Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model
Abstract
The main purpose in the study was to determine the knowledge and needs of pre-school teachers related to gifted children and the enrichment model. The study employs one of the qualitative research methods. The study group of the current research is comprised of 30 pre-school teachers selected by using the snowball sampling method from different regions of Turkey which ensures maximum variation. The data of the study were collected through semi-structure interviews. Semi-structured interviews were conducted with teachers either face-to-face or online. The collected data were analysed inductively using the content analysis method in the NVivo 12 program. As a result of the analyses, it was found that the pre-school teachers' knowledge about noticing gifted children and enrichment practices are limited. In this study it is determined that pre-school teachers have sufficient knowledge and skills for noticing gifted children, taking into account the developmental characteristics of gifted children, but they do not take into account other features. It was concluded that the pre-school teachers' shortcomings that should be addressed in relation to noticing are lack of knowledge, the lack of information about different family structures and crowded classrooms. In addition, as a result of qualitative data analysis, it was found that the needs of the teachers are to get acquainted, support and guide children. Teachers also stated that their needs for enrichment practices are knowledge, equipment, less crowded classrooms, and financial support. According to the results of the research, it can be said that preschool teachers need information about identifying, supporting, and enriching gifted children.
Keywords
enrichment, giftedness, pre-school period, talent, teacher opinions
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