Publicação
Gifted amongst Preschool Children: An Analysis on How Teachers Recognize Giftedness
| Resumo: | The aim of this research is to expose what teachers from two different cultures observe as characteristics of giftedness in preschool children. The research also depicts the teachers’ conception of inclusive gifted education. The applied qualitative methodology is based in an interview, which focuses on understanding teachers’ difficulties and perceptions in identifying and recognizing a gifted preschool child. Eight teachers, from Brazil and Portugal, participated in this study. Teachers' answers were analyzed through a formal content analysis procedure. The results indicate that teachers acknowledge the concept of giftedness; they analyze the engagement and the behavior of the children through the characteristics most present in literature. However, understanding what the gifted child needs is still difficult for teachers. This study indicates that teacher training needs to be more specific about the concept and the identification of the gifted children during the preschool years. |
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| Autores principais: | Dal Forno, Letícia |
| Outros Autores: | Bahia, Sara; Veiga, Feliciano Henriques |
| Assunto: | Giftedness Preschool children Teachers perceptions |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | The aim of this research is to expose what teachers from two different cultures observe as characteristics of giftedness in preschool children. The research also depicts the teachers’ conception of inclusive gifted education. The applied qualitative methodology is based in an interview, which focuses on understanding teachers’ difficulties and perceptions in identifying and recognizing a gifted preschool child. Eight teachers, from Brazil and Portugal, participated in this study. Teachers' answers were analyzed through a formal content analysis procedure. The results indicate that teachers acknowledge the concept of giftedness; they analyze the engagement and the behavior of the children through the characteristics most present in literature. However, understanding what the gifted child needs is still difficult for teachers. This study indicates that teacher training needs to be more specific about the concept and the identification of the gifted children during the preschool years. |
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