Where Preschool Children Acquire Information About a Topic that they Enjoy: Giftedness-based Study

Havigerová, Jana Marie; Haviger, Jiří

doi:10.1016/j.sbspro.2014.01.1158

Cited by 9 publications

(17 citation statements)

References 3 publications

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“…Last but not least, this study indicates that teachers' academic and practical training needs to be more specific about the concept and the identification of gifted children in preschool, and their motivation with further training on the needs and specifities of the gifted. This statement complements other studies on different school periods with similar conclusions [3,4,12,15].…”

Section: Resultssupporting

confidence: 91%

“…The perceptions of the concept of giftedness from our study are similar with others researches, which had the purpose to understand what is the teacher perception on the gifted student [3,7,12,15].…”

Section: The Concept Of Giftednesssupporting

confidence: 82%

“…Cognitive abilities are described as relevant by the teachers. The teachers outline attention, pace and autonomy as abilities comprising the personality of a gifted child, similarly to the study of Havigerová and Haviger [12].…”

Section: The Gifted Studentsmentioning

confidence: 99%

“…So is possible which the gifted student be different in relation to the activities, isolation, engagement, interest and the promotion of the learning. Teachers need to understand the specificities or the differences of behavior and student's needs to recognize the giftedness [7,12].…”

Section: The Concept Of Giftednessmentioning

confidence: 99%

“…The differentiation of behavior and learning is significantly important for the teachers. However in their academic training, preschool teachers do not extend information about how to identify and engage the gifted child [3,4,12,15].…”

Section: Giftedness and The Schoolmentioning

confidence: 99%

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Gifted amongst Preschool Children An Analysis on How Teachers Recognize Giftedness

Forno¹,

Bahia²,

Veiga³

2015

IJTIE

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The aim of this research is to expose what teachers from two different cultures observe as characteristics of giftedness in preschool children. The research also depicts the teachers' conception of inclusive gifted education. The applied qualitative methodology is based in an interview, which focuses on understanding teachers' difficulties and perceptions in identifying and recognizing a gifted preschool child. Eight teachers, from Brazil and Portugal, participated in this study. Teachers' answers were analyzed through a formal content analysis procedure. The results indicate that teachers acknowledge the concept of giftedness; they analyze the engagement and the behavior of the children through the characteristics most present in literature. However, understanding what the gifted child needs is still difficult for teachers. This study indicates that teacher training needs to be more specific about the concept and the identification of the gifted children during the preschool years.

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Section: Resultssupporting

confidence: 91%

Section: The Concept Of Giftednesssupporting

confidence: 82%

Section: The Gifted Studentsmentioning

confidence: 99%

Section: The Concept Of Giftednessmentioning

confidence: 99%

Section: Giftedness and The Schoolmentioning

confidence: 99%

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