ÖZEL YETENEKLİ ÇOCUKLARIN EBEVEYNİ OLMAK VE ERKEN ÇOCUKLUKTA ÖZEL YETENEKLİ OLMAK: EBEVEYN GÖRÜŞLERİ

Year 2022, Volume: 24 Issue: 1, 197 - 226, 06.06.2022

Selvihan Eroğlu Garip , Filiz Karadağ , Vesile Yıldız Demirtaş

https://doi.org/10.26468/trakyasobed.885478

Cited By: 2

Abstract

Özel yetenekli çocuklar, erken çocukluk döneminde farklı gelişimsel ilerlemeye sahiptir. Çocukların doğumdan itibaren en iyi gözlemcisi olan aileler de bu gelişimsel farklılığın tespit edilmesinde oldukça önemli bir role sahiptir. Literatürdeki bu bilgilerden yola çıkılarak bu çalışmanın amacı, aile gözlemlerine göre özel yetenekli çocukların erken çocukluk döneminde nasıl bir gelişimsel süreç izlediğini ve bu çocukların ailelerinin erken çocukluktan itibaren nasıl beklentileri ve ihtiyaçları olduğunu belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması deseninde gerçekleştirilmiştir. Araştırmanın çalışma grubu belirlenirken amaçlı örnekleme yöntemlerinden kolay ulaşılabilirlik örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında İzmir ili Milli Eğitim Müdürlüğü’ne bağlı ortaokullara devam eden 19 özel yetenekli öğrencinin ebeveyni oluşturmaktadır. Çalışmaya 13 anne ve 6 baba katılmıştır. Katılımcıların yaşları 35 ile 53 arasındadır. Görüşme sonucunda elde edilen veriler betimsel analiz tekniği ile analiz edilmiştir. Çalışma sonuçlarına göre, okul öncesi dönemde özel yetenekli çocukların farklı gelişen özellikleri; öğrenme güdüsü ve merak, kendi kendine öğrenme, ilgi alanlarına sahip olma, yaratıcılık, ileri bilişsel beceriler, ileri dil becerileri, ileri motor beceriler ve farklı kişilik özellikleri olduğu, bu çocukların en çok sordukları soru tiplerinin sırasıyla konulara yönelik sorular, ne-neden-nasıl soruları ve soyut kavramlara yönelik sorular şeklinde olduğu görülmüştür. Özel yetenekli çocukların dil ve psiko-motor gelişiminin çoğunlukla akranlarından ileri seviyede olduğu ve bu çocukların merak ettiği konuların genel olarak fen ve teknoloji, okuma-yazma ve sanat olduğu görülmüştür. Bu durumun ilkokul döneminde matematik, yetişkinlik becerileri, sosyal ilişkiler de eklenerek değişiklik gösterdiği sonucuna varılmıştır. Ebeveynlerin en çok yaşadığı sorunlar; çocukla ilgili sorunlar, yeterince destekleyememe kaygısı, eğitim süreçleri ve çevreden gelen eleştiriler olduğu görülmüştür.

Keywords

özel yetenek, üstün zeka, ebeveyn görüşleri, aile, erken çocukluk

PARENTING OF GIFTED CHILDREN AND BEING GIFTED IN EARLY CHILDHOOD: PARENTAL VIEWS

Abstract

Gifted children have different developmental progression in early childhood. Parents, who are the best observers of children from birth, have a very important role in detecting this developmental difference. Based on this information in the literature, the aim of this study is to determine what kind of developmental process gifted children follow in early childhood according to family observations and what their families have expectations and needs from early childhood. The research was carried out in case study design, one of the qualitative research methods. While determining the study group of the study, one of the purposeful sampling methods, easy accessibility sampling method was used. The working group of the research is composed of the parents of 19 gifted students who attend secondary schools affiliated to İzmir Provincial Directorate of National Education in 2019-2020 academic year. Thirteen mothers and 6 fathers participated in the study. Participants' ages are between 35 and 53. The data obtained as a result of the interview were analyzed using the descriptive analysis technique. According to the results of the study, the different developing characteristics of gifted children in the preschool period; learning motivation and curiosity, self-learning, having interests, creativity, advanced cognitive skills, advanced language skills, advanced motor skills and different personality traits. It was seen that it was in the form of questions and questions for abstract concepts. It has been observed that the language and psychomotor development of gifted children are mostly advanced compared to their peers and the subjects that these children are curious about are generally science and technology, literacy and art. It is concluded that this situation varies by adding mathematics, adulthood skills, and social relations in the primary school period. The most common problems experienced by parents; problems with the child, anxiety about not being able to support enough, educational processes and criticism from the environment. 

