuerzos educativos efectuados en este campo son descoordinados en la mayoría de las ocasiones entre el sector público y privado, ya sea por parte de instituciones de sobredotados o de organismos del gobierno, donde en la mayoría de las ocasiones se enfrentan a la deficiencia de modelos de enseñanza-aprendizaje efectivos para este estudiantado o de las herramientas pedagógicas para atenderles (Lautrey, 2007).…”

Section: Marco Teóricounclassified

Efectos de la educación diferenciada en la inteligencia y el desempeño académico en estudiantado sobredotado en México

Anaya¹

2020

Rev. Educación

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El estudiantado sobredotado es parte de una minoría de la población escolar. Sin embargo, un alto porcentaje de él no se le atiende por la falta de estrategias psicoeducativas. En América Latina un modelo para escuelas de sobredotados/as es el Programa de Potenciación Intelectual (PPI), diseñado para desarrollar la inteligencia y desempeño académico por medio de estimulación cognitiva intensiva y educación diferenciada. Este artículo trata sobre los resultados de una investigación con 1600 estudiantes sobredotados/as evaluando los efectos del PPI (de 2083 horas anuales efectivas) en el Coeficiente Intelectual (CI) y las puntuaciones académicas en la prueba Scholastic Assessment Test SAT en un periodo de dos años. El proyecto contó con una población control de 400 estudiantes sobredotados/as en enfoque escolar tradicional. Se encontraron diferencias estadísticamente significativas (P<0.05) en el CI y las puntuaciones SAT entre el efecto de la educación diferenciada y educación tradicional, así como una correlación significativa entre el número de horas en programas diferenciados con ambos indicadores (CI y SAT). Asimismo, se identificó un incremento medio del CI en 19,5% al recibir la educación diferenciada, mientras que el control disminuyó 10,7% en el mismo periodo. Las puntuaciones académicas del SAT aumentaron 19,7% en el grupo especializado mientras que el control subió solo 2,9%. Este estudio mostró el efecto significativo de un sistema educativo especial de sobredotados/as en México, y sugiere la efectividad del PPI como solución al problema de su atención.

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A Child By Any Other Name... A Comparison of the Playfulness of Gifted and Nongifted Children

Cited by 35 publications

References 32 publications

Parenting Styles and Adjustment in Gifted Children

Parenting Styles and Adjustment in Gifted Children

Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children

Efectos de la educación diferenciada en la inteligencia y el desempeño académico en estudiantado sobredotado en México

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