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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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. 

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