Türkiye’de Erken Çocukluk Dönemi Üstün Yetenekli Çocukların Aileleri ile ilgili Çalışmalar

Abstract

Bu çalışmanın amacı, 2003-2023 yılları arasında Türkiye'de üstün yetenekli çocukların aileleri üzerine yapılan araştırmaları incelemektir. Çalışma sistematik literatür taraması yöntemi kullanılarak gerçekleştirilmiştir. Dergipark, Google Scholar ve ERIC veri tabanları kullanılarak 2003-2023 yılları arasında Türkiye'de yayınlanmış veya Türk araştırmacılar tarafından yazılmış araştırma makaleleri taranmış ve 11 çalışma analiz için uygun görülmüştür. Seçilen bu çalışmalar Makale İnceleme Formu kullanılarak analiz edilmiştir. Bulgular, incelenen çalışmaların öncelikle okul öncesi çağdaki çocuklara odaklandığını, ancak daha çok ilkokul çağındaki çocukların ailelerinden çocuklarının okul öncesi yılları hakkında veri toplandığını göstermiştir. Çalışmalar ağırlıklı olarak ailelerin algılarını, tutumlarını, inançlarını ve görüşlerini belirlemeyi amaçlamıştır. Sonuçlar aileleri, üstün yetenekli çocuklarının gelişimi ve eğitimi hakkında bilgilendirmenin gerekliliğini ve bu tür bir bilginin olumlu sonuçlara yol açtığını vurgulamıştır. Türkiye'de üstün yetenekli çocukların aileleri üzerine yapılan çalışmalar son yıllarda artmış olsa da benzer konulara odaklandıkları görülmektedir. Eğitimin temel bir bileşeni olan ailelere yönelik destek ve rehberlik girişimlerine ihtiyaç duyulduğu açıktır.

Keywords

• Erken Çocukluk
• üstün yeteneklilik
• aile
• sistematik literatür taraması

Studies on Families of Gifted Children in Early Childhood in Türkiye

Abstract

This study aimed to examine research conducted in Turkey between 2003 and 2023 on the families of young gifted children. The study was carried out using the systematic literature review method. Research articles published in Türkiye or authored by Turkish researchers between 2003 and 2023 were searched using the Dergipark, Google Scholar, and ERIC databases, and 11 studies were deemed suitable for analysis. The findings indicated that the reviewed studies primarily focused on preschool-aged children, although data from families of primary school children were often collected about their children's preschool years. The studies predominantly aimed to determine families' perceptions, attitudes, beliefs, and opinions. The results highlighted the necessity of informing families about the development and education of their gifted children, emphasizing that such knowledge leads to positive outcomes. It is clear that there is a need for support and guidance initiatives aimed at families, which are a fundamental component of education.

Keywords

• Early Childhood
• Giftedness
• Family
• Literature review

References

1. Akkutay, Ü.(1984). Enderun mektepleri Ankara: Gazi Üniversitesi.
2. Alfaiz, F. S. (2024). Psychological and social challenges facing gifted students: Parents' perspective. International Journal for Research in Education, 48(3), 37-65. Available at:https://scholarworks.uaeu.ac.ae/ijre/vol48/iss3/2/
3. Assouline, S.G., Foley Nicpon, M. & Huber, D.H. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message to school counselors. Prof. Sch. Couns.10, 14–24. https://doi.org/10.1177/2156759X0601001S03
4. Bildiren, A. (2018). Developmental characteristics of gifted children aged 0–6 years: Parental observations. Early Child Development and Care, 188(8), 997-1011. https://doi.org/10.1080/03004430.2017.1389919
5. Bildiren, A., Gür, G., Sağkal, A. S., & Özdemir, Y. (2020). The perceptions of the preschool teachers regarding identification and education of gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 329-356. https://doi.org/10.21565/ozelegitimdergisi.572326
6. Bucaille, A., Jarry, C., Allard, J., Brochard, S., Peudenier, S., & Roy, A. (2022). Neuropsychological profile of intellectually gifted children: A systematic review. Journal of the International Neuropsychological Society, 28(4), 424-440. https://doi.org/10.1017/S1355617721000515
7. Chamberlin, S. A., Buchanan, M., & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30(3), 372-394. https://doi.org/10.1177/016235320703000305
8. Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, NJ: Merrill–Prentice Hall.

