Relevant bibliographies by topics / Gifted children

Academic literature on the topic 'Gifted children'

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Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Gifted children"

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V. Mrunalini, V. Mrunalini, Dr J. Sujathamalini Dr. J. Sujathamalini, and A. Catherin Jayanthy. "Gifted Children – A Pleasant Challenge." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 153–55. http://dx.doi.org/10.15373/2249555x/june2013/52.

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Murphy, Mary, and Nancy Risser. "Gifted Children." Nurse Practitioner 22, no. 3 (March 1997): 205. http://dx.doi.org/10.1097/00006205-199703000-00017.

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Gallagher, James J. "Gifted Children." Contemporary Psychology: A Journal of Reviews 34, no. 5 (May 1989): 509–10. http://dx.doi.org/10.1037/028071.

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Leung, Alexander K. C., Wm Lane M. Robson, and Stephen H. N. Lim. "Gifted Children." Journal of the Royal Society of Health 112, no. 3 (June 1992): 124–26. http://dx.doi.org/10.1177/146642409211200305.

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Panov, V. I. "Gifted Children." Russian Education & Society 44, no. 10 (October 2002): 52–80. http://dx.doi.org/10.2753/res1060-9393441052.

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Ntamu, Blessing Agbo, and Margaret Oyo-Ita. "Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria." Global Journal of Educational Research 21, no. 1 (May 11, 2022): 35–46. http://dx.doi.org/10.4314/gjedr.v21i1.5.

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A regular classroom contains a diverse group of learners. Learners with very divergent characteristics sometimes. Classroom activities should be planned in such a way that every learner‟s needs are provided for and every learner is guided towards achieving his maximum potential. Failure to do so may lead some learners into delinquent behaviors and some may even drop out. Classroom activities seem to be planned with the average learners and the learning disadvantaged in mind. Most times learning facilitators do not factor in the needs of gifted children when planning classroom activities. It is believed that 6% of students in the public school are gifted. This percentage of students have the capacity to impact positively on national development if their gifts are identified and maximized. However, this seems not to be the case. Only the gifted students who find their way into specialized gifted schools have the privilege of having their gifts developed. The program for selection of students into gifted programs seems to be flawed in climes where statistics exist. To the extent that minority groups and low-income groups seem to be discriminated from assessing gifted programs. The researcher‟s position regarding this situation is that every school prepares for the gifted child as well while selecting and designing learning experiences. That every classroom facilitator be equipped to identify and to cater the needs of the gifted child within the normal inclusive classroom in order that no child‟s gift is ignored. Teacher‟s training programs should include training for identification and catering for gifted children. This will also reduce the rate of delinquency and school drop out that results from boredom of gifted children who are under-challenged and contribute to national development. This paper covers the following areas: Introduction, theoretical framework, the concept of giftedness in the classroom, characteristics of gifted learners, Giftedness as a means for reducing delinquency, school dropout rate and achieving national development, identifying gifted learners, meeting the needs of the gifted child in an inclusive classroom, and conclusion.
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Panenkova, Yuliia V. "EDUCATIONAL ENVIRONMENT AS A FACTOR OF DEVELOPMENT AND ADAPTATION OF GIFTED CHILDREN." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 14 (January 27, 2022): 37–41. http://dx.doi.org/10.25264/2415-7384-2022-14-37-41.

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The modern tendencies of psychology of development determine priority of the personality orientated model in the context of which child’s personality and idea of his/her integral development acquire the special value. The ambiguousness of interpretation of the phenomenon of gift and complication of his diagnostics creates serious difficulties in forming of the gifted personality, maintenance of his/her individuality and opening of talent. The aim of our paper is to determine the conditions of the educational environment for the development and adaptation of gifted children, substantiate the relationship between giftedness and adaptability, and present the results of the developed model of the adaptation process of gifted children. The category of gift belongs to the most fundamental description of personality. Nowadays there is a row of approaches to its determination. Most scientists examine a gift as a quality transformation of capabilities, as individual originality of makings, as psychological pre-condition of creative development of personality. Essence of personality development of the gifted children is determined as totality of their subjectivity, consciousness and system of values. The gifted child, unlike other children, in a greater measure is provided with ability to achieve the excellent degrees of subjectivity, consciousness, system of values, self-development in condition of successful adaptation process. Adaptation of gifted children is understood by us as a process of manifestation and development of giftedness and formation of children’s individuality in the educational environment. The social situation of development, development of gift and adaptability of the gifted children are correlated with the formation of personal reflection and self-esteem, self-confidence, value consciousness, the formation of characterological personality traits – communication, confidence, emotional stability, self-control, and reluctance to aggression. The presented model of the adaptation process determines the conditions of the educational environment for the development and adaptation of gifted children constructive relationships in the contact social environment (gifted children, parents, teachers, peers) and educational activities that contribute to adaptation and disclosure of children's giftedness through the formation of personal qualities, self-esteem, self-awareness and self-affirmation, personal values and reflection. Awareness of personal values, their own achievements and their recognition are value determinants of the development of creative abilities and personal identity of gifted children. A level, quality originality and character of the development of children’s gift are the result of a difficult cooperation of abilities, pedagogical conditions of the educational environment and psychological mechanisms of personal self- development and self-realization.
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Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general characteristics of Chinese parents, and a chi-square test was performed to analyze the results of Chinese parents' perceptions of gifted characteristics and giftedness identify and gifted education according to general characteristics. Results The results of this study are comprehensively summarized as follows. First, in Chinese parents' perceptions of giftedness, parents recognized ‘children with excellent academic performance and high intelligence’ as gifted, and viewed ‘high intelligence’ as the greatest characteristic of gifted children. And area of gifted children, the highest question was about ‘what characteristics gifted children exhibit’, and they recognized that ‘both genetic and environmental factors are important’ in order to develop giftedness. Second, regarding the identification of gifted children, it was recognized that ‘3 - 5 years old’ was the most appropriate time to identify gifted children. Lastly, in the perception of gifted education, fathers and mothers agreed on the perception that gifted education is ‘education to cultivate creative thinkers’, but they showed a difference of opinion on the necessity of gifted education. As for the reason why it was necessary, it was confirmed that there was a common view that ‘Gift education is necessary for the development of potential’, but opinions differed as to the reason why it was not necessary. In addition, 86.6% of the survey subjects expressed their intention to participate in parenting education in order to make their children gifted, but the reason why they would receive parental education was had different opinions. Conclusions Chinese parents did not have a diverse understanding of gifted children and gifted education. To this end, there is a need to manage important issues such as public education and national standards for gifted education and establishment of an education system.
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Plowman, Paul D. "Preschool Gifted Children." Gifted Child Today Magazine 10, no. 6 (November 1987): 24–26. http://dx.doi.org/10.1177/107621758701000607.

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Hansen, Jan B. "Exceptionally Gifted Children." Gifted International 8, no. 1 (September 1993): 52. http://dx.doi.org/10.1080/15332276.1993.11672779.

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Dissertations / Theses on the topic "Gifted children"

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Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.
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Harrison, Catherine Anne. "Giftedness in early childhood : the search for complexity and connection /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.

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Thesis (D. Ed.)--University of Western Sydney, 2003.
"A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.
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Ellett, Phyllis B. Baker Paul J. "Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
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Collier, Robyn Maree. "Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.

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Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level. The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour. The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group. The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.

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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group. This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.
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Hay, Peta Kerin Education Faculty of Arts &amp Social Sciences UNSW. "Prosocial reasoning and empathy in gifted children." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.

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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.
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Books on the topic "Gifted children"

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Jolly, Jennifer L., Donald J. Treffinger, Tracy Ford Inman, and Joan Franklin Smutny. Parenting Gifted Children. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020.

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Danielian, Jeff, C. Matthew Fugate, and Elizabeth Fogarty. Teaching Gifted Children. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638.

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Gross, Miraca U. M. Exceptionally Gifted Children. London: Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. West Lafayette, IN: Kappa Delta Pi, 1995.

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Challenging gifted children. Westminster, CA: Teacher Created Materials, 1996.

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Exceptionally gifted children. London: Routledge, 1993.

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Gross, Miraca U. M. Exceptionally Gifted Children. London: Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. 2nd ed. New York: Routledge, 2004.

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Callard-Szulgit, Rosemary. Perfectionism and gifted children. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Speigel, Donna. Identification of gifted children. [s.l: s.n.], 1989.

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Book chapters on the topic "Gifted children"

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Chess, Stella, and Mahin Hassibi. "Gifted Children." In Principles and Practice of Child Psychiatry, 390–94. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_20.

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Renner, Karen J. "Gifted Children." In Evil Children in the Popular Imagination, 43–68. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59963-6_3.

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Kircher-Morris, Emily. "Gifted and …" In Raising Twice-Exceptional Children, 19–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237532-4.

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Matthews, Michael S., and Jennifer L. Jolly. "Parenting Gifted Children." In Critical Issues and Practices in Gifted Education, 335–48. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-25.

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Shanley, Mary Kay, and Julia Johnston. "Real Fears of Incoming First-Year College Students: What Parents Can Do." In Parenting Gifted Children, 111–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-14.

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Robinson, Ann, and Sidney M. Moon. "Advocating for Talented Youth: Lessons Learned From the National Study of Local and State Advocacy in Gifted Education." In Parenting Gifted Children, 369–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-44.

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Dunn, Rita, Karen Burke, and Janet Whitely. "What Do You Know About Learning Style? A Guide for Parents of Gifted Children." In Parenting Gifted Children, 53–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-8.

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Trail, Beverly A. "Parenting Twice-Exceptional Children Through Frustration to Success." In Parenting Gifted Children, 387–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-46.

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Moon, Sidney M. "Parenting Gifted Children With ADHD." In Parenting Gifted Children, 405–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-48.

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McCluskey, Ken W. "The Importance of Being Early: A Case for Preschool Enrichment." In Parenting Gifted Children, 65–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-9.

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Conference papers on the topic "Gifted children"

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Pronyaeva, Nadezhda Anatolevna. "The Specifics of Work With Gifted Children in Special Piano Lessons at Children’s Art School." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75365.

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The concept of “musical talent” is considered, as well as the main musical and performance abilities and skills of students-pianists. The features of teachers’ modern teaching approach in piano lessons with gifted children are characterized. The distinctive features of the manifestation of the basic musical talent of gifted children in the piano lessons are analyzed. The importance of enlightening the teacher to the individual characteristics of a gifted child is emphasized.
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Chugunova, Olga Pavlovna. "Innovative Forms and Methods of Teaching Giften Children in a Geneal Education School." In International Scientific and Practical Conference, Chair Valentina Aleksandrovna Davydenko. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530878.

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Ratner, Faina. "PROBLEMS AND DIFFICULTIES OF GIFTED CHILDREN." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.090.

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Benharrath, Kawther, Balkine Khaddoumi, Mounir Sayadi, Herve Rix, Olivier Meste, Jerome Lebrun, Sophie Guetat, and Marie-Noele Magnie-Mauro. "Feature Optimization for Gifted Children Diagnosis." In 2020 5th International Conference on Advanced Technologies for Signal and Image Processing (ATSIP). IEEE, 2020. http://dx.doi.org/10.1109/atsip49331.2020.9231719.

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Voloskov, I. V., and I. Vallis. "The psychological concept of gifted children." In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-14.

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The article examines the basic approaches to children's giftedness, common in Russian and foreign psychology. The authors consider it necessary to combine the best achievements of Russian and foreign concepts of giftedness in order to create a unified theory of giftedness.
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7

Breshkovskaya, Karine Yurevna, and Anna Vladimirovna Morozova. "Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75191.

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A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.
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8

Ryzhova, Viktoria Sergeevna, and Olga Semenovna Ryzhova. "Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's program in psychological and pedagogical direction, implemented at the Southern Federal University.
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9

Yuliana, Syari. "The Unique Things of Gifted Children Development." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.22.

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10

Жмакина, Надежда Леонидовна, and Оксана Минниахматовна Рзаева. "MODERN REQUIREMENTS FOR THE IDENTIFICATION AND ORGANIZATION OF WORK WITH GIFTED PRESCHOOL CHILDREN IN THE CONTEXT OF SUPPLEMENTARY EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Март 2022). Crossref, 2022. http://dx.doi.org/10.37539/ko196.2022.23.26.006.

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В статье описывается комплексный подход, включающий широкий спектр разнообразных методов при решении проблемы выявления одаренных детей в дошкольных учреждениях. Представлены 4 направления работы с одаренными детьми, реализуемые в детском саду в условиях дополнительного образования. The article describes complex approach including a wide range of different methods during identification of gifted children in preschool institutions. There are four aspects of work with gifted children realizing in the context of supplementary education in the kindergarten.
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Reports on the topic "Gifted children"

1

Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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2

Lavy, Victor, and Yoav Goldstein. Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge-Economy. Cambridge, MA: National Bureau of Economic Research, February 2022. http://dx.doi.org/10.3386/w29779.

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3

Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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4

Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

Full text
Abstract:
What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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