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Journal articles on the topic 'Talented children'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Reis, Sally M. "Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People." Gifted Education International 25, no. 3 (September 2009): 217–36. http://dx.doi.org/10.1177/026142940902500304.

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Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures. In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified. What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today? In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.

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2

Jen, Enyi, Christine Chifen Tseng, and Ching-Chih Kuo. "Performance differences between verbally talented preschoolers and their regular counterparts in storytelling." Gifted Education International 31, no. 3 (March 19, 2014): 214–31. http://dx.doi.org/10.1177/0261429414526333.

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The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children’s picture books. Twelve children, who participated in a screening session designed to identify young talented children for the Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Talented Preschoolers (PSMIGP program), were divided into a verbally talented group (VT) and a regular group (RE). The stories told by the participants were tape-recorded, transcribed, and coded using the Child Language Data Exchange System (CHILDES). The results indicated that the verbally talented children demonstrated their linguistic talents at as young as four years of age. In telling a story, they used more clauses and more words that were different to complete the task. In addition, they used more modifiers (i.e. adjectives and adverbs) and employed more conjunctions that were more complex. However, there were no differences between the two groups in mean length of utterance (MLU) and type-token ratios (TTRs). This paper presents a discussion on the implications of this study and offers suggestions for future research.

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3

Nurullina, E. R., and Y. R. Khairullina. "THE MISSION OF NON-PROFIT ORGANIZATIONS IN THE FORMATION OF FAMILY POLICY AND IN THE DEVELOPMENT OF TALENTED CHILDREN AND YOUTH." KAZAN SOCIALLY-HUMANITARIAN BULLETIN 11, no. 5 (October 2020): 43–48. http://dx.doi.org/10.24153/2079-5912-2020-11-5-43-48.

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The article discusses the process of interaction between non-profit organizations and public authorities in the area of the development of talented children and youth, and the role of this process in the formation of family policy. A comprehensive system of measures is proposed to support the development of talent of children and youth, and recommendations for all participants of cooperation: state authorities, non-profit organizations, social protection agencies, talented children and youth, their mentors and parents. The necessary measures are shown to ensure the practical implementation of family policy for State authorities on the basis of the socio-economic potential of the regions and the fundamental role of the third sector of the economy, which implements social services in the field of development of talent of children and young people, is considered. The article proposes recommendations to managers for the introduction into the state family policy of activities to support families where talented children are raised, recommendations to increase the effectiveness of non-profit organizations in the field of family policy. Special attention is paid to the need to create a single information platform, which will focus information on the activities of non-profit organizations of different directions in one information context so that all participants of the interaction can learn about their activities and opportunities: talented children and youth, mentors, parents and state authorities.

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4

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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5

Strom, Robert, Aileen Johnson, Shirley Strom, and Paris Strom. "Talented children in minority families." International Journal of Early Childhood 22, no. 2 (September 1990): 39–48. http://dx.doi.org/10.1007/bf03174662.

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6

Bildiren, Ahmet. "The Interest Issues of Gifted Children." World Journal of Education 8, no. 1 (January 30, 2018): 17. http://dx.doi.org/10.5430/wje.v8n1p17.

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Gifted and talented children show differences in many respects compared to normal developing children. It isexpected that these differences may also arise in daily life of all these children. In this research, it is aimed toinvestigate that whether the responses of three wishes questions of the gifted and talented and normal developingchildren differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children.Quantitative and qualitative research methods have been used together in the research. The main research questionwas as follows: "What would you wish if you had three wishes". Received responses were coded and analyzed bychi-square test according to the response types of children with gifted, talented, and normal developing children. As aresult of the research, it was determined that the answers given by the gifted, talented, and normal developingchildren to the three right wishes differed.

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7

Subotnik, Rena F., and Laurence J. Coleman. "Establishing the Foundations for a Talent Development School: Applying Principles to Creating an Ideal." Journal for the Education of the Gifted 20, no. 2 (January 1997): 175. http://dx.doi.org/10.1177/016235329602000202.

