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Journal articles on the topic 'Gifted children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

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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2

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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3

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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4

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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5

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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6

Cho, Seokhee, and Doehee Ahn. "Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children." Exceptional Children 69, no. 4 (July 2003): 497–505. http://dx.doi.org/10.1177/001440290306900407.

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Young childrens strategy acquisition and maintenance were examined by comparing the recall, clustering, and study behaviors of children of different ages and intelligences. Three groups were included in the study: 5-year-old gifted children, 5-year-old nongifted children, and 7-year-old nongifted children. All were observed and measured on 5 consecutive days, with training on strategy use provided on the third day. Several differences among groups were found, generally favoring the gifted children in terms of performance and maintenance of strategies. In addition, the 5-year-old gifted children seemed to spontaneously use categorization strategies and clustered items in recall before training, while the 7-year-old children used categorization and clustering in recall after training. Implications for instruction for gifted students are discussed.

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7

Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized education of giftted children. The individualization of giftted children in the secondary school is incomplete, the diversity in the modes of teaching activities is scarce and used episodically, this work is not planned, and it is not organized systematically. It is necessary to stimulate this activity of pedagogues and implement the system of motivation.

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8

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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9

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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Little, Catherine A. "Exceptionally Gifted Children." Gifted and Talented International 19, no. 2 (September 2004): 109–11. http://dx.doi.org/10.1080/15332276.2004.11673045.

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11

Silverman, Linda K., Donna G. Chitwood, and Jana Leigh Waters. "Young Gifted Children." Topics in Early Childhood Special Education 6, no. 1 (April 1986): 23–38. http://dx.doi.org/10.1177/027112148600600106.

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12

Herskovits, Maria. "COUNSELLING GIFTED CHILDREN." European Journal of High Ability 2, no. 2 (January 1991): 161–65. http://dx.doi.org/10.1080/0937445910020205.

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13

Marjorm, D. T. E. "Teaching Gifted Children." Gifted Education International 8, no. 1 (January 1992): 56–57. http://dx.doi.org/10.1177/026142949200800113.

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This article discusses the importance of providing an enriched curriculum for all children so that individuals with particular high level abilities can be identified. The author stresses the importance of continuous assessment of children's work. He also highlights the important role of the sensitive teacher who knows her pupils well and discusses the dynamic relationship between acquiring the basic skills of a subject and creative problem-solving. The article concludes with 10 “vital ingredients” for a curriculum which enables pupils to display gifted behaviour.

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Yates, Denise. "Supporting gifted children." Children and Young People Now 2014, no. 25 (December 9, 2014): 34. http://dx.doi.org/10.12968/cypn.2014.25.34.

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15

Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (August 26, 2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.

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16

Duan, Xiaoju, Zhou Dan, and Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children." Psychological Reports 112, no. 1 (February 2013): 20–32. http://dx.doi.org/10.2466/04.10.49.pr0.112.1.20-32.

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In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter reaction time and doing so with greater accuracy. The findings supported the validity of the information processing speed in identifying intellectually gifted children.

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17

Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (December 23, 2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.

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Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (January 25, 2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did not acquire enough knowledge for working with musically gifted children during their formal and informal education. Among the important factors influencing the development of musically gifted children, preschool teachers pointed out motivation to work with musically gifted children, identification of musically gifted children, cooperation with music experts and parents, and implementation of additional musical activities.

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19

Olszewski-Kubilius, Paula. "Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?" Journal for the Education of the Gifted 26, no. 4 (June 2003): 304–13. http://dx.doi.org/10.4219/jeg-2003-308.

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20

Gur, Cagla. "Do gifted children have similar characteristics?: Observation of three gifted children." Procedia - Social and Behavioral Sciences 12 (2011): 493–500. http://dx.doi.org/10.1016/j.sbspro.2011.02.061.

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21

Yeo, Lay See, and Steven I. Pfeiffer. "Counseling gifted children in Singapore." Gifted Education International 34, no. 1 (May 11, 2016): 64–75. http://dx.doi.org/10.1177/0261429416642284.

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Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting scholar and his discussions with personnel at the Singapore Education Ministry’s GE Branch and interactions with local teachers and parents of gifted children. Drawing on the published wisdom of clinical experts and the second author who have provided counseling for gifted children, and the first author’s knowledge about Asian culture and educational context in Singapore, the article proposes an evidence-based counseling model that could serve the needs of gifted children in Singapore and possibly other Asian countries.

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22

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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23

Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight participants, one was the most rejected among peers (5th grade), two became the most popular among peers (3rd grade). The gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular and neutral peers; when playing together — with neutral peers. With reference to social interaction of gifted children with peers, only patterns demonstrating social effectiveness and social correspondence were found out.

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François-Sévigny, Juliette, Mathieu Pilon, and Laurie-Anne Gauthier. "Differences in Parents and Teachers’ Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale." Brain Sciences 12, no. 11 (November 18, 2022): 1571. http://dx.doi.org/10.3390/brainsci12111571.

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The potential for the misdiagnosis of giftedness as attention deficit/hyperactivity disorder (ADHD) has been well documented, as has the clinical diagnostic profile of individuals with both giftedness and ADHD. This study aimed to examine parents’ and teachers’ responses to the Conners 3 behavioral rating scale of gifted students with ADHD compared to gifted students without ADHD and non-gifted students with ADHD. Ninety-two children aged 6 to 12 years were included in the study. On the basis of clinical assessments utilizing the K-SADS, the WISC-V, and other neurocognitive tests, the students were split into three groups: gifted/ADHD (n = 35), ADHD (n = 35), and gifted (n = 22). The results revealed that mothers’, fathers’, and teachers’ responses to the Conners 3 rating scale distinguished well between the gifted group and the other two groups, but not between the gifted/ADHD and ADHD groups. The learning difficulties observed by teachers was the most significant element that distinguished gifted/ADHD students from non-gifted ADHD students. Other results indicated that mothers and fathers reported more inattention problems in their gifted/ADHD children than teachers. Additionally, mothers tended to observe more learning and executive function problems in their gifted/ADHD children than teachers did. These findings highlight the importance of multiple informants complementing each other in the assessment process for ADHD in a gifted context to counteract the masking effect between giftedness and ADHD.

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25

Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, Jean-Marc Baleyte, Claire Montlahuc, Pierre Fourneret, and Olivier Revol. "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/540153.

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

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Assagioli, Roberto. "The Education of Gifted and Highly Gifted Children." Gifted Education International 5, no. 1 (September 1987): 52–56. http://dx.doi.org/10.1177/026142948700500113.

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This article (from the Psychosynthesis Research Foundation) provides a succinct argument for an education which will promote the harmonious development of all aspects of the human being: physical, emotional, imaginative, mental, intuitive, spiritual. Most important is the development in the understanding of human relations.

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Ring, Brenda, and Michael F. Shaughnessy. "The Gifted Label, Gifted Children and the Aftermath." Gifted Education International 9, no. 1 (January 1993): 33–35. http://dx.doi.org/10.1177/026142949300900107.

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Gifted children are receiving more and more attention and special educational services in the school system of America today. While there is much on labeling people as “mentally retarded” little has been done on the effects of labeling children as “gifted”. This paper explores the effects of labeling children as gifted. It addresses the effects that the label places on males and females and their self-concept and self-esteem. The family too, is affected in very subtle ways. The literature regarding the labeling process and its effects are discussed. Lately, peer relationships are somewhat affected both for boys and girls. Expectations are often set, and friendships are affected. Needed research in this area will be specified. We need to know more about the process and both the immediate and long-term effects, ramifications, and repercussions of the labeling process and its after effects.

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28

Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)." Innovative Solution in Modern Science 3, no. 39 (May 19, 2020): 36. http://dx.doi.org/10.26886/2414-634x.3(39)2020.4.

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The article deals with the problem of gifted children. It focuses on the teacher preparation for gifted children. The author analyses the American experience of partnership between universities, schools and public organization in the process of teacher preparation for work with gifted and talented children.It is stated that in the United States, reform of partnerships between different organizations in the preparation of teachers for work with gifted children begins at the level of university training programs for such teachers, extends to schools, where teachers with gifted children work, and further covers the society as a whole.Key words: gifted children, teacher preparation, university training program, partnership, public organization, school.

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Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments." Современная зарубежная психология 7, no. 2 (2018): 60–69. http://dx.doi.org/10.17759/jmfp.2018070206.

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The question of social interaction of gifted children with their peers leads to a number of disputes among specialists in giftedness. It is known that such an interaction has a beneficial impact on the intellectual development and social growth, supports developing a various set of social skills and abilities. Generally, gifted children build good relations with their peers, especially in elementary school. At the same time, gifted children can feel neglected and not needed, have difficulties when establishing and monitoring the relations with their peers. Educational environment (homogeneous and heterogeneous) plays its role in educating gifted children and has both advantages and disadvantages. Understanding of the nature of social interaction helps developing necessary interventions with the purpose to make a gifted child adapted. The goal of the paper is the analysis of foreign research of social status, educational environment and social interaction of gifted children with their peers; representation of the results of empirical research of social status and social interaction of gifted children working and playing together which was carried out by the author in Holland with the help of sociometric and behavior tools (Instrument Observational Protocol for Interactions within the Classroom (OPINTEC-v.5). It is found out that in spite of the fact, one of eight participants was the most rejected among peers, five participants became popular among peers. When working and playing together, the gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular peers and peers of neutral social status, while when playing together – with peers of neutral social status. With reference to social interaction of gifted children with peers, only those patterns were found out that demonstrated social effectiveness and social correspondence

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Tirri, Kirsi A., Mary K. Tallent-Runnels, Aida M. Adams, Mantak Yuen, and Patrick S. Y. Lau. "Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States." Journal for the Education of the Gifted 26, no. 2 (December 2002): 112–31. http://dx.doi.org/10.1177/016235320202600203.

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This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.

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Kitano, Margie K. "Gifted and talented Asian children." Rural Special Education Quarterly 8, no. 1 (March 1987): 9–13. http://dx.doi.org/10.1177/875687058700800102.

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Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.

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Агаханов, Н., and N. Agahanov. "Work with Mathematically Gifted Children in a Multi-Level System of Subject Olympiads and Competitions." Profession-Oriented School 6, no. 5 (October 24, 2018): 19–26. http://dx.doi.org/10.12737/article_5bbf0645281074.31484397.

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The article presents a multi-level system of subject Olympiads and competitions in mathematics for the identifi cation and development of mathematically gifted schoolchildren that has developed in Russia at present. The activity of each structural component and their purpose are described. The conceptual bases of work with mathematically gifted children in the multi-level system of subject Olympiads and competitions are revealed: the formation of the intellectual elite; increasing the role of mathematics in modern society; identifi cation, selection and self-realization of gifted children; professional orientation; development and specifi city of tasks for mathematical Olympiads and competitions; coaching support in working with mathematically gifted children; content and stages of work with mathematically gifted children; a variety of forms of additional education for mathematically gifted children; stimulating teachers to work with gifted children; organizational support of education management bodies; popularization of mathematical education.

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33

Grakauskaitė-Karkockienė, Daiva, and Viktorija Sičiūnienė. "Education of Gifted Children: Lithuanian Teachers’ Attitudes and Experience." Pedagogika 147, no. 3 (December 30, 2022): 125–46. http://dx.doi.org/10.15823/p.2022.147.6.

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Gifted children’s education is one of the most relevant pedagogical and psychological problemsin education worldwide. The inclusion of gifted education programs in schools depends on theeducational system and teachers’ education and experiences. This study explores Lithuanianteachers’ view and experiences regarding the education of gifted children. A total of 500 teachers,representing 45 schools in Lithuania, participated in a written survey. Study data were collectedthrough written responses to a survey which included: questions regarding experiences workingwith gifted children (12 questions) and respondents’ demographics. The questions with responsechoices provided explored the areas of respondents’ experiences in gifted education, including theapplication of gifted children’s education programs in their school; work experience with giftedstudents; and preparation and willingness to work with gifted children. Reflecting on the results,it’s clear that Lithuanian teachers face great difficulties in educating gifted children, dependingon both external/objective conditions (funding, appropriate atmosphere, working conditions,cooperation among teachers) and’ subjective experiences (well-being, emotional state, evaluation,and feeling of the significance of their work).

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Jacynė, Reda, and Evelina Žukauskaitė. "The Education of Gifted Pre-School Children Using Information Communication Technology: the Opinions of Teachers." Regional Formation and Development Studies 37, no. 2 (July 18, 2022): 43–53. http://dx.doi.org/10.15181/rfds.v37i2.2420.

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The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pre-school children using information communication technology, the characteristics of gifted pre-schoolers, and the possibilities for the identification of gifted pre-schoolers. The study suggests that gifted pre-school children are educated in an individualised way according to their needs, they are identified by their abilities which stand out from their peers, information communication technologies are used to diversify the education of gifted pre-school children, and that the biggest problem educators face while developing gifted children is the lack of information and the lack of communication tools.

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35

Jeon, Kyung-Won. "Bibliotherapy for Gifted Children." Gifted Child Today Magazine 15, no. 6 (November 1992): 16–19. http://dx.doi.org/10.1177/107621759201500604.

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36

Hall, Eleanor G. "Educating Preschool Gifted Children." Gifted Child Today Magazine 16, no. 3 (May 1993): 24–27. http://dx.doi.org/10.1177/107621759301600306.

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37

Nielsen, M. Elizabeth, L. Dennis Higgins, Ann Elizabeth Hammond, and Ronald A. Williams. "Gifted Children with Disabilities." Gifted Child Today Magazine 16, no. 5 (September 1993): 9–12. http://dx.doi.org/10.1177/107621759301600503.

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38

Snowden, Peggy L. "Educating Young Gifted Children." Gifted Child Today 18, no. 6 (November 1995): 16–41. http://dx.doi.org/10.1177/107621759501800607.

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Congdon, Peter. "Why identify gifted children?" Early Child Development and Care 21, no. 1-3 (January 1985): 107–19. http://dx.doi.org/10.1080/0300443850210108.

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Carr, Martha, and John G. Borkowski. "Metamemory in Gifted Children." Gifted Child Quarterly 31, no. 1 (January 1987): 40–44. http://dx.doi.org/10.1177/001698628703100109.

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Henshon, Suzanna E. "Gifted Children Grown Up." Gifted and Talented International 17, no. 2 (September 2002): 101–3. http://dx.doi.org/10.1080/15332276.2002.11672996.

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Smith, Brent W., Allison G. Dempsey, Susan E. Jackson, F. Richard Olenchak, and John Gaa. "Cyberbullying among gifted children." Gifted Education International 28, no. 1 (January 2012): 112–26. http://dx.doi.org/10.1177/0261429411427652.

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Peer victimization, or bullying, is a phenomenon that has received increasing global attention, and the use of technology, or cyberbullying, to bring about acts of bullying has certainly increased as access to various technological tools has escalated. While it is unclear whether this attention is a function of actual increases in cyberbullying or is simply a function of the fact that the same boom in technological access also enables more rapid reporting of such incidents, the reality remains the same: a number of young people use cyberspace as a means for attacking peers. An examination of the literature pertaining to cyberbullying serves as a backdrop for considering cyberbullying and its particular effects on gifted and talented students, and a call for increasing research efforts in this arena is issued.

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Silverman, Linda Kreger. "Parenting Young Gifted Children." Journal of Children in Contemporary Society 18, no. 3-4 (December 17, 1986): 73–87. http://dx.doi.org/10.1300/j274v18n03_08.

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McGuffog, Carolyn. "Problems of Gifted Children." Pediatric Annals 14, no. 10 (October 1, 1985): 719–26. http://dx.doi.org/10.3928/0090-4481-19851001-07.

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Lewandowski, Lawrence, and Robert Kohlbrenner. "Lateralization in gifted children." Developmental Neuropsychology 1, no. 3 (January 1985): 277–82. http://dx.doi.org/10.1080/87565648509540314.

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Cline, Starr, and Kathryn Hegeman. "Gifted Children with Disabilities." Gifted Child Today 24, no. 3 (July 2001): 16–24. http://dx.doi.org/10.4219/gct-2001-542.

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Drake, Jennifer E., and Ellen Winner. "Children gifted in drawing." Gifted Education International 29, no. 2 (May 18, 2012): 125–39. http://dx.doi.org/10.1177/0261429412447708.

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Although one study has reported that 6% of children with autism spectrum disorder (ASD) have drawing talent, no study has examined the incidence of drawing talent in typical children. We asked 153 children aged 6–12 years to draw a picture of their hand. We scored the drawings for the use of detail, correct proportion, and overall contour; assessed the drawings as above average at each age based on a global assessment; and compared the drawings with those of three identified drawing prodigies. Most children were able to capture the overall contour of their hand; the ability to draw relevant details was not common until age 8; and correct proportion was not seen even in the oldest children. We identified 13% of drawings as above average for the child’s age group. However, even those drawings identified as above average were significantly less realistic than the drawings of the prodigies.

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Marjoram, D. T. E. "Chess and Gifted Children." Gifted Education International 5, no. 1 (September 1987): 48–51. http://dx.doi.org/10.1177/026142948700500112.

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Maltby, Florence. "Gifted Children and Teleconferencing." Gifted Education International 5, no. 3 (September 1988): 195. http://dx.doi.org/10.1177/026142948800500314.

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Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (April 1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.

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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower level processes in writing. Poor writing performance in gifted students may reflect low-level transcription deficits and is not necessarily the result of laziness, boredom, or lack of motivation as is often believed. Implications of this research for identifying writing-related learning disabilities in gifted students are discussed.

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