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Year 2020, Volume: 1 Issue: 1, 25 - 29, 15.06.2020

Abstract

References

  • Castillo, L. (1998). The effect of analogy instruction on young children’s metaphor comprehension, Roeper Review.21 (1), 27-32.
  • Chan, D. W. (2000). Identifying gifted and talented students in Hong Kong. Roeper Review, 22, 88- 93.
  • Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17(1), 52–86.
  • Cutts N. E., & Moseley, N. (2001). Üstün Zekâlı ve Yetenekli Çocukların Eğitimi [Education of gifted and talented children]. İstanbul: Özgür.
  • Dağlıoğlu, H. E., & Çakir, F. (2007). Development of planning and reflaction from thinking skills in early childhood period. Education and Science, 32(144), 28.
  • Davis, G. A., & Rimm, S. B. (2003). Education of the gifted and talented (5th edition). Boston, MA: Allyn & Bacon.
  • Dunn, L. (1993). Proximal and distal features of day care quality and children’s development. Early Childhood Research Quarterly, 8(2), 167-192.
  • Dümenci, S. B., Gürsoy, F., & Aral, N. (2016). Türkiye’de okul öncesi dönemdeki üstün potansiyalli ve üstün zekâli olan çocuklarin eğitimleri. [Education of Highly Gifted and Gifted Children at Preschool Period in Turkey]. Kastamonu Education Journal, 24(5), 2469-2480.
  • Galbraith, J. (2000). You Know Your Child Is Gifted When... A Beginner's Guide to Life on the Bright Side. Free Spirit Publishing Inc., 400 First Avenue North, Suite 616, Minneapolis, MN 55401-1724.
  • Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
  • Hallahan, D. P., & Kauffman, J. M. (1994). Toward a culture of disability in the aftermath of Deno and Dunn. The Journal of Special Education, 27(4), 496-508.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection, Roeper Review, 26:2, 78-84, DOI: 10.1080/02783190409554246
  • Kaufman, A. S., & Harrison, P. L. (1986). Intelligence tests and gifted assessment: What are the positives? Roeper Review, 8, 154-159. http://dx.doi.org/10.1080/02783198609552961
  • Kaya, F. (2015). Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students. Education and Science, 40 (177), 59-74.
  • Koshy, V. (2001). Teaching mathematics to able children. London: David Fulton Publishers.
  • Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in young children and their relation to actual ability level. Gifted Child Quarterly, 36(1), 27-31.
  • Marland, S. P. (1972). Education of Gifted and Talented. W D.C.: US Office of Education.
  • McCartney, K. (1984). The effect of quality of day care environment upon children's language development. Developmental Psychology, 20(2), 244-260.
  • Moore, A. D. (1992). Gifted and talented children and youth (Ed. L. M. Bullock). Exceptionalities in Children and Youth. (p.420-448). USA: Allynand Bacon Inc.
  • Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children’s child-care experiences and concurrent development: The cost, quality and outcomes study. Merrill-Palmer Quarterly, 43(3), 451-477.
  • Peyser, M. (2005). Identifying and nurturing gifted children in Israel. International Journal for the Advancement of Counselling, 27(2), 229-243.
  • Porter, L. (1999). Gifted Young Children. Buckhingham: Open University Press.
  • Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). Cambridge. England: Cambridge University press.
  • Rinju, G. & Baby, S. (2012). Role of emotional intelligence on stress and coping of gifted adolescents. International Journal of Physical and Social Sciences, 2(9), 524-538.
  • Roedell, W.C. (1989). Early development of gifted children. In J.L. VanTassel-Baska and P. OlszewskiKubilius (Eds.)., Patterns of influence on gifted learners: The home, the self, and the school. New York: Teachers College.
  • Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming, Roeper Review, 21:3, 174-179, DOI: 10.1080/02783199909553957
  • Sankar-DeLeeuw, N. (2004). Case studies of gifted kindergarten children: Profiles of promise. Roeper Review, 26(4), 192-208.
  • Schliecker, E., White, D. R., & Jacobs, E. (1991). The role of day care quality in the prediction of children's vocabulary. Canadian Journal of Behavioural Science, 23(1), 12-24.
  • Schofield, N.J. & Hotulainen, R. (2004). Does all cream rise? The plight of unsupported gifted children. Psychology Science, 46, 379–386.
  • Silverman, L. K. (1995). Perfectionism. Paper presented at the 11th World Conference on Gifted and Talented Children, Hong Kong.
  • Smutny, J. F. (2000). Teaching Young Gifted Children in the Regular Classroom. ERIC Digest E595.
  • Sternberg, R. J. (1995). A Triarchic Approach to Giftedness. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
  • Tuttle, F.B., Becker, L.A., & Sousa, J.A. (1988). Characteristics and identification of gifted and talented students (3rd ed.). Washington, DC: National Educational Association of the United States
  • VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly. 51 (2), 182-205.
  • Virginia Department of Education. (2005). 2006-2011 local plan for the education of the gifted. Retrieved March 17, 2020, from http://www.doe.virginia.gov/VDOE/suptsmemos/2005/adm039a.doc
  • Webb, J. T., Meckstroth, E.A., and Tolan, S.S. (1982). Guiding the gifted child: A practical source for parents and teachers. Columbus, OH: Ohio Psychology
  • Yazıcı, D., Akman, B., Mercan-Uzun, E., & Kardeş, S. (2017). Preservice preschool teachers’ views on the characteristics of gifted children. Journal for the Education of Gifted Young Scientists, 5(3), 70-89. DOI: http://dx.doi.org/10.17478/JEGYS.2017.65.

