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Gifted/Talented Children and Communication

Yıl 2010, Cilt: 28 Sayı: 28, 213 - 223, 01.02.2010

Öz

In this literature review, gifted and talented children’s characteristics that affect communication with others who are surrounding themselves have been focused. Language, empathy, play, friendship, leadership, moral judgment, emotionality, self-concept, perfectionism, over excitability, frustration, and non-conformity can be considered for characteristics. Gifted and talented children may choose some ways for adjusting to society. Withdrawn, making shows for attention or tendency to become ordinary individual are some of the strategies. Parents, teachers and other adults should accept their peculiarities that different form peers and give a hand for climbing achievement and socialization stairs.

Kaynakça

  • Adderholdt-Elliot, M. R. (1987). Perfectionism: What’s bad about being too good? Minneapolis, MM: Free Spirit.
  • Batıstıch, V., Solomon, D., & Delucchı, K. (1993): Interaction processes and student outcomes in cooperative learning groups, The Elementary School Journal, 94, 19-32
  • Bilen, M. (1994) Sağlıklı insan ilişkileri. Ankara: Sistem Ofset.
  • Brooks, R. (1985). Delinquency among gifted children. J. Freeman (Ed.) The psychology of gifted children (pp. 297 - 308). New York: John Wiley & Sons.
  • Clark, B. (1997). Growing up gifted (5. Ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill
  • Coleman, L.J. & Cross. T.C. (2000). Social-emotional development and personal experience. Heller, K., Monks, F.J., Sternberg, R.J., & Subotnik, R.S. (Ed.) International Handbook for Research on Giftedness, (2.Ed. pp:203-212) Oxford: Elsevier.
  • Coopersmith, S. (1974). The antecedents of self-esteem. San Fransisco: W.H. Freeman and Company
  • Cüceloğlu, D. (2002). İletişim donanımları. Remzi Kitabevi, İstanbul.
  • Cüceloğlu,D. (1993). Yeniden insan insana. Remzi Kitabevi, İstanbul.
  • Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3.Ed.). Sydney, Australia: Allyn and Bacon.
  • Davis, G.A ve Rimm, S.B.(1998). Education of the gifted and talented. (4. Ed), Allyn ve Bacon, Boston, MA.
  • Delisle,]. R (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. Joumal for the Education ofthe Gifted, 13, 212-228
  • Dökmen, Ü (1996). İletişim çatışmaları ve empati. İstanbul: Sistem Yayıncılık
  • Freeman, J. (1993). Parents and families in nurturing giftedness and talent. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent. (pp. 669- 683)Oxford, UK: Pergamon Press
  • Frost, R. O. Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  • Goodwın R., Costa P., & Adonu J. (2004): Social support and ıts consequences: ‘Positive’ and ‘deficiency’ values and their implications for support and self-esteem. British Journal of Social Psychology, 43, 465-474
  • Greenıer K. D., Kernıs m. H., Mcnamara C. W., Waschull S. B., Berry A. J., Herlocker C. E., & Abend T. A. (1999): Individual differences in reactivity to daily events: Examining the roles of stability and level of self-esteem, Journal of Personality, 67, 185-207
  • Gross M.U. M.(2002). Musings: gifted children and the gift of friendship. Open Space Communications, Understanding Our Gifted, 14(3), 27–29.
  • Hensel, N. H. (1991). Social leadership skills in young children. Roeper Review, 14, 4–6.
  • Hess, L.L (1994). Life, liberty and the pursuit of perfection. Gifted Child Today, 17(3), 28-31.
  • Hewitt, P. L., & Flett, G. L. (1991). Dimension of perfectionism in unipolar depression. Journal of Abnormal Psychology, 100, 98-101.
  • Howard-Hamilton, M. F. (1994). An assessment of moral development in gifted adolescents. Roeper Review, 17, 57 - 59.
  • İnceoğlu, Y. (1998). Medya ve toplum. İstanbul, Der Yayınları.
  • Keefe K., & berndt, T.J. (1996): Relations of friendship quality to self-esteem in early adolescence, Journal of Early Adolescence, 16, 110-129
  • Kitano, M.K. (1990). Intellectual abilities and psychological intensities in young children: Implications for the gifted. Roeper Review, 13, 5-10.
  • Lehman, H. C.; Witty, P. A (1927). The play behavior of fifty gifted children. Journal of Educational Psychology. 18(4), 259-265.