References

• Abroms, K.I., & Gollin, J.B. (1980). Developmental study of gifted preschool children and measures of psychosocial giftedness. Exceptional Children, 46(5), 334- 337.
• Abroms, K.I. (1981). Birth cry to five: Milestones in the psychosocial development of the gifted. Paper presented at the Annual International Convention of The Council for Exceptional Children.
• Alsop, G. (1997). Coping or counseling: Families of intellectually gifted students. Roeper Review, 20, 28-34.
• Albert, R. S. (1980). Family positions and the attainment of eminence: A study of special family positions and special family experiences. Gifted Child Quarterly, 24, 87-95.
• American Psychological Association. (2013). Specialty guidelines for forensic psychology. The American Psychologist, 68(1), 7.
• Aspelmeier, J. E., & Kerns, K. A. (2003). Love and school: Attachment/ exploration dynamics in college. Journal of Social and Personal Relationships, 20, 5-30.
• Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-14.
• Barberis, P., & Petrakis, S. (2013). Parenting: challenges, practices and cultural influences. Hauppauge: Nova Science Publishers.
• Bishop, B (2012) Parenting stress in mothers of gifted and typical children. Master’s Thesis, University of Alberta, Canada.
• Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine Books.
• Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
• Chamrad, D. L., & Robinson, N. M. (1986). Parenting the intellectually gifted preschool child. Topics in Early Childhood Special Education, 6(1), 74-87.
• Clark, B. (2002). Growing up gifted (6. Baskı). Merrill: Upper Saddle River, NJ.
• Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th ed.). Boston, MA: Pearson.
• Cottrell, S., & Shaughnessy, M. F. (2005). An interview with Dr. Edward R. Amend: about the emotional needs of gifted kids.
• Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2008). Recognizing giftedness: Defining high ability in young children. Dimensions of early childhood, 36(2), 3-13.
• Damiani, V.B. (1997). Young gifted children in research and practice. Gifted Child Today Magazine, 20(3), 18-23.
• Davis, E., Priest, N., Davies, B., Sims, M., Harrison, L., Herrman, H., & Cook, K. (2010). Promoting children’s social and emotional wellbeing in childcare centres within low socio-economic areas: strategies, facilitators and challenges. Australasian Journal of Early Childhood, 35(3), 77–86.
• Dangel, H. L., & Walker, J. J. (1991). An assessment of the needs of parents of gifted students for parent education programs. Roeper Review, 14, 40-41.
• Department of Health and Aged Care. (2000). Promotion, prevention and early intervention for mental health: a monograph. Canberra: Author.
• Eby, J.W., & Smutny, J.F. (1991). A thoughtful overview of gifted education. Longman: New York.
• Feldhusen, J. F., Proctor, T. B., & Black, K. N. (1986). Guidelines for grade advancement of precocious children. Roeper Review, 9, 25–27.
• Feldman, D. H., & Piirto, J. (1995). Parenting talented children. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 1, pp. 285-304). Mahwah, NJ: Lawrence Erlbaum.
• Fisher, A. T., Morda, R., Irving, B., & Kapsalakis, A. (2005). Psychosocial needs of parents of gifted children. Paper presented at the 16th conference of the World Council for Gifted and Talented Children, New Orleans, Louisiana.
• Fisher, A. T., Kapsalakis, A., Morda, R., & Irving, B. (2006). Support needs of parents of gifted children. Paper presented at the Australian Association for the Education of the Gifted and Talented (AAEGT) 11th National Gifted and Talented Conference, Gifted 2006: Concepts, Challenges, Realities, Fremantle, Western Australia.
• Freeman, J (2000) Families, the essential context for gifts and talents. In: Heller, KA, Monks, FJ, Sternberg, R, Subotnik, R (eds) International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon Press, pp. 573–585.
