‘Put Your Seatbelt On, Here We Go’: The Transition to School for Children Identified as Gifted

Masters, N

doi:10.1007/978-981-10-6701-3_6

Cited by 3 publications

(2 citation statements)

References 68 publications

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“…Although there are recent qualitative studies about early childhood giftedness (see, e.g., Grant, 2013;Masters, 2015;Walsh, 2015), the relative lack of quantitative research in early childhood services has not changed significantly since Wellisch's (1999) mixed-methods research mentioned earlier, involving 46 NSW-based early childhood educators. Findings included 76% of respondents believing in the sufficiency for gifted children of the Developmentally Appropriate Practice (DAP), the then-curriculum framework that emphasized deficit needs.…”

Section: Previous Research About Early Childhood Giftedness In Nswmentioning

confidence: 99%

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

Wellisch¹

2019

Journal of Advanced Academics

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A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended.

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Section: Previous Research About Early Childhood Giftedness In Nswmentioning

confidence: 99%

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

Wellisch¹

2019

Journal of Advanced Academics

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“… parent documentation of their children's early development (Harrison 2005);  a study of infants and very young gifted children in the context of dyadic activity with their mothers (Morrissey, 2011);  studies of young gifted children transitioning to school (Grant 2013;Masters 2015);  how is giftedness recognised in the early years of school (Hodge & Kemp, 2006);  Gross's twenty-year longitudinal case studies of exceptionally gifted children ( 2004);  documentation of early development of reading skills (Margrain, 2010);  use of picture books to stimulate higher order thinking in young children (Walsh, Bowes, & Sweller, 2017);  Australian teacher perceptions towards use of multiple assessment measures in identifying young gifted children (Slater & Howitt, 2018): and  New Zealand Infant and Toddler Teacher's perspectives on the use of the term 'giftedness' with such young children (Delaune, 2018).…”

Section: What Is Known About Young Advanced Learners?mentioning

confidence: 99%

The Young Gifted Learner: What We Know and Implications for Early Educational Practice

Grant¹,

Morrissey²

2019

Handbook of Giftedness and Talent Development in the Asia-Pacific

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Anne has taught in the early childhood field for many years as well as at university level. She has worked with children who demonstrate a range of levels of ability, including those who are gifted. Her research interests have been in how parents manage family life with a gifted child and how they make an initial decision that their child might be gifted. A particular focus has been on how young gifted children make the adjustment required when transitioning into a new educational program. Her broad interests in early childhood education include-the nature of early learning needs in young gifted children and how early childhood programs can be structured to meet those needs. She is currently involved in writing on the educational needs of young gifted children, in provision of preservice teacher education, consulting with several educational organisations on the learning needs of young gifted children, and in professional development in gifted education.

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“The Truth? I Play a Lot With My Credit Card”: A Multiple-Case Study Regarding Financial Challenges in Families With Youth Participating in Competitive Soccer

Allison-Abaunza,

Woodburn

2024

Journal of Sport and Social Issues

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This study explored the experiences of exclusion and inclusion as reported by low-income families whose children participate in competitive sport. Using a multiple-case study approach, semistructured interviews were conducted with six mothers. Both a deductive, within-case analysis using the process–person–context–time model and an inductive between-case analysis were conducted. The results showed situations specific to competitive sport, notably by demonstrating that sport participation is a complex phenomenon that is difficult to adequately describe using sociodemographic attributes. This study demonstrates that even for families considered included we can observe large-scale sacrifices and notable levels of poverty, including living in low-income housing, receiving food bank assistance, and facing cyclical debt issues. The gradual increase in participation costs as a function of sport progression could lead to significant financial hardship.

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‘Put Your Seatbelt On, Here We Go’: The Transition to School for Children Identified as Gifted

Cited by 3 publications

References 68 publications

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

The Young Gifted Learner: What We Know and Implications for Early Educational Practice

“The Truth? I Play a Lot With My Credit Card”: A Multiple-Case Study Regarding Financial Challenges in Families With Youth Participating in Competitive Soccer

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