New Trends in Talent Development in Peru

Abstract

A comprehensive portrait of the current status of gifted and talented concepts, identification of the gifted, and associated provisions within Peru is presented. The major purposes of this article are (a) to analyze the primary conception of giftedness in Peru; (b) to describe the beliefs that people have about gifted individuals; (c) to present the most difficult issues related to gifted and talented education that need to be addressed, and the most important contributions to gifted education made in the country; (d) to describe the relevant research findings; and (e) to establish the future directions on research and program development.

La educación social del alumnado con sobredotación y una propuesta para mejorarla: la tutoría entre iguales

“…Las supuestas consecuencias negativas socioemocionales parecen responder a mitos y creencias sin fundamento, no a conclusiones de investigación: así, algunos estudios (Valadez, Pérez y Beltrán, 2010) corroboran el equilibrio psicológico de este alumnado e, incluso, una superioridad en inteligencia emocional, independientemente de la medida que se utilice, y especialmente a favor de las chicas. En este sentido, elevar las expectativas de estos alumnos y alumnas facilita plantear retos apropiados, sobre todo en regiones con el nivel educativo general todavía bajo, como Latinoamérica (Blumen, 2008(Blumen, , 2013, donde la identificación del estudiantado con talento y el tratamiento adecuado a sus circunstancias se muestra urgente. La aceleración podría ser una de las medidas para implementar, junto con enriquecer los programas educativos, ofrecer homeschooling tutorizado, o desarrollar aprendizaje en red para conectar zonas aisladas.…”

Challenges on the identification and development of giftedness in South America.

“…Moreover, the development of expertise involves training and interventions in domain-specific skills (Blumen, 2014), as well as self-regulated thinking to achieve levels of expertise and outstanding performance in adulthood (Subotnik & Rickoff, 2010). But, the lack of culturally fitted foundations for establishing provisions for those who surpass others in academic achievement and other domains, as well as the inability to identify these high-ability children, reframed the policies (Blumen, 2013a(Blumen, , 2013b. In 2010, the government assumed a pragmatic approach, focusing on the academically high achievers.…”

Učna motivacija in nadarjenost v sociokulturno raznoliki Latinski Ameriki in Karibskih državah

“…Therefore, poor children in Latin America and the Caribbean are often not detected as gifted or talented, since their potential talents are not actualized at early ages, and it is probable that they might stay latent throughout their life-span (Blumen, 2013b). However, if these children exhibit personal resources, such as resilience and high intellectual ability, it is possible that they might find their way to develop their talents as adolescents, in their way to adulthood.…”

“…However, if these children exhibit personal resources, such as resilience and high intellectual ability, it is possible that they might find their way to develop their talents as adolescents, in their way to adulthood. Although some theorists maintain that children living in poverty do not develop exceptional talents, studies in Peru (Blumen, 2013a(Blumen, , 2013bFleith & Soriano de Alencar, 2007) show that some youth manage to develop them, thanks to the support of a teacher, mentor, or specialized school which assumes the challenging responsibility of helping them.…”

“…One of the best manifestations of intrinsic motivation is intellectual or epistemic curiosity (Lens et al, 2009), which is manifested in gifted children, but seems to diminish along schooling, due to the absurd tendency to decontextualize the topics studied in the regular curriculum (Blumen, 2013b). Stanley (Kell et al, 2013;Stanley & Benbow, 1986) linked curiosity with the so called academic hunger, by which gifted students are able to tolerate uncertainty, and even need to seek new challenges, assuming risks while abandoning comfortable positions.…”