  • LeVine, E.S. & Tucker, S. (1986). Emotional needs of gifted children: A preliminary, phenomenological view. The Creative Child and Adult Quarterly, 11 (3), 156-165.
  • Lovecky, D. V. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. L. K. Silverman (Ed.), Counseling the gifted and talented. Denver: Love Publishing Company.
  • Morelock, M. J., & Morrison, K. (1999). Differentiating “developmentally appropriate”: The multidimensional curriculum model for the young gifted children. Roeper Review, 21(3), 195-200.
  • Özbay, Y. (1999). Gelişim ve öğrenme psikolojisi. Ankara: Empati Yayınları.
  • Perleth, C., Lehwald, G, ve Broeder, C.S.,(1993). Indicators of high ability in young children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent, (pp. 283-310). Oxford, UK: Pergamon Press
  • Piechowski M. M.(2009) The inner world of the young and bright. T.Cross ve D. Ambrose (Ed.) Morality, ethics, and gifted minds, (pp.177-195). New York: Springer Verlag.
  • Piechowski, M. M. (1999). Overexcitabilities. M. A. Runco & S. R. Pritzker (Ed.), Encyclopedia of Creativity: Vol. 2 (pp. 325-334). Academic Press.
  • Porter, L. (1999). Gifted Young Children, Buckingham, Open University Pres.
  • Reis, S. M. (1987). We can’t change what we don’t recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31(2), 83-89
  • Robinson, N. M. (1993). Identifying and nurturing gifted, very young children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent , (pp. 507- 524) Oxford, UK: Pergamon Press
  • Roedell, W.C. (1984) Vulnerabilities of highly gifted children. Roeper Review, 6 (3), 127-130.
  • Schaefer, C. E., & Reid, S. E. (Eds.). (1986). Game play, therapeutic use of childhood games. New York: Wiley & Sons
  • Schmitz, C. C., & Galbraith, J. (1991). Managing the social and emotional needs of the gifted. Australia: Hawker Brownlow Education. M e l b o u r n e ,
  • Senemoğlu, N. (1997). Gelişim, öğrenme ve öğretim. Ankara: Ertem Yayıncılık.
  • Seyrek, H. ve M. Sun (1991), Çocuk Oyunları, İzmir: Mey Ofset.
  • Silverman, L. K. (1993). Counseling the gifted & talented. Denver, Colorado 80222: Love Publishing Company.
  • Sternberg R.J. (2005). WICS: a model of giftedness in leadership (wisdom, intelligence, creativity, synthesized). Roeper Review 28 (1), 37-39.
  • Strip, C.A., Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers Great Potential Press.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
  • Tannenbaum, A. J. (2000). Giftedness: The ultimate instrument for good and evil. K. A. Heller, F. J. Monks, R. J. Sternberg & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2. Ed., pp. 447 - 465). Oxford: Elsevier.
  • Tuncor F. (2000). Eğitici çocuk oyunları. İstanbul Esin Yayınları.
  • Tutar, H., Yılmaz, M. K. ve Erdönmez, C. (2003). Genel ve teknik iletişim. (1. Baskı). Ankara: Nobel Yayın Dağıtım.
  • VanTassel-Baska, J. (1998). Characteristics and needs of talented learners. J. V. Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp. 173 -191). Denver: Love Publishing Company.
  • Webb, J. T, Meckstroth, E. A., & Tolan, S. S. (1994). Guiding the gifted child: A practical source for parents and teachers. Scottsdale, AZ: Gifted Psychology.
  • Webb, J.T. (1993). Nurturing social-emotional development of gifted children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent, (pp. 525- 538 Oxford, UK: Pergamon Press
  • Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55(1), 159-169.
  • Yetim, A., (2000). Sosyoloji ve spor. Ankara: Topkar Matbaacılık,
  • Yörükoğlu, A. (1990). Gençlik çağı. 7. Basım. Ankara: Özgür Yayın Dağıtım,
  • Clark, B. (1988). Growing up gifted (3rd ed.) Columbus, OH: Charles E. Merrill.
  • Peine, M. E. (2003). Doing grounded theory research with gifted students.Journal for the Education of the Gifted, 26, 184-200
  • Roeper, A. (1982). How gifted cope with their emotions. Roeper Review, 5, 21-24.
  • Torrance, E. P. (1981). Non-test ways of identifying the creatively gifted. In J. C. Gowan, J. Khatena, & E. P. Torrance (Eds.), Creativity: Its educational implications (2nd ed., pp. 165-170). Dubuque, IA: Kendall/Hunt.
  • Seligman, M. E. P. (1975). Helplessness. San Francisco: W. H. Freeman
  • Piechowski, M. M. (2006). “Mellow out” they say. If I only could: Intensities and sensitivities ofthe young and bright. Madison, WI: Yunasa Books

