Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model

Year 2022, Volume: 9 Issue: 2, 219 - 239, 01.03.2022

Esra Dereli , Hatice Deli

https://doi.org/10.17275/per.22.37.9.2

Cited By: 4

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

References

• Bildiren, A. (2018). Developmental characteristics of gifted children aged 0–6 years: parental observations. Early Child Development and Care, 188(8), 997-1011.
• Bildiren, A , Bıkmaz Bilgen, Ö . (2019). Okul Öncesi Dönem Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği: Geçerlik ve Güvenirlik Çalışması . Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(2), 269-289.DOI: 10.21565/ozelegitimdergisi.475278
• Clark, B. (2015). Üstün Zekâlı Olarak Büyümek. B. Clark içinde, Üstün Zekâlı Olarak Büyümek (F. Kaya, & Ü. Ogurlu, Çev., s. 92-122). Ankara: Nobel.
• Dağlıoğlu, H . (2010). Üstün Yetenekli Çocukların Eğitiminde Öğretmen Yeterlikleri Ve Özellikleri. Milli Eğitim Dergisi, 40 (186), 72-84. https://dergipark.org.tr/tr/pub/milliegitim/issue/36198/407059
• Dağlıoğlu, H. E. , (2015). Erken Çocuklukta Üstün Yetenek. Üstün Zekalı Ve Yetenekli Çocukların Eğitimi (pp.75-96), Ankara: Pegem Akademi Yayıncılık.
• Darga, H. (2018). Üstün Zekalı/Yetenekli Çocuklara Erken Çocuklukta Uygulanabilecek Eğitim Modelleri ve Uygulama Örnekleri. (A. Ataman, Ed.) Üstün Zekalılar Ve Üstün Yetenekliler Konusunda Bilinmesi Gerekenler. (pp.87-118). Vize Yayıncılık.
• Gagné, F. (2000). Understanding the complex choreography of talent development through DMGT-based analysis. International handbook of giftedness and talent, 2, 67-79.
• Gür, Ç. (2017). Eğitimsel ve Sosyal-Duygusal Bakış Açılarıyla Üstün Yetenekli Çocuklar. Ankara: Anı Yayıncılık. Hallahan, D.P. & Kaufman, J., M. (2003). Exceptional learners: Introduction to special education. 12th ed. Allyn and Bacon- Hays/Monkmeyer.
• Smutny, J. F. (2000). Teaching young gifted children in the regular classroom. ERIC Clearinghouse on Disabilities and Gifted Education.
• Castillo, L. C. (1998). The effect of analogy instruction on young children's metaphor comprehension. Roeper Review, 21(1), 27-31.
• Silverman, L. (1981). Early signs of giftedness. http://australiangiftedsupport.com
• Heller, K.A. (2004). Identification of Gifted and Talented Students. Psychology Science, Volume 46 (3), p. 302 – 323
• Karabulut, R., & Ömeroğlu, E. (2021). A validity and reliability study of a nomination scale for identifying gifted children in early childhood: A validity and reliability study of a nomination scale. International Journal of Curriculum and Instruction, 13(2), 1756-1777.
• Kuo, C. C., Maker, J., Su, F. L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365-379. https://doi.org/10.1016/j.lindif.2010.05.005
• MEB. (2013). Okul Öncesi Eğitim Programı.
• MEB. (2013). Özel Yetenekli Bireyler Strateji ve Uygulama Planı 2013-2017. Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri ve Genel Müdürlüğü.
• Miles, M. B. ve Huberman, A. M. (2015). Nitel veri analizi (S. Akbaba Altun ve A. Ersoy, Ed. ve Çev.). Ankara: Pegem Akademi.
• Özbay, Y., & Palancı, M. (2011). Üstün yetenekli çocuk ve ergenlerin psikososyal özellikleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (22), 89-108.
• Özcan, D , Gülkaya, Ş . (2019). Okul Öncesi Öğretmenlerinin Üstün Yetenekli Çocuklara Yönelik Algı ve Eğitim İhtiyaçlarının Belirlenmesi. Kastamonu Eğitim Dergisi, 27 (5) , 2355-2368 . DOI: 10.24106/kefdergi.3776
• Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness. R. J. Sternberg, & J. E. Davidson içinde, Conceptions of giftedness (s. 246-279). Cambridge: Cambridge University Press.
• Renzulli, J. S., & Reis, S. M. (2000). The schoolwide enrichment model. International handbook of giftedness and talent, 2, 367-382.
• Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95-114. http://dx.doi.org/10.1023/A:1009429218821
• Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for talent development. Sourcebooks, Inc.
• Renzulli, J. (2014). The schoolwide enrichment model: a comprehensive plan for the development of talents and giftedness. Revista Educação Especial, 27(50), 539-562.
• Renzulli, J. S., & Renzulli, S. R. (2010). The schoolwide enrichment model: A focus on student strengths and interests. Gifted Education International, 26(2-3), 140-156.
• Renzulli, J. S., &; Reis, S. M. (1997). The Schoolwide Enrichment Model: A How-to Guide for Educational Excellence. Creative Learning Press, Inc., PO Box 320, Mansfield, CT
• Sak, U. (2017). Üstün Zekâlılar Özellikleri Tanılanmaları Eğitimleri. Ankara: Vize Yayıncılık.
• Sak, U. (2020). Üstün yetenek kavramının belirsizliğinden ortaya çıkan Bulanık Kuram (Fuzzy Conception of Giftedness born out of the fuzziness of giftedness). Yeni Türkiye Dergisi, 115, 99-108.
• Saranlı, A. (2017). Okul Öncesi Dönemdeki Erken Müdahale Uygulamalarına Farklı Bir Bakış: Üstün Yetenekli Çocuklar İçin Erken Zenginleştirme. Eğitim ve Bilim, 42(190). doi:http://dx.doi.org/10.15390/EB.2017.7062
• Saranli, A. G., & Metin, N. (2012). Üstün Yetenekli Çocuklarda Gözlenen Sosyal-Duygusal Sorunlar. Journal of Faculty of Educational Sciences, 45(1), 139–163.
• Schroth, S. T., & Helfer, J. A. (2008). Identifying Gifted Students: Educator Beliefs regarding Various Policies, Processes, and Procedures. Journal for the Education of the Gifted, 32(2), 155–179. https://doi.org/10.4219/jeg-2008-850
• Terman, L. M. (1925). Mental and Physical Traits of a Thousand Gifted Children: in Genetic Studies of Genius, vol. 1, Standfort University Press, Standfort, Calif, USA, 1925
• Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high-level potentialities”(highly gifted) children. International Journal of Pediatrics, 2011.
• Wang, W. L. (1998). Teachers' attitudes toward gifted preschoolers and their knowledge of the early intervention for the gifted (Doctoral dissertation), The Ohio State University
• Yıldırım, A. ve Şimşek, H. (2000). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayınları. YÖK. (2018). Okul Öncesi Öğretmenliği Lisans Programı.