• Green, J. D., & Campbell, W. K. (2000). Attachment and exploration in adults: Chronic and contextual accessibility. Personality and Social Psychology Bulletin, 26, 452-461.
• Gross, M. U. M. (1986). Planning defensible programs for gifted and talented students: Rejecting the myths, accepting the realities. Paper presented at the Joint Conference of the ACE and ACEA, Adelaide.
• Gross, M.U.M. (1999). Small poppies: Highly gifted children in the early years. Roeper Review, 21(3), 207-215. Harrison, C. (2003). Giftedness in early childhood (3rd ed.). Sydney, NSW: GERRIC.
• Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
• Hertzog, N. B., & Bennett, T. (2004). In whose eyes? Parents’ perspectives on the learning needs of their gifted children. Roeper Review, 26, 96-104.
• Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Sage.
• Irving, B. (2004). Parenting children of high intellectual potential. Unpublished Honours thesis. Victoria University. Footscray, Melbourne, Australia.
• Jolly, J, Matthews, M (2012) A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted 35(3): 259–290.
• Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. C. R.
• Synder & S. J. Lopez, (Eds.), Oxford handbook of positive psychology (367-375). USA: Oxford University Press.
• Kitano, M. K. (1985). Ethnography of a preschool for the gifted: What gifted young children actually do. Gifted Child Quarterly, 29(2), 67-71.
• Klein, P.S. (1992). Mediating the development of precocious young children. In P.S. Klein & A.J. Tannenbaum (Eds.). To be young and gifted (pp. 245-277). Norwood, NJ: Ablex.
• Leymun, Ş. O., ODABAŞI, F., & YURDAKUL, İ. K. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 367-385.
• Li, J., Johnson, S., Han, W.-J., Kendall, G., Strazdins, L., Dockery, A. M. (2012). Parents’ nonstandard work and child wellbeing: a critical review of the existing literature. Centre for Labour Market Research, Discussion Paper Series 2012/02.
• 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.
• Maxwell, E. (1998). I can do it myself! Reflections on early selfefficacy. Roeper Review, 20, 183-187.
• McReynolds, P., Acker, M., & Pietila, C. (1961). Relation of object curiosity to psychological adjustment in children. Child Development, 32(2), 393-400.
• Moon, S. M., Jurich, J. A., & Feldhusen, J. F. (1996). Families of gifted children: Cradles of development. In R. C.
• Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 81-99). Washington, DC: APA
• Moon, S. M., Kelly, K. R., & Feldhusen, J. F. (1997). Specialized counseling services for gifted youth and their families: A needs assessment. Gifted Child Quarterly, 41, 16-25.
• Morawska, A., & Sanders, M. R. (2009). Parenting gifted and talented children: Conceptual and empirical foundations. Gifted Child Quarterly, 53(3), 163-173.
• Morelock, M.J., Brown, P.M., & Morrissey, A.M. (2003). Pretend play and maternal scaffolding: Comparisons of toddlers with advanced development, typical development, and hearing impairment. Roeper Review, 26(1), 41-51.
• Ogurlu, Ü., & Yaman, Y. (2013). Guidance Needs of Gifted and Talented Children's Parents. Turkish Journal of Giftedness & Education, 3(2).
• Olszewski-Kubilius, P. (2001) ‘Parenting practices that promote talent development, creativity, and optimal adjustment.’ In M. Neihart, S. Reis, N. Robinson &S. Moon (eds), The Social and Emotional Development of Gifted Children: What do We Know? (pp. 205–12). Washington: Prufrock Press, Inc.
• Olszewski-Kubilius, P., Limburg-Weber, L., & Pfeiffer, S. (2003). Early gifts: Recognizing and nurturing children’s talent. Prufrock Press: Waco, TX.
• Perleth, C., Lehwald, G., & Browder, C.S. (1993). Indicators of high ability in young children. In K.A. Heller, F.J. Mönks, & A.H. Passow (Eds.). International handbook of research and development of giftedness and talent (pp. 283- 310). Elmsford, NY: Pergamon.
• Perleth, C., & Wilde, A. (2009). Developmental trajectories of giftedness in children. In International Handbook on Giftedness (pp. 319-335). Springer, Dordrecht.
• Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High ability studies, 17(1), 57-73.
• Robinson, N. M. (1993). Parenting the very young gifted child. Parenting researchbased decision making series. Storrs, CT: National Research Center on the Gifted and Talented.
• Robinson, N. M. (2008). Early childhood. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 179–194). Waco, TX: Prufrock Press.
• Roedell, W. C. (1989). Early development of gifted children. In J. VanTassel-Baska & P. Olszewski- Kubilius (Eds.), Patterns of influence on gifted learners: The home, the self, the school (pp. 13-28).New York, NY: Teachers College Press.
• Roedell, W. C., Jackson, N. E., & Robinson, H. B. (1980). Gifted young children. New York, NY: Teachers College Press.
• Roeper, A. (1977). The young gifted child. Gifted Child Quarterly, 21(3), 388-96.
• Rogers, J. (2007). Adults learning. McGraw-Hill Education (UK).
• Saricam, H., & Sahin, S. H. (2015). The Relationship between the Environmental Awareness, Environmental Attitude, Curiosity and Exploration in Highly Gifted Students: Structural Equation Modelling. Educational Process: International Journal, 4 (1-2).
• Silverman, L. K. (1998). Using test results to support clinical judgment. Denver, CO: Gifted Development Center.
• Silverman, L. K., Chitwood, D. G., & Waters, J. L. (1986). Young gifted children: Can parents identify giftedness? Topics in Early Childhood Special Education, 6, 23–38.
• Silverman, L. K. (1992). How parents can support gifted children. ERIC Digest #E515. Reston, VA: Council for Exceptional Children, Reston VA. Eric Clearinghouse on Handicapped and Gifted Children, Reston, VA.
• Silvia, P. J. (2008). Appraisal components and emotion traits: Examining the appraisal basis of trait curiosity. Cognition and Emotion, 22, 94-113.
• Smutny J.F. (1998). The young gifted child: Potential and promise, an anthology. Creskill, NJ: Hampton Press.
• Solow, R. E. (1995). Parents’ reasoning about the social and emotional development of their intellectually gifted children. Roeper Review, 18, 142-146.
• Strom, R., Johnson, A., Strom, S., & Strom, P. (1992). Parental differences in expectations of gifted children. Journal of Comparative Family Studies, 23, 69-77.
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.
• Sutherland, M. J. (2008). Developing the gifted and talented young learner. London: Sage.
• Tuttle, F. B., Becker, L. A., & Sousa, J. A. (1988). Characteristics and identification of gifted and talented students (3rd ed.). Washington, DC: National Education Association of the United States.
• Vialle, W (2017). Supporting giftedness in families: a resources perspective. Journal for the Education of the Gifted 40(4): 372–393.
• Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child: A practical guide for parents and teachers. Columbus, OH: Ohio Psychology.
• Webb, J. T. (2014). Gifted children and adults: neglected areas of practice. The National Register of Health Service Psychologists (Spring), pp. 18–27.
• Wellisch, M. (1997). A pilot study: Teacher views on the concept of giftedness in the early childhood setting. Australian Journal of Early Childhood, 22(2), 22–28.
• Wolf, J. S. (1987). Workshops for parents of the gifted. Roeper Review, 9, 243-246.
• Wright, L. (1990). The social and nonsocial behaviors of precocious preschoolers during free play. Roeper Review, 12(4), 268-274.
• Yildirim, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri(11. Baskı) Ankara: Seçkin Yayıncılık.