Üstün Zekalı/Yetenekli Çocuklar ve İletişim

Yıl 2010, Cilt: 28 Sayı: 28, 213 - 223, 01.02.2010

Öz

Bu yazın taramasında, üstün zekalı ve yetenekli çocukların çevresiyle iletişimlerini etkileyen özellikleri araştırılmış ve bu çocuklarla iletişim kurma ipuçları üzerinde durulmuştur. Bu özellikler arasında dil becerisi, empati, oyun, arkadaşlık, liderlik, ahlaki yargılama, duygusallık, benlik saygısı, mükemmeliyetçilik, aşırı duyarlılık, hayal kırıklığı ve asilik sayılabilir. Üstün zekalı ve yetenekli çocuklar kabul görmediği ortamlarda dünyaya uyum sağlamak için farklı yollar seçebilir. Gruptan kendilerini soyutlama, dikkat çekme ve kabul görmek için gösterilerde bulunma veya herkes gibi görünmeye çalışma eğilimi gösterebilirler. Ailelerin, öğretmenlerin ve diğer yetişkinlerin üstün zekalı ve yetenekli çocukların akranlarından farklı özelliklerini kabul edip ve bunları kabul ederek başarı ve sosyalleşme merdiveninde tırmanmalarında ellerinden tutabilirler.

Kaynakça

  • Adderholdt-Elliot, M. R. (1987). Perfectionism: What’s bad about being too good? Minneapolis, MM: Free Spirit.
  • Batıstıch, V., Solomon, D., & Delucchı, K. (1993): Interaction processes and student outcomes in cooperative learning groups, The Elementary School Journal, 94, 19-32
  • Bilen, M. (1994) Sağlıklı insan ilişkileri. Ankara: Sistem Ofset.
  • Brooks, R. (1985). Delinquency among gifted children. J. Freeman (Ed.) The psychology of gifted children (pp. 297 - 308). New York: John Wiley & Sons.
  • Clark, B. (1997). Growing up gifted (5. Ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill
  • Coleman, L.J. & Cross. T.C. (2000). Social-emotional development and personal experience. Heller, K., Monks, F.J., Sternberg, R.J., & Subotnik, R.S. (Ed.) International Handbook for Research on Giftedness, (2.Ed. pp:203-212) Oxford: Elsevier.
  • Coopersmith, S. (1974). The antecedents of self-esteem. San Fransisco: W.H. Freeman and Company
  • Cüceloğlu, D. (2002). İletişim donanımları. Remzi Kitabevi, İstanbul.
  • Cüceloğlu,D. (1993). Yeniden insan insana. Remzi Kitabevi, İstanbul.
  • Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3.Ed.). Sydney, Australia: Allyn and Bacon.
  • Davis, G.A ve Rimm, S.B.(1998). Education of the gifted and talented. (4. Ed), Allyn ve Bacon, Boston, MA.
  • Delisle,]. R (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. Joumal for the Education ofthe Gifted, 13, 212-228
  • Dökmen, Ü (1996). İletişim çatışmaları ve empati. İstanbul: Sistem Yayıncılık
  • Freeman, J. (1993). Parents and families in nurturing giftedness and talent. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent. (pp. 669- 683)Oxford, UK: Pergamon Press
  • Frost, R. O. Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  • Goodwın R., Costa P., & Adonu J. (2004): Social support and ıts consequences: ‘Positive’ and ‘deficiency’ values and their implications for support and self-esteem. British Journal of Social Psychology, 43, 465-474
  • Greenıer K. D., Kernıs m. H., Mcnamara C. W., Waschull S. B., Berry A. J., Herlocker C. E., & Abend T. A. (1999): Individual differences in reactivity to daily events: Examining the roles of stability and level of self-esteem, Journal of Personality, 67, 185-207
  • Gross M.U. M.(2002). Musings: gifted children and the gift of friendship. Open Space Communications, Understanding Our Gifted, 14(3), 27–29.
  • Hensel, N. H. (1991). Social leadership skills in young children. Roeper Review, 14, 4–6.
  • Hess, L.L (1994). Life, liberty and the pursuit of perfection. Gifted Child Today, 17(3), 28-31.
  • Hewitt, P. L., & Flett, G. L. (1991). Dimension of perfectionism in unipolar depression. Journal of Abnormal Psychology, 100, 98-101.
  • Howard-Hamilton, M. F. (1994). An assessment of moral development in gifted adolescents. Roeper Review, 17, 57 - 59.
  • İnceoğlu, Y. (1998). Medya ve toplum. İstanbul, Der Yayınları.
  • Keefe K., & berndt, T.J. (1996): Relations of friendship quality to self-esteem in early adolescence, Journal of Early Adolescence, 16, 110-129
  • Kitano, M.K. (1990). Intellectual abilities and psychological intensities in young children: Implications for the gifted. Roeper Review, 13, 5-10.
  • Lehman, H. C.; Witty, P. A (1927). The play behavior of fifty gifted children. Journal of Educational Psychology. 18(4), 259-265.
  • LeVine, E.S. & Tucker, S. (1986). Emotional needs of gifted children: A preliminary, phenomenological view. The Creative Child and Adult Quarterly, 11 (3), 156-165.
  • Lovecky, D. V. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. L. K. Silverman (Ed.), Counseling the gifted and talented. Denver: Love Publishing Company.
  • Morelock, M. J., & Morrison, K. (1999). Differentiating “developmentally appropriate”: The multidimensional curriculum model for the young gifted children. Roeper Review, 21(3), 195-200.
  • Özbay, Y. (1999). Gelişim ve öğrenme psikolojisi. Ankara: Empati Yayınları.
