The Effect of Class-Wide Enrichment Applied to Gifted and Normal Children in Early Childhood

Abstract

The purpose of the study was two-fold: The first purpose of the research was to conduct the "adaptation study of Brigance K & 1 screen II to Turkish," while the second was to "investigate the effect of the enrichment program applied to gifted children and their classmates in the 1st grade of primary education on their performance in multiple intelligence fields". The research was conducted in the screening model and experimental design. The study group consisted of 477 primary schools first grade students (6 years old). Data collection tools are as follows, Brigance K & 1 Screen II scale, Goodenough-Harris draw-aperson test, Teele Multiple Intelligence Preference Inventory (TIMI), Enrichment Program Pre-test -Post-test, and "Project Evaluation Criteria List." After the screening process, a class-wide enrichment program based on multiple intelligence was applied to gifted and talented children and their classmates. Statistical Package for the Social Sciences (SPSS) was used to analyze the data at hand. The findings of the study revealed that Brigance K & 1 Screen II scale was effective in determining gifted children attending the first grade of primary school with a rough evaluation. The enrichment program results were different from the existing school program in favor of enrichment. The class-wide enrichment program has improved all children, with a more potential for gifted children. As a part of the program, a total of 163 students were given project assignments. At the end of the evaluation, it was determined that the students improved in multiple intelligence areas.

MEB Okul Öncesi Eğitim Programının (2013) Özel Yetenekli Çocukları Kapsaması Bakımından İncelenmesi

“…This approach suggests that a general education program can include all children and support their abilities (Gallagher, 2023;Renzulli & Reis, 1998;Van Tassel-Baska & Wood, 2010;). Karadağ (2020), Redding & Grissom (2021), Saranlı (2017), Darga & Ataman (2021), Kuo et al (2011) have provided findings supporting this view in their studies. Therefore, it is important that preschool education programs are inclusive and aim to develop the potential of all children.…”

“…Oysa okul öncesi sınıflarındaki olası özel yetenekli çocukların performansları erken müdahale uygulamalarıyla üst seviye çıkartılabilir (Bildiren & Kargın, 2019). Bunun yanı sıra, genel eğitim sınıflarında özel yetenekli çocuklara yönelik uygulamaların hem özel yetenekli çocukların gelişimlerine katkı sağladığını (Darga & Ataman, 2021;Dijkstra ve diğ., 2016;Karadağ, 2020;Redding & Grimssom, 2021;Saranlı, 2017;Tay ve diğ., 2018) hem de bu uygulamaların tüm sınıfı kapsadığı durumlarda tüm çocukların gelişimine katkı sağladığını gösteren araştırma bulguları bulunmaktadır (Casa ve diğ., 2017;Darga & Ataman, 2021;Karadağ, 2020;Kuo ve diğ., 2011;Jeon, 2000).…”

“…Bunun yanı sıra araştırma bulguları, erken müdahale, farklılaştırma veya zenginleştirme gibi uygulamaların çocukların sürekli gelişimi üzerinde önemli bir etkisi olduğunu göstermektedir (Barbour & Shalilee, 1998;Bildiren & Kargın, 2019;Darga & Ataman, 2021;Karadağ, 2020;Kulikovskaya & Andrienko, 2016;Kuo ve diğ., 2011;Redding & Grissom, 2021). Farklılaştırma, potansiyel üstün yeteneklerin geliştirilmesinde okul öncesi ortamlarda kullanılabilecek etkili bir yaklaşımdır (Kettler ve diğ., 2017) ve öğretmenlere öğrencilerin hazırbulunuşluk, ilgi ve öğrenme profillerindeki farklılıklara rehberlik etme imkânı sunan bir öğretim modelidir (Tomlinson, 2001).…”

Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions

“…There are nine aspects of intelligence: verbal-linguistic, logical-mathematical, visual-spatial, physicalkinesthetic, music, interpersonal-social, internal-self, naturalist, and, added years later, existential intelligence. Each individual has these aspects of intelligence but at different levels [5]. Intelligence and giftedness are likely to be labeled as the same concept [6].…”