9. Cohen, L., Manion, L., ve Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
10. Colangelo, N., & Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 595–607). Oxford, UK: Elsevier Science. Colangelo, N., & Dettmann, D. F. (1983). A review of research on parents and families of gifted children. Exceptional Children, 50, 20-27. https://doi.org/10.1177/001440298305000103
11. Cross, T. L., & Coleman, L. J. (2005). School-based conception of giftedness. Conceptions of Giftedness, 2, 52–63. https://doi.org/10.1177/0162353214521522
12. Dağlıoğlu, H. E. ve Genç, H. (2018). Öğretmen yetiştirme ve okul öncesi öğretmenin özellikleri. In G. Haktanır (Ed.). Erken çocukluk eğitimine giriş (pp. 175-222). Ankara: Anı.
13. Dağlıoğlu, H. E., & Çerezci, Ö. (2024). Preschool teachers' perceptions of the potential of giftedness. Ankara University Faculty of Educational Sciences Journal of Special Education, Online First. https://doi.org/10.21565/ozelegitimdergisi.1192281
14. Dağlıoğlu, H. E., & Suveren, S. (2013). Examining the consistency of teacher and family opinions and children's performances in identifying gifted preschool children. Educational Sciences: Theory & Practice, 13(1), 431-453. https://eric.ed.gov/?id=EJ1016661
15. Dağlıoğlu, H. E., (2015). Erken çocuklukta üstün yetenek [Giftedness in early childhood]. In F. Şahin (Ed.) Üstün zekalı ve yetenekli çocukların eğitimi (pp.75-96), Ankara: Pegem.
16. Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th edition). Upper Saddle River, NJ: Pearson Education.
17. Deretarla Gül, E. (2018). Türkiye’deki okul öncesi eğitim [Preschool education in Turkiye]. In G. Haktanır (Ed.). Erken çocukluk eğitimine giriş (pp. 111-174). Ankara: Anı.
18. Dingeç, Ş. D., Bayar, S., Kılıçarslan, S., Tamul, Ö. F., & Ünal, N. E. (2023). Needs of families with gifted children in Türkiye. 20(3); 279-287. HAYEF: Journal of Education. https://doi.org/10.5152/hayef.2023.23028
19. Galton, F. (1869). Hereditary genius: An inquiry into its laws and consequences. Macmillan. Available at: http://www.galton.org/books/hereditary-genius/text/pdf/galton-1869-genius-v3.pdf
20. Gierczyk, M. & Hornby, G.(2021). Twice-Exceptional students: Review of ımplications for special and inclusive education. Educ. Sci.11, 85. https://doi.org/10.3390/educsci11020085
21. Göçen, A., İnceoğlu, S. Ö., & Aydemir, F. (2024). Opinions of parents on their preschool children with gifted potential. Journal for the Education of Gifted Young Scientists, 12(2), 83-93. https://doi.org/10.17478/jegys.1456490
22. Goertzel, V., & Goertzel, M. (1962). Cradles of eminence. Boston, MA: Little, Brown.
23. Gross, M. U. M. (2004). Gifted and talented education professional package for teachers module 3. Gifted Education Research, Resource and Information Center (GERRIC), UNSW.
24. Gubbins, E. J., Siegle, D., Ottone-Cross, K., McCoach, D. B., Langley, S. D., Callahan, C. M., ... & Caughey, M. (2021). Identifying and serving gifted and talented students: Are identification and services connected?. Gifted Child Quarterly, 65(2), 115-131. https://doi.org/10.1177/0016986220988308
25. Guthrie, K. H. (2019). “Nothing is ever easy”: Parent perceptions of ıntensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080-2101. Retrieved From https://nsuworks.nova.edu/tqr/vol24/iss8/16?utm_source=nsuworks.nova.edu%2Ftqr%2Fvol24%2Fiss8%2F16&utm_medium=PDF&utm_campaign=PDFCoverPages
26. Hassall, R., Rose, J., & McDonald, J. (2005). Parenting stress in mothers of children with an intellectual disability: The effects of parental cognitions in relation to child characteristics and family support. Journal of Intellectual Disability Research, 49(6), 405–418. https://doi.org/10.1111/j.1365-2788.2005.00673.x
27. Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302 – 323.
28. Hu, Z., Tian, W., Xu, S., Zhang, C., & Wang, X. (2018). Four pitfalls in normalizing citation indicators: An investigation of ESI’s selection of highly cited papers. Journal of Informetrics, 12(4), 1133–1145. https://doi.org/10.1016/j.joi.2018.09.006.