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A talent development program (TDP) was formulated in response to a symposium that explored the distinctiveness of gifted education from general education. The proposal acknowledges that gifted and talented children are atypical learners, that many of their needs can be met with strategies appropriate for all children, and that they require opportunities for greater speed and depth of study and for addressing individual concerns related to their emerging talent. A TDP should be established at every school to complement and extend the general education program. Schools cannot adequately address the needs of gifted and talented learners because they are organized on notions of development that are largely antithetical to what is known about talent development. The TDP would facilitate scholarly inquiry and apprenticeships for those with the potential and desire to transform various domains.

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8

Balogh, László, and Kálmán Nagy. "DEVELOPING TALENTED CHILDREN: PROBLEMS AND EXPERIENCES." High Ability Studies 1, no. 1 (1991): 179–86. http://dx.doi.org/10.1080/0937445910010108.

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9

Balogh, László, and Kálmán Nagy. "DEVELOPING TALENTED CHILDREN: PROBLEMS AND EXPERIENCES." European Journal of High Ability 1, no. 2 (January 1991): 179–86. http://dx.doi.org/10.1080/0937445910010208.

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10

Roose, Kris. "ACHIEVING OPTIMAL FUNCTIONING IN TALENTED CHILDREN." European Journal of High Ability 4, no. 2 (January 1993): 171–79. http://dx.doi.org/10.1080/0937445930040206.

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11

Moon, Tonya R., and Catherine M. Brighton. "Primary Teachers' Conceptions of Giftedness." Journal for the Education of the Gifted 31, no. 4 (January 1, 2008): 447–80. http://dx.doi.org/10.4219/jeg-2008-793.

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This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.

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12

Suherman, Yuyus. "AKSELERASI-INKLUSI DALAM PERSPEKTIF LAYANAN EFEKTIF ANAK BERBAKAT." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 157. http://dx.doi.org/10.21009/pip.282.11.

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Abstract: Many people realize the importance of special education for gifted and talented children. However,the implementation of special education through accelerated class generates a polemic. In regards to the problemmentioned above, the acceleration should be laid upon the original idea as an effort to effectively serve the giftedand talented children. This is crucial, since this is called as an accelerated class, where acceleration has to takeplace. The accelerated class seems to be meant only for talented children with such an achievement and a highscore of IQ, but the accelerated class is neither for children with under achievement or the disadvantaged children.While it’s mentioned legally that every citizen has the right to access education. The essence of acceleration liesin the effective service for gifted and talented children. One innovative is accelerated-inclusion. In the context ofinclusive education, the acceleration is a must, as this is the essence of the fulfillment of the special needs. Thisarticle analyzed accelerated-inclusion in Al-Mabrur Elementary School, in Bandung. The focus of the analysis iswhat, wh, and how the accelerated-inclusion is developed in this five-year learning program full-day school, andis relevant to the context of effective service for gifted and talented children. Keywords: accelerated, inclusive, effective service, innovative, gifted and talented children.

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13

Harslett, Mort. "The Concept of Giftedness from an Aboriginal Cultural Perspective." Gifted Education International 11, no. 2 (January 1996): 100–106. http://dx.doi.org/10.1177/026142949601100207.

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Aboriginal children are chronically under-represented in programs for gifted and talented children. Among the reasons suggested is an absence of an understanding of the concept of giftedness from an Aboriginal cultural perspective. It is proposed in this paper that such an understanding is necessary to provide a basis for the development of identification processes and programs appropriate for gifted Aboriginal children. The study reported in this paper demonstrated that the concept of giftedness is compatible with Aboriginal culture and that giftedness and talented performance are believed to be a consequence of individual ability, commitment, and fortuitous environmental factors. Research information is also reported which indicates domains and fields in which gifts and talents are most valued within Aboriginal culture. It is concluded that identification and provision constructs should be developed within cultural specific parameters.

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14

Ferreira, Jane Farias Chagas, and Denise de Sousa Fleith. "Characteristics and dynamics of the family of talented adolescents." Estudos de Psicologia (Natal) 17, no. 1 (April 2012): 15–23. http://dx.doi.org/10.1590/s1413-294x2012000100003.

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The purpose of this study was to describe family characteristics and dynamics of talented adolescents. Forty-two adolescents between 12 and 18 years old who attended a program for gifted students and their family participated in the data collection. A family characteristics questionnