Research Article
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Year 2020, Volume: 21 Issue: 2, 329 - 356, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.572326

Abstract

References

  • Alemdar, M. (2009). Erken çocukluk dönemindeki üstün yetenekli çocukların belirlenmesinde ebeveyn, öğretmen ve uzman görüşlerinin karşılaştırılması [Early childhood children determining the gifted parents, teachers and comparison of expert opinions] (Unpublished master’s thesis, Gazi University, Institute of Educational Sciences, Ankara, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 333513)
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  • Ayas, M. B., & Kirişçi, N. (2017). Özel yeteneklilerin özellikleri ve tanılanması [Special features and identification of gifted individuals]. M. A. Melekoğlu & U. Sak (Eds.), in Öğrenme güçlüğü ve özel yetenek (pp. 154-170). Ankara: Pegem Akademi.
  • Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test. Thinking Skills and Creativity, 13, 195-205. doi: 10.1016/j.tsc.2014.06.001
  • Barbour, N. E., & Shalilee, B. D. (1998). Gifted education meets Reggio Emilia: Visions for curriculum in gifted education for young children. Gifted Child Quarterly, 42(4), 228-237. doi: 10.1177/001698629804200406
  • Bildiren, A. (2018a). Developmental characteristics of gifted children aged 0–6 years: Parental observations. Early Child Development and Care, 188(8), 997-1011. doi: 10.1080/03004430.2017.1389919
  • Bildiren, A. (2018b). Opinions of primary school teachers on the definition, identification and education of gifted children. International Journal of Eurasia Social Sciences, 9(33), 1363-1380.
  • Bildiren, A. (2019). Özel yetenekli çocukların tanılanması [Identification of gifted children]. E. R. Özmen & A. Ataman (Eds.), in Öğrenme güçlüğü ve özel yetenek (pp. 239-255). Ankara: Maya Akademi.
  • 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. doi: 10.1177/016235320703000305
  • Chan, D. W. (2000). Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong. High Ability Studies, 11(1), 69-82. doi: 10.1080/713669176
  • Coleman, M. R. (2016). Recognizing young children with high potential: U‐STARS∼ PLUS. Annals of the New York Academy of Sciences, 1377(1), 32-43. doi: 10.1111/nyas.13161
  • 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. doi: 10.1080/02783190709554422
  • Çitil, M., & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar [The reflection of the primary level gifted students’ behavioral characteristics to the educational settings and the problems that may arise]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E., & Suveren, S. (2013). The role of teacher and family opinions in identifying gifted kindergarten children and the consistence of these views with children's actual performance. Educational Sciences: Theory and Practice, 13(1), 444-453.
  • Davidson, J. E. (2009). Contemporary models of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 81–97). doi: 10.1007/978-1-4020-6162-2_4
  • Diezmann, C. M., Watters, J. J., & Fox, K. (2001). Early entry to school in Australia: Rhetoric, research and reality. Australasian Journal of Gifted Education, 10(2), 5-18.
  • Duran, A., & Dağlıoğlu, H. E. (2017). Okul öncesi öğretmen adaylarının üstün yetenekli çocuklara ilişkin metaforik algıları [The metaphoric perceptions of preschool teacher candidates regarding gifted children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 855-881.
  • Freeman, J. (1997). The emotional development of the highly able. European Journal of Psychology in Education, 12(4), 479-493.
  • Gross, M. U. M. (2002). Musings: Gifted children and the gift of friendship. Understanding Our Gifted, 14(3), 27-29.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84. doi: 10.1080/02783190409554246
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
  • Hemphill, A. N. (2009). How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs (Doctoral dissertation, University of Southern California). Retrieved from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll127/id/269426
  • Hoctor, M. (2013). Identifying young gifted children (Doctoral dissertation, University of Southern California). Retrieved from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll3/id/329861
  • İnan, H. Z., Bayındır, N., & Demir, S. (2009). Awareness level of teachers about the charactaristics of gifted children. Australian Journal of Basic and Applied Sciences, 3(3), 2519-2527.
  • Johnsen, S. (2009). Best practices for identifying gifted students. Principal, 88(5), 8-14.
  • 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
  • Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today, 39(3), 134-139. doi: 10.1177/1076217516644637
  • Karadağ, F., & Yıldız Demirtaş, V. (2017). Okul öncesi dönem ve özel yetenek [Pre-school period and giftedness]. Uluslararası Sosyal Araştırmalar Dergisi, 10(51), 737-745. doi: 10.17719/jisr.2017.1810
  • Karnes, M. B., & Johnson, L. J. (1991). The preschool/primary gifted child. Journal for the Education of the Gifted, 14(3), 267-283.
  • Kaufman, J. C., Plucker, J. A., & Russell, C. M. (2012). Identifying and assessing creativity as a component of giftedness. Journal of Psychoeducational Assessment, 30(1), 60-73. doi: 10.1177/0734282911428196
  • 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. doi: 10.1080/02568543.2017.1319443
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Okul Öncesi Öğretmenlerinin Üstün Yetenekli Çocukların Tanılanması ve Eğitimlerine İlişkin Algıları

Year 2020, Volume: 21 Issue: 2, 329 - 356, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.572326

Abstract

Bu araştırmanın amacı, okul öncesi öğretmenlerinin üstün yeteneğe ilişkin algılarının incelenmesidir. Nitel bir çalışma olarak kurgulanan bu araştırmada, yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada, ölçüt örnekleme yöntemi kullanılarak Aydın ilinde bulunan Milli Eğitim Bakanlığı’na bağlı resmi ve özel okullarda görev yapan toplam 40 okul öncesi öğretmeniyle görüşmeler yapılmıştır. Görüşme verilerinin analizinde içerik analizi tekniği uygulanmıştır. Araştırma bulguları, öğretmenlerin üstün yeteneği daha çok performans, zekâ, yaratıcılık ve yetenek boyutlarıyla tanımladıklarını göstermiştir. Üstün yeteneğin tanılanmasında, katılımcılar daha çok uzman değerlendirmesinin gerekliliğine vurgu yapmışlardır. Okul öncesi dönemde üstün yeteneğin tanılanması, çocukların akademik ve yetenek gelişimi açısından önemli görülmüştür. Üstün yetenekli çocukların eğitiminde ek etkinlik kullanımı ile ayrı eğitim önerileri sıklıkla vurgulanmıştır. Üstün yetenekli çocukların eğitiminde sınıf ortamlarında yapılabilecek düzenlemelere ilişkin materyal ve öğrenme merkezi kullanımı daha sık dile getirilmiştir. Üstün yetenekli çocukların eğitiminde karşılaşılan çok sayıda güçlük dile getirilirken, bununla birlikte öğretmenlerin kendilerini yeterlik ve donanım açısından zayıf değerlendirmeleri dikkat çeken bir bulgu olmuştur.

References

  • Alemdar, M. (2009). Erken çocukluk dönemindeki üstün yetenekli çocukların belirlenmesinde ebeveyn, öğretmen ve uzman görüşlerinin karşılaştırılması [Early childhood children determining the gifted parents, teachers and comparison of expert opinions] (Unpublished master’s thesis, Gazi University, Institute of Educational Sciences, Ankara, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 333513)
  • Aral, N., Kandır, A., & Can Yaşar, M. (2003). Okul öncesi eğitim 1 [Preschool education 1]. İstanbul: Ya-Pa Yayınları.
  • Ayas, M. B., & Kirişçi, N. (2017). Özel yeteneklilerin özellikleri ve tanılanması [Special features and identification of gifted individuals]. M. A. Melekoğlu & U. Sak (Eds.), in Öğrenme güçlüğü ve özel yetenek (pp. 154-170). Ankara: Pegem Akademi.
  • Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test. Thinking Skills and Creativity, 13, 195-205. doi: 10.1016/j.tsc.2014.06.001
  • Barbour, N. E., & Shalilee, B. D. (1998). Gifted education meets Reggio Emilia: Visions for curriculum in gifted education for young children. Gifted Child Quarterly, 42(4), 228-237. doi: 10.1177/001698629804200406
  • Bildiren, A. (2018a). Developmental characteristics of gifted children aged 0–6 years: Parental observations. Early Child Development and Care, 188(8), 997-1011. doi: 10.1080/03004430.2017.1389919
  • Bildiren, A. (2018b). Opinions of primary school teachers on the definition, identification and education of gifted children. International Journal of Eurasia Social Sciences, 9(33), 1363-1380.
  • Bildiren, A. (2019). Özel yetenekli çocukların tanılanması [Identification of gifted children]. E. R. Özmen & A. Ataman (Eds.), in Öğrenme güçlüğü ve özel yetenek (pp. 239-255). Ankara: Maya Akademi.
  • 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. doi: 10.1177/016235320703000305
  • Chan, D. W. (2000). Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong. High Ability Studies, 11(1), 69-82. doi: 10.1080/713669176
  • Coleman, M. R. (2016). Recognizing young children with high potential: U‐STARS∼ PLUS. Annals of the New York Academy of Sciences, 1377(1), 32-43. doi: 10.1111/nyas.13161
  • 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. doi: 10.1080/02783190709554422
  • Çitil, M., & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar [The reflection of the primary level gifted students’ behavioral characteristics to the educational settings and the problems that may arise]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E., & Suveren, S. (2013). The role of teacher and family opinions in identifying gifted kindergarten children and the consistence of these views with children's actual performance. Educational Sciences: Theory and Practice, 13(1), 444-453.
  • Davidson, J. E. (2009). Contemporary models of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 81–97). doi: 10.1007/978-1-4020-6162-2_4
  • Diezmann, C. M., Watters, J. J., & Fox, K. (2001). Early entry to school in Australia: Rhetoric, research and reality. Australasian Journal of Gifted Education, 10(2), 5-18.
  • Duran, A., & Dağlıoğlu, H. E. (2017). Okul öncesi öğretmen adaylarının üstün yetenekli çocuklara ilişkin metaforik algıları [The metaphoric perceptions of preschool teacher candidates regarding gifted children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 855-881.
  • Freeman, J. (1997). The emotional development of the highly able. European Journal of Psychology in Education, 12(4), 479-493.
  • Gross, M. U. M. (2002). Musings: Gifted children and the gift of friendship. Understanding Our Gifted, 14(3), 27-29.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84. doi: 10.1080/02783190409554246
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
  • Hemphill, A. N. (2009). How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs (Doctoral dissertation, University of Southern California). Retrieved from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll127/id/269426
  • Hoctor, M. (2013). Identifying young gifted children (Doctoral dissertation, University of Southern California). Retrieved from http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll3/id/329861
  • İnan, H. Z., Bayındır, N., & Demir, S. (2009). Awareness level of teachers about the charactaristics of gifted children. Australian Journal of Basic and Applied Sciences, 3(3), 2519-2527.
  • Johnsen, S. (2009). Best practices for identifying gifted students. Principal, 88(5), 8-14.
  • 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
  • Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today, 39(3), 134-139. doi: 10.1177/1076217516644637
  • Karadağ, F., & Yıldız Demirtaş, V. (2017). Okul öncesi dönem ve özel yetenek [Pre-school period and giftedness]. Uluslararası Sosyal Araştırmalar Dergisi, 10(51), 737-745. doi: 10.17719/jisr.2017.1810
  • Karnes, M. B., & Johnson, L. J. (1991). The preschool/primary gifted child. Journal for the Education of the Gifted, 14(3), 267-283.
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There are 76 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ahmet Bildiren 0000-0003-3021-4299

Gamze Gür This is me 0000-0003-1421-3894

Ali Serdar Sağkal 0000-0002-2597-8115

Yalçın Özdemir 0000-0003-2698-0900

Publication Date June 1, 2020
Published in Issue Year 2020 Volume: 21 Issue: 2

Cite

APA Bildiren, A., Gür, G., Sağkal, A. S., Özdemir, Y. (2020). Okul Öncesi Öğretmenlerinin Üstün Yetenekli Çocukların Tanılanması ve Eğitimlerine İlişkin Algıları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(2), 329-356. https://doi.org/10.21565/ozelegitimdergisi.572326

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