  • Perleth, C., Lehwald, G, ve Broeder, C.S.,(1993). Indicators of high ability in young children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent, (pp. 283-310). Oxford, UK: Pergamon Press
  • Piechowski M. M.(2009) The inner world of the young and bright. T.Cross ve D. Ambrose (Ed.) Morality, ethics, and gifted minds, (pp.177-195). New York: Springer Verlag.
  • Piechowski, M. M. (1999). Overexcitabilities. M. A. Runco & S. R. Pritzker (Ed.), Encyclopedia of Creativity: Vol. 2 (pp. 325-334). Academic Press.
  • Porter, L. (1999). Gifted Young Children, Buckingham, Open University Pres.
  • Reis, S. M. (1987). We can’t change what we don’t recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31(2), 83-89
  • Robinson, N. M. (1993). Identifying and nurturing gifted, very young children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent , (pp. 507- 524) Oxford, UK: Pergamon Press
  • Roedell, W.C. (1984) Vulnerabilities of highly gifted children. Roeper Review, 6 (3), 127-130.
  • Schaefer, C. E., & Reid, S. E. (Eds.). (1986). Game play, therapeutic use of childhood games. New York: Wiley & Sons
  • Schmitz, C. C., & Galbraith, J. (1991). Managing the social and emotional needs of the gifted. Australia: Hawker Brownlow Education. M e l b o u r n e ,
  • Senemoğlu, N. (1997). Gelişim, öğrenme ve öğretim. Ankara: Ertem Yayıncılık.
  • Seyrek, H. ve M. Sun (1991), Çocuk Oyunları, İzmir: Mey Ofset.
  • Silverman, L. K. (1993). Counseling the gifted & talented. Denver, Colorado 80222: Love Publishing Company.
  • Sternberg R.J. (2005). WICS: a model of giftedness in leadership (wisdom, intelligence, creativity, synthesized). Roeper Review 28 (1), 37-39.
  • Strip, C.A., Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers Great Potential Press.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
  • Tannenbaum, A. J. (2000). Giftedness: The ultimate instrument for good and evil. K. A. Heller, F. J. Monks, R. J. Sternberg & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2. Ed., pp. 447 - 465). Oxford: Elsevier.
  • Tuncor F. (2000). Eğitici çocuk oyunları. İstanbul Esin Yayınları.
  • Tutar, H., Yılmaz, M. K. ve Erdönmez, C. (2003). Genel ve teknik iletişim. (1. Baskı). Ankara: Nobel Yayın Dağıtım.
  • VanTassel-Baska, J. (1998). Characteristics and needs of talented learners. J. V. Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp. 173 -191). Denver: Love Publishing Company.
  • Webb, J. T, Meckstroth, E. A., & Tolan, S. S. (1994). Guiding the gifted child: A practical source for parents and teachers. Scottsdale, AZ: Gifted Psychology.
  • Webb, J.T. (1993). Nurturing social-emotional development of gifted children. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent, (pp. 525- 538 Oxford, UK: Pergamon Press
  • Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55(1), 159-169.
  • Yetim, A., (2000). Sosyoloji ve spor. Ankara: Topkar Matbaacılık,
  • Yörükoğlu, A. (1990). Gençlik çağı. 7. Basım. Ankara: Özgür Yayın Dağıtım,
  • Clark, B. (1988). Growing up gifted (3rd ed.) Columbus, OH: Charles E. Merrill.
  • Peine, M. E. (2003). Doing grounded theory research with gifted students.Journal for the Education of the Gifted, 26, 184-200
  • Roeper, A. (1982). How gifted cope with their emotions. Roeper Review, 5, 21-24.
  • Torrance, E. P. (1981). Non-test ways of identifying the creatively gifted. In J. C. Gowan, J. Khatena, & E. P. Torrance (Eds.), Creativity: Its educational implications (2nd ed., pp. 165-170). Dubuque, IA: Kendall/Hunt.
  • Seligman, M. E. P. (1975). Helplessness. San Francisco: W. H. Freeman
  • Piechowski, M. M. (2006). “Mellow out” they say. If I only could: Intensities and sensitivities ofthe young and bright. Madison, WI: Yunasa Books
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Üzeyir Oğurlu Bu kişi benim

Yavuz Yaman Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2010
Gönderilme Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2010 Cilt: 28 Sayı: 28

Kaynak Göster

APA Oğurlu, Ü., & Yaman, Y. (2010). Üstün Zekalı/Yetenekli Çocuklar ve İletişim. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28(28), 213-223.