Üstün Yetenekli Çocukların Okul Öncesi Dönemde Yaşadıkları Eğitsel Problemlerin Anne Görüşlerine Göre İncelenmesi

Year 2023, , 159 - 178, 01.03.2023

Fatma Betül Şenol

https://doi.org/10.21565/ozelegitimdergisi.933677

Cited By: 1

Abstract

Giriş: Üstün yetenekli çocukların gelişimleri okul öncesi dönemde öğretmenleri tarafından fark edilip desteklendiğinde eğitim hayatında yaşadıkları problemlerin en aza ineceği düşünülmektedir. Çalışmanın amacı, üstün yetenekli çocukların okul öncesi dönemde yaşadıkları problemlerin belirlenmesidir. Bu amaçla okul öncesi dönemde üstün yetenekli çocuğu olan annelerinin çocuklarının gelişimleri hakkında bilgilendirilme durumu, çocukların okul öncesi eğitim kurumlarında yaşadıkları eğitsel problemler ve annelerin okul öncesi eğitimden beklentileri anne görüşleri doğrultusunda incelenmiştir.
Yöntem: Çalışma nitel araştırma yöntemlerinden fenomenolojik desende planlanmıştır. Çalışma grubunu, ölçüt örnekleme yöntemi ile belirlenmiş üstün yetenekli çocuğu olan 75 anne oluşturmaktadır. Veriler yarı-yapılandırılmış görüşmelerle toplanmış ve içerik analizi tekniği ile incelenmiştir.
Bulgular: Araştırmanın sonucunda okul öncesi öğretmenlerinin ailelere çocuklarının farklı gelişim özellikleri, öğrenme becerileri, üstün yetenekli olmaları, yaratıcılıkları hakkında bilgi verdikleri görülmüştür. Üstün yetenekli çocukların okul öncesi dönemde yaşadıkları eğitsel problemler uygulanan etkinlik, kullanılan materyaller, öğretmen, akran etkileşimi ve okul temaları altında toplanmıştır. Annelerin okul öncesi eğitimden beklentilerinin ise etkinlik, öğretmen, eğitim ortamı, sosyal duygusal gelişim ve erken tanılama temaları altında toplanmıştır.
Tartışma: Araştırmanın sonucunda üstün yetenekli çocukların çoğunun okul öncesi dönemde öğretmenleri tarafından fark edildiği ancak öğretmenler yeterli müdahalelerde bulunmadıkları için eğitsel problemlerin oluştuğu görülmüştür. Ayrıca ailelerin okul öncesi eğitimden beklentilerinin eğitsel problemleri giderme yönünde olduğu sonucuna ulaşılmıştır.
Sonuç: Üstün yetenekli çocukların okul öncesi dönemde fark edilmeleri potansiyellerini geliştirecek eğitim almalarının başlangıcı niteliğindedir. Dolaysıyla bu çocukların potansiyellerini en üst seviyeye çıkaracak ve yaşadıkları problemleri en aza indirecek eğitsel önlemlerin alınması gerekmektedir.

Keywords

üstün yetenekli çocuk, okul öncesi eğitim, eğitsel problemler, okul öncesi eğitimden beklentiler, okul öncesi öğretmeni, ebeveyn

An Investigation of the Educational Problems of Gifted Children in the Preschool Period According to the Perspectives of Mothers

Abstract

Introduction: When the development of gifted children is noticed and supported by their teachers in the preschool period, the problems they experience in education life become minimized. The aim of the study is to determine the problems experienced by gifted children in the preschool period. For this purpose, the effects of informing mothers about the development of their gifted children in the preschool period, the educational problems experienced by the children in preschool education institutions, and the expectations of mothers from preschool education were examined in line with the perceptions of the mothers.
Method: The study was planned in a phenomenological pattern, one of the qualitative research methods. The study group consists of 75 mothers with gifted children determined through the criterion sampling method. Data were collected through semi-structured interviews and were analyzed with the content analysis technique.
Findings: In the study, it was determined that preschool teachers gave information to families about their children's different developmental characteristics, learning skills, giftedness, and creativity. The educational problems experienced by gifted children in the preschool period were grouped under the themes of the activity applied, the materials used, the teacher, peer interaction, and the school. The expectations of mothers from preschool education were gathered under the themes of activity, teacher, educational environment, social emotional development, and early identification.
Discussion: Since most of the gifted children were noticed in the preschool period by their teachers who did not make adequate interventions, educational problems arose. The expectation of families from preschool education is that their educational problems are solved.
Conclusion: Recognition of gifted children in the preschool period is the beginning of their education process that will improve their potential. Therefore, educational measures should be taken to maximize the potential of these children and to minimize the problems they experience.

Keywords

gifted child, preschool education, educational problems, expectations from preschool education, preschool teacher, parent

References

• Ayas, M. B. (2018). Üstün yeteneklileri tanılamaya giriş. U. Sak (Ed.), Üstün yeteneklilerin tanılanması [Identifying the gifted] içinde (ss. 1–14). Vize Yayıncılık.
• Berkowitz, M. W., & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142. https://doi.org/10.1080/13598130903358493
• Berman, K. M., Schultz, R. A., & Weber, C. L. (2012). A Lack of awareness and emphasis in preservice teacher training. Gifted Child Today, 35(1), 18–26. https://doi.org/10.1177/1076217511428307
• Bildiren, A. (2013). Üstün yetenekli çocuklar aileler ve öğretmenler için bir kılavuz [A guide for gifted children, families and teachers] (2. baskı). Doğan Kitap.
• Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112, 579–620.
• Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th ed.). Pearson.
• Creswell, J. W. (2013). Qualitative Inquiry & Research Design Choosing Among Five Approaches (3rd ed.). Sage.
• Cross, T. L. (2014). Social emotional needs: The effects of educational malnourishment on the psychological well-being of gifted students. Gifted Child Today, 37(4), 264–265. Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2007). Serving the preschool gifted child: Programming and resources. Roeper Review, 29(4), 271–276. https://doi.org/10.1080/02783190709554422
• Cutts, N. E., & Moseley, N. (2004). Üstün zekalı ve yetenekli çocukların eğitimi [Education of Gifted and Talented Children] (2nd ed.). Özgür Yayınları.
• Dağlıoğlu, E., & Suveren, S. (2013). Okul öncesi dönem üstün yetenekli çocuklarin belirlenmesinde öğrenci ve aile görüsleri ile çocuklarin performanslarinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 431–453.
• Davis, G. A. (2013). Üstün yetenekli çocuklar ve eğitimi [Gifted children and their education]. Özgür Yayınları.
• Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking.
• Eriş, B. (2013). Her çocuk üstün yeteneklidir [Every child ıs gifted]. Alfa Eğitim.
• Ersoy, F. (2019). Fenomenoloji. In A. Saban & A. Ersoy (Ed.), Eğitimde Nitel Araştırma Desenleri [Qualitative Research Patterns in Education] içinde (ss. 81–134). Anı Yayıncılık.
• Foster, S. M. (1993). Meeting the needs of gifted and talented preschoolers. Gifted Child Today, 22(3), 23-30.
• Fraser-Seeto, K., Howard, S., & Woodcock, S. (2013). Preparation for teaching gifted students: an updated investigation into university offerings in new south wales. Australasian Journal of Gifted Education, 22, 45–51.
• Gallagher, S., Smith, S. R., & Merrotsy, P. (2011). Teachers’ Perceptions of the socioemotional development of ıntellectually gifted primary aged students and their attitudes towards ability grouping and acceleration. Gifted and Talented International, 26(1–2), 11–24. https://doi.org/10.1080/15332276.2011.11673585
• Geake, J. G., & Gross, M. U. M. (2008). Teachers’ negative affect toward academically gifted students. Gifted Child Quarterly, 52(3), 217–231. https://doi.org/10.1177/0016986208319704
• Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100-780. https://doi.org/10.1016/j.tsc.2020.100780
• Gorey, K. M. (2001). Early childhood education: A meta-analytic affirmation of the short- and long-term benefits of educational opportunity. School Psychology Quarterly, 16(1), 9–30.
• Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23–31. https://doi.org/10.1177/183693911303800204
• Gross, M. U. (2006). To group or not to group: Is that the question? In C. Smith (Ed.), Including the gifted and talented: Making inclusion work for more gifted and able learners (pp. 119–137). Routledge.
• Hanninen, G. E. (1998). Designing a preschool program for the gifted and talented. In J. F. Smutny (Ed.), The young gifted child: Potential and promise, an anthology içinde (pp. 445–461). Hampton Press.
• Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78–84. https://doi.org/10.1080/02783190409554246
• Hotulainen, R. H. E., & Schofield, N. J. (2003). Identified pre-school potential giftedness and its relation to academic achievement and self-concept at the end of finnish comprehensive school. High Ability Studies, 14(1), 55–70. https://doi.org/10.1080/13598130304093
• Jeong, H. W. G. (2010). Teachers’ perceptions regardinggifted and talented early childhood students (three to eight years of age). [Ph.D. Dissertation, Saint Louis University]. ProQuest LLC.
• Johnsen, S. K. (2012). Standards in gifted education and their effects on professional competence. Gifted Child Today, 35(1), 49–57. https://doi.org/10.1177/1076217511427430
• Karakuş, F. (2011). Üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 127–144.
• Kettler, T., Oveross, M. E., & Bishop, J. C. (2017). Gifted education in preschool: perceived barriers and benefits of program development. Journal of Research in Childhood Education, 31(3), 342–359. https://doi.org/10.1080/02568543.2017.1319443
• Klein, E. F. (2017). Problem-solving strategies and giftedness. [Master Thessis, University of Twente]. Unıversıty Of Twente Student Theses.
• Koshy, V. (2002). Teaching gifted children 4-7 a guide for teachers. David Fulton Publishers.
• Laine, S., & Tirri, K. (2016). How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies, 27(2), 149–164. https://doi.org/10.1080/13598139.2015.1108185
• Lassig, C. J. (2009). Teachers’ attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18, 32–42.
• Leikin, R., Paz-Baruch, N., & Leikin, M. (2014). Cognitive characteristics of students with superior performance in mathematics. Journal of Individual Differences, 35(3), 119–129. https://doi.org/10.1027/1614-0001/a000140
• Liu, Y. H., Lien, J., Kafka, T., & Stein, M. T. (2005). Discovering gifted children in pediatric practice. Journal of Developmental & Behavioral Pediatrics, 26(5), 366–369. https://doi.org/10.1097/00004703-200510000-00005
• McClarty, K. L. (2015). Life in the fast lane. Gifted Child Quarterly, 59(1), 3–13. https://doi.org/10.1177/0016986214559595
• MEB (2013). T. C. Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitimi Programı. Ankara. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
• Mejía, A., Mariño, J. P., & Molina, A. (2019). Incorporating perspective analysis into critical thinking performance assessments. British Journal of Educational Psychology, 89(3), 456–467. https://doi.org/10.1111/bjep.12297
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage Publications.
• Mills, C. J. (1992). Academically talented children: The case for early identification and nurturance. Pediatrics, 89(1), 156–157.
• Mooij, T. (2013). Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597–613. https://doi.org/10.1080/13603116.2012.696727
• Park, G., Lubinski, D., & Benbow, C. P. (2013). When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents. Journal of Educational Psychology, 105(1), 176–198. https://doi.org/10.1037/a0029481
• Pfeiffer, S. I. (2015). Essesntial of gifted assessment. John Wiley & Sons.
• Pfeiffer, Steven I. (2002). Identifying gifted and talented students. Journal of Applied School Psychology, 19(1), 31–50. https://doi.org/10.1300/J008v19n01_03
• Pfeiffer, Steven I., & Jarosewich, T. (2007). The gifted rating scales-school form. Gifted Child Quarterly, 51(1), 39–50. https://doi.org/10.1177/0016986206296658
• Pfeiffer, Steven I., & Petscher, Y. (2008). Identifying young gifted children using the gifted rating scales—preschool/ kindergarten form. Gifted Child Quarterly, 52(1), 19–29. https://doi.org/10.1177/0016986207311055
• Pool, J. L., & Hourcade, J. J. (2011). Developmental screening: A review of contemporary practice. Education and Training in Autism and Developmental Disabilities, 46(2), 267–275.
• Porter, L. (2005). Gifted young children (2nd ed.). Pen University Press.
• Reid, E. E., Diperna, J. C., Missall, K., & Volpe, R. J. (2014). Reliability and structural validity of the teacher rating scales of early academic competence. Psychology in the Schools, 51(6), 535–553. https://doi.org/10.1002/pits.21769
• Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152–170. https://doi.org/10.1177/001698620004400302
• Rogers, K. B. (2007). Lessons learned about educating the gifted and talented. Gifted Child Quarterly, 51(4), 382–396. https://doi.org/10.1177/0016986207306324
• Sak, U. (2014). Üstün zekâlılar: Özellikleri tanılanmaları eğitimleri [The gifted: Traits identification training] (4.baskı). Vize Yayıncılık.
• 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
• Saranlı, A. G. (2017). Eş zamanlı olmayan gelişimin üstün yetenekli çocuklardaki görünümü üzerine bir örnek olay çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(1), 89–108. https://doi.org/10.21565/ozelegitimdergisi.300060
• Schmitt, C., & Goebel, V. (2015). Experiences of high-ability high school students. Journal for the Education of the Gifted, 38(4), 428–446. https://doi.org/10.1177/0162353215607325
• Silverman, L. K. (2003). Characteristics of giftedness scale: Research and review of the literature. (Available from the Gifted Development Center, 1452 Marion Street, Denver, CO 80218) https://www.spart5.net/cms/lib07/SC01000802/Centricity/Domain/491/Characteristics_Scale.pdf
• Stuart, T., & Beste, A. (2011). Farklı olduğumu biliyorum “Üstün yeteneklileri anlayabilmek” [I Know I'm Different "To Understand the Gifted"] (3.baskı). Kök Yayıncılık.
• Terman, L. (1926). Genetic studies of genius: Mental and physical traits of a thousand gifted children. Stanford University Press.
• Torrance, E. P., & Caropresso, E. J. (1998). PDE-Assesssment of Preschool Giftedness: Intelligence and Creativity. Bulletin Board Pages. Doc. No: 400062
• Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543–559. Vidergor, H. E., & Eilam, B. (2011). Impact of Professional Development Programs for Teachers of the Gifted. Gifted and Talented International, 26(1–2), 143–161. https://doi.org/10.1080/15332276.2011.11673598
• Vreys, C., Ndungbogun, G. N., Kieboom, T., & Venderickx, K. (2018). Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children. High Ability Studies, 29(1), 3–22. https://doi.org/10.1080/13598139.2017.1312295
• Walsh, R., Bowes, J., & Sweller, N. (2017). Why would you say goodnight to the moon? Response of young ıntellectually gifted children to lower and higher order questions during storybook reading. Journal for the Education of the Gifted, 40(3), 220–246. https://doi.org/10.1177/0162353217717032
• Walsh, R. L., Hodge, K. A., Bowes, J. M., & Kemp, C. R. (2010). Same age, different page: overcoming the barriers to catering for young gifted children in prior-to-school settings. International Journal of Early Childhood, 42(1), 43–58. https://doi.org/10.1007/s13158-010-0004-8
• Wellisch, M. (2019). Ceilinged out: Gifted preschoolers in early childhood services. Journal of Advanced Academics, 30(3), 326–354. https://doi.org/10.1177/1932202X19851276
• 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
• Westhues, A., Nelson, G., & MacLeod, J. (2003). The long-term ımpact of preschool prevention programs: Looking to the future. Prevention & Treatment, 6(1). https://doi.org/10.1037/1522-3736.6.1.636r
• Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55(1), 159–169. https://doi.org/10.1037/0003-066X.55.1.159
• Wolfle, J. (1989). The gifted preschooler: Developmentally different, but still three or four years old. Young Children, 44(3), 41–48.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences]. Seçkin.