Supporting of Gifted Children Psychosocial Developments in Preschool Period

Year 2020, Volume: 1 Issue: 1, 25 - 29, 15.06.2020

Abstract

Preschool period involves critical development tasks within psychomotor, cognitive, language and psychosocial areas; therefore supporting of gifted children’s developments in preschool period is crucial. Gifted children have some differences from their peers in some traits, such as intelligence, creativity, diligence and commitment and motivation. In case of identification in early period, gifted children’s social and emotional development, and particularly their cognitive development will progress better. Due to early identification principle of special education, it is important to evaluate gifted children comprehensively according to multiple criteria. Comprehensive evaluation means evaluating children using not only standardized intelligence tests, but also children’s products, observations, rating scales, checklists, questionnaires, interviews, aptitude tests, achievement tests, awards, honors, grades, or other valid and reliable measures. Since parents and teachers of gifted young children play important roles in identification process, they should be aware of early signs of giftedness. There are some distinctive characteristics particularly in the cognitive, social and emotional domains which gifted children demonstrate in early childhood. Although some characteristics of gifted young children such as curious, persistent, divergent thinkers, highly focused on their interests, and able to make abstract connections in learning exist in the literature of giftedness, it should be kept in mind that not every gifted child will exhibit all of these traits. The unique needs of gifted preschoolers should be taken into account by parents and teachers in order to create appropriate learning environments. Teachers are under great responsibility for recognizing and identifying gifted children and then creating an efficient curriculum for them. The education given to gifted children should be boosted and enriched.