29. Institute of Education Sciences. (2020). What works clearinghouse: Procedures handbook (version 4.1). Retrieved From https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Procedures-Handbook-v4-1-508.pdf
30. Jarosewich, T., & Stocking, V. B. (2003). Talent search: Student and parent perceptions of outof-level testing. Journal of Secondary Gifted Education, 14, 137-150. https://doi.org/10.4219/jsge-2003-430
31. Johnson, R. M., Rinn, A. N., Mun, R. U., & Yeung, G. (2024). Perspectives of parents of highly and profoundly gifted children regarding competence, belonging, and support within a sociocultural context. Gifted Child Quarterly. https://doi.org/10.1177/00169862241254840
32. Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994-2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427-446. https://files.eric.ed.gov/fulltext/EJ799758.pdf
33. Jolly, J. L., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted, 35(3), 259-290. https://doi.org/10.1177/0162353212451703
34. Karnes, F. A., & Marquardt, R. G. (2000). Gifted children and legal issues: An update. Scottsdale, AZ: Great Potential.
35. Kim, D., Ryoo, D., & Lee, M. (2024). Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea. Journal of Advanced Academics, 35(1), 125-155. https://doi.org/10.1177/1932202X231219277
36. King, S. (2022). The education context for twice-exceptional students: An overview of issues in special and gifted education. Neurobiology of learning and memory. https://doi.org/10.1016/j.nlm.2022.107659
37. Koshy, V., & Robinson, N. M. (2006). Too long neglected: Gifted young children. European Early Childhood Education Research Journal, 14(2), 113-126. https://doi.org/10.1080/13502930285209951
38. Kuru Turaşlı, N (2015). Okul öncesi eğitiminin tanımı, kapsamı ve önemi. In G. Haktanır (Ed). Okul öncesi eğitime giriş. (pp. 1-21). Anı.
39. Leana-Tascilar, M. Z., Ozyaprak, M. & Yilmaz, O. (2016). An online training program for gifted children’s parents in Türkiye. Eurasian Journal of Educational Research, 65, 147-164. https://doi.org/10.14689/ejer.2016.65.09 Lee, K.M.& Olenchak, F.R. (2014). Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis. Gift. Educ. Int., 31,185–199. https://doi.org/10.1177/0261429414530712
40. Li, K., Rollins, J., & Yan, E. (2018). Web of Science use in published research and review papers 1997–2017:A selective, dynamic, cross-domain, content-based analysis. Scientometrics, 115(1), 1–20. https://doi.org/10.1007/s1119 2-017-2622-5.
41. Liu, W., Tang, L., & Hu, G. (2020). Funding information in Web of Science: An updated overview. Scientometrics,in press. https://doi.org/10.1007/s1119 2-020-03362 -3.
42. López-Aymes, G., Acuña, S. R., & Damián, G. G. D. (2014). Families of Gifted Children and Counseling Program: A Descriptive Study in Morelos, Mexico. Journal of Curriculum and Teaching, 3(1), 54-62. http://dx.doi.org/10.5430/jct.v3n1p54
43. Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & López-Cózar, E. D. (2018). Google Scholar, Web of Science,and Scopus: A systematic comparison of citations in 252 subject categories. Journal of Informetrics, 12(4), 1160–1177. https ://doi.org/10.1016/j.joi.2018.09.002.
44. Metin, E. N. (2012). Özel gereksinimli çocukların kaynaştırılması In E. N. Metin (Ed.), Özel gereksinimli çocuklar (pp. 373-402). Ankara: Maya.
45. Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational researcher, 13(5), 20-30. https://doi.org/10.3102/0013189X013005020
46. Ministry of Education (MoNE) (2016). Milli Eğitim Bakanlığı Bilim ve Sanat Merkezleri Yönergesi.. Available at:https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
47. Ministry of National Education (MoNE) (1997). Özel Eğitim Hakkında Kanun Hükmünde Kararname. T.C. Resmî Gazete, (23011), 6 Haziran 1997, 7-14. Available at:https://www.resmigazete.gov.tr/arsiv/23011_1.pdf
48. Mönks, F. J., & Pflüger, R. (2005). Gifted education in 21 European countries: Inventory and perspective. Nijmegen, The Netherlands: Radboud University Nijmegen.
49. Moon, S. M., & Hall, A. S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24(1), 59–80. https://doi.org/10.1111/j.1752-0606.1998.tb01063.x
50. Morawska, A., & Sanders, M. (2009). An evaluation of a behavioural parenting intervention for parents of gifted children. Behaviour Research and Therapy, 47(6), 463-470. https://doi.org/10.1016/j.brat.2009.02.008
51. Morelock, M. J. (1992). Giftedness: The view from within. Understanding our gifted, 4(3), 11-15. Available at:https://www.davidsongifted.org/gifted-blog/giftedness-the-view-from-within/
52. National Association for Gifted Children. (2019). Key considerations in identifying and supporting gifted and talented learners. Retrieved May 29, 2025, Available at: https://cdn.ymaws.com/nagc.org/resource/resmgr/knowledge-center/position-statements/Task_Force_Report_Gifted_Def.pdf
53. Ogurlu, Ü., & Yaman, Y. (2013). Guidance needs of gifted and talented children’s parents. TALENT, 3(2), 81-94. Available at:https://theeducationjournals.com/index.php/talent/article/view/21
54. Okoli, C., Schabram, K. (2010). A Guide to conducting a systematic literature review of ınformation systems research. Sprouts: Working Papers on Information Systems, 10(26). Available at:http://sprouts.aisnet.org/10-26
55. Olszewski-Kubilius, P. (2018). The role of the family in talent development. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (2nd ed., pp. 129–147). Springer. https://doi.org/10.1007/978-3-319-77004-8_9
56. Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Maidenhead, Berkshire, UK: McGraw-Hill Education.
57. Papadopoulos, D. (2021). Examining the relationships among cognitive ability, domain-specific self-concept, and behavioral self-esteem of gifted children aged 5–6 years: A cross-sectional Study. Behav. Sci., 11, 93. https://doi.org/10.3390/bs11070093
58. Papandreou, A., Athinaiou, E., & Mavrogalou, A. (2023). Conforming and condescending attitude of gifted children in response to their social anxiety and asynchronous cognitive and emotional development. Biomed J Sci & Tech Res 50(2)-2023. https://doi.org/10.26717/BJSTR.2023.50.007934
59. Peters, S. J., Ottwein, J., Lee, L. E., & Matthews, M. S. (2020). Identification. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (3rd ed., pp. 261–273). Waco, TX: Prufrock.
60. Pfeiffer S. I. (Ed.) (2018). Handbook of giftedness in children: Psychoeducational theory, research, and best practices (2nd ed.). New York, NY: Springer.
61. Phillipson, S. N., Alamer, S. M., & Phillipson, S. (2024). The Saudi educational and learning capitals–perspectives from gifted and non-gifted students and their parents. High Ability Studies, 1-33. https://doi.org/10.1080/13598139.2024.2359399
62. Pilarinos, V., & Solomon, C. R. (2017). Parenting Styles and Adjustment in Gifted Children. Gifted Child Quarterly, 61(1), 87-98. https://doi.org/10.1177/0016986216675351 Potential Plus Uk. (n.d.). Assessment for children. Available at:https://potentialplusuk.org/index.php/families/assessments-for-children/
63. Rizza, M.G. & Morrison, W.F. (2007). Identifying twice exceptional children: A toolkit for success. Teach. Except. Child. Plus 3. Available at:http://escholarship.bc.edu/education/tecplus/vol3/iss3/art3
64. Rowan, L., & Townend, G. (2016). Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students. Cogent Education, 3(1), 1242458. https://doi.org/10.1080/2331186X.2016.1242458
65. Sak, U. (2017). Üstün zekalılar özellikleri tanılanmaları eğitimleri. 7th Ed. Ankara: Vize.
66. Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming. Roeper Review, 21(3), 174-179. https://doi.org/10.1080/02783199909553957
67. Saranlı, A. G. (2017). A case study on the manifestation of asynchronous development in gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(1), 89-108. http://doi.org/10.21565/ozelegitimdergisi.300060
68. Shumow, L. (1997). Daily experiences and adjustment of gifted low-income urban children at home and school. Roeper Review, 20, 35-38. https://doi.org/10.1080/02783199709553848
69. Silverman, L. K. (2002). Asynchronous development. In M. Neihart, S. M. Reis, N. M. Robinson & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 31-37). Waco, TX: Prufrock.
70. Sisk, D. A. (2009). Making great kids greater: Easing the burden of being gifted. Thousand Oaks, CA: Corwin. Smuthy, J. F. (2000, May). CEC–Teaching young gifted children in the regular classroom. ERIC Digest E595 Available at:www.cec.sped.org/AM/TemplateRedirect.cfm?template=/CM/...cfm...
71. Souza Fleith, D. D., Muniz Prado, R., & Vilarinho-Pereira, D. (2023). Supporting and guiding families of gifted children: The role of a psychoeducational program. Gifted and Talented International, 38(1), 12-20. https://doi.org/10.1080/15332276.2023.2238798
72. Souza Fleith, D., Vilarinho-Pereira, D., & Muniz Prado, R. (2024). Voices from the families: Strategies for and challenges in raising a gifted child. Journal for the Education of the Gifted, 47(2), 162-181. https://doi.org/10.1177/01623532241235576
73. Sözbilir, M., & Kutu, H. (2008). Development and current status of science education research in Türkiye. Essays in Education, 24(1), 3. Available at: https://openriver.winona.edu/eie/vol24/iss1/3
74. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2020). The effectiveness of current interventions to reverse the underachievement of gifted students: Findings of a meta-analysis and systematic review. Gifted Child Quarterly, 64(2), 132-165. https://doi.org/10.1177/0016986220908601
75. Sternberg, R. J., Todhunter, R. J., Litvak, A., & Sternberg, K. (2020). The relation of scientific creativity and evaluation of scientific impact to scientific reasoning and general intelligence. Journal of Intelligence, 8(2), 17. https://doi.org/10.3390/jintelligence8020017
76. Sternberg R. J. & Ambrose D. (Eds.) (2021). Conceptions of giftedness and talent. Cham, Switzerland: Palgrave- Macmillan.
77. Strom, R., Johnson, A., & Strom, S. (1990). Home and school support for gifted children. International Journal of Disability, Development, and Education, 37, 245-254. https://doi.org/10.1080/0156655900370308
78. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056
79. Terman, L.M. (1925). Genetic studies of genius: Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University.
80. Trail, B. A. (2022). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. New York, NY: Routledge.
81. Uman L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57–59. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC3024725/ .
82. Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC.
83. Wellisch, M. (2021). Parenting with eyes wide open: Young gifted children, early entry and social isolation. Gifted Education International, 37(1), 3-21. https://doi.org/10.1177/0261429419899946
84. Wilson, H. E. (2015). Social and emotional characteristics and early childhood mathematical and literacy giftedness: Observations from parents and childcare providers using the ECLS-B. Journal for the Education of the Gifted, 38(4), 377-404. https://doi.org/10.1177/0162353215607323
85. Wormald, C. (2011). What knowledge exists in NSW schools of students with learning difficulties who are also academically gifted?. Australasian Journal of Gifted Education, 20(2), 5-9. https://search.informit.org/doi/10.3316/ielapa.063788902821829
86. Wright, B. L., & Ford, D. Y. (2017). Untapped potential: Recognition of giftedness in early childhood and what professionals should know about students of color. Gifted Child Today, 40(2), 111-116. https://doi.org/10.1177/1076217517690862
87. Yang, Y., Liu, K., Li, M., & Li, S. (2022). Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China. Journal of Research on Technology in Education, 54(sup1), S148-S164. https://doi.org/10.1080/15391523.2021.1922104
88. Yıldız, S., & Altay, N. (2021). The parenting attitudes and effects on their gifted children: A literature review. Journal for the Education of Gifted Young Scientists, 9(2), 123-132. http://dx.doi.org/10.17478/jegys.864037
89. Zhu J. & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics,123:321–335.https://doi.org/10.1007/s11192-020-03387-8