References

  • Castillo, L. (1998). The effect of analogy instruction on young children’s metaphor comprehension, Roeper Review.21 (1), 27-32.
  • Chan, D. W. (2000). Identifying gifted and talented students in Hong Kong. Roeper Review, 22, 88- 93.
  • Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17(1), 52–86.
  • Cutts N. E., & Moseley, N. (2001). Üstün Zekâlı ve Yetenekli Çocukların Eğitimi [Education of gifted and talented children]. İstanbul: Özgür.
  • Dağlıoğlu, H. E., & Çakir, F. (2007). Development of planning and reflaction from thinking skills in early childhood period. Education and Science, 32(144), 28.
  • Davis, G. A., & Rimm, S. B. (2003). Education of the gifted and talented (5th edition). Boston, MA: Allyn & Bacon.
  • Dunn, L. (1993). Proximal and distal features of day care quality and children’s development. Early Childhood Research Quarterly, 8(2), 167-192.
  • Dümenci, S. B., Gürsoy, F., & Aral, N. (2016). Türkiye’de okul öncesi dönemdeki üstün potansiyalli ve üstün zekâli olan çocuklarin eğitimleri. [Education of Highly Gifted and Gifted Children at Preschool Period in Turkey]. Kastamonu Education Journal, 24(5), 2469-2480.
  • Galbraith, J. (2000). You Know Your Child Is Gifted When... A Beginner's Guide to Life on the Bright Side. Free Spirit Publishing Inc., 400 First Avenue North, Suite 616, Minneapolis, MN 55401-1724.
  • Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
  • Hallahan, D. P., & Kauffman, J. M. (1994). Toward a culture of disability in the aftermath of Deno and Dunn. The Journal of Special Education, 27(4), 496-508.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection, Roeper Review, 26:2, 78-84, DOI: 10.1080/02783190409554246
  • Kaufman, A. S., & Harrison, P. L. (1986). Intelligence tests and gifted assessment: What are the positives? Roeper Review, 8, 154-159. http://dx.doi.org/10.1080/02783198609552961
  • Kaya, F. (2015). Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students. Education and Science, 40 (177), 59-74.
  • Koshy, V. (2001). Teaching mathematics to able children. London: David Fulton Publishers.
  • Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in young children and their relation to actual ability level. Gifted Child Quarterly, 36(1), 27-31.
  • Marland, S. P. (1972). Education of Gifted and Talented. W D.C.: US Office of Education.
  • McCartney, K. (1984). The effect of quality of day care environment upon children's language development. Developmental Psychology, 20(2), 244-260.
  • Moore, A. D. (1992). Gifted and talented children and youth (Ed. L. M. Bullock). Exceptionalities in Children and Youth. (p.420-448). USA: Allynand Bacon Inc.
  • Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children’s child-care experiences and concurrent development: The cost, quality and outcomes study. Merrill-Palmer Quarterly, 43(3), 451-477.
  • Peyser, M. (2005). Identifying and nurturing gifted children in Israel. International Journal for the Advancement of Counselling, 27(2), 229-243.
  • Porter, L. (1999). Gifted Young Children. Buckhingham: Open University Press.
  • Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). Cambridge. England: Cambridge University press.
  • Rinju, G. & Baby, S. (2012). Role of emotional intelligence on stress and coping of gifted adolescents. International Journal of Physical and Social Sciences, 2(9), 524-538.
  • Roedell, W.C. (1989). Early development of gifted children. In J.L. VanTassel-Baska and P. OlszewskiKubilius (Eds.)., Patterns of influence on gifted learners: The home, the self, and the school. New York: Teachers College.
  • Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming, Roeper Review, 21:3, 174-179, DOI: 10.1080/02783199909553957
  • Sankar-DeLeeuw, N. (2004). Case studies of gifted kindergarten children: Profiles of promise. Roeper Review, 26(4), 192-208.
  • Schliecker, E., White, D. R., & Jacobs, E. (1991). The role of day care quality in the prediction of children's vocabulary. Canadian Journal of Behavioural Science, 23(1), 12-24.
  • Schofield, N.J. & Hotulainen, R. (2004). Does all cream rise? The plight of unsupported gifted children. Psychology Science, 46, 379–386.
  • Silverman, L. K. (1995). Perfectionism. Paper presented at the 11th World Conference on Gifted and Talented Children, Hong Kong.
  • Smutny, J. F. (2000). Teaching Young Gifted Children in the Regular Classroom. ERIC Digest E595.
  • Sternberg, R. J. (1995). A Triarchic Approach to Giftedness. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
  • Tuttle, F.B., Becker, L.A., & Sousa, J.A. (1988). Characteristics and identification of gifted and talented students (3rd ed.). Washington, DC: National Educational Association of the United States
  • VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly. 51 (2), 182-205.
  • Virginia Department of Education. (2005). 2006-2011 local plan for the education of the gifted. Retrieved March 17, 2020, from http://www.doe.virginia.gov/VDOE/suptsmemos/2005/adm039a.doc
  • Webb, J. T., Meckstroth, E.A., and Tolan, S.S. (1982). Guiding the gifted child: A practical source for parents and teachers. Columbus, OH: Ohio Psychology
  • Yazıcı, D., Akman, B., Mercan-Uzun, E., & Kardeş, S. (2017). Preservice preschool teachers’ views on the characteristics of gifted children. Journal for the Education of Gifted Young Scientists, 5(3), 70-89. DOI: http://dx.doi.org/10.17478/JEGYS.2017.65.
There are 38 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Educational Psychology
Authors

Nisa G. Kaya 0000-0002-6969-371X

Publication Date June 15, 2020
Published in Issue Year 2020 Volume: 1 Issue: 1

Cite

APA Kaya, N. G. (2020). Supporting of Gifted Children Psychosocial Developments in Preschool Period. Psychology Research on Education and Social Sciences, 1(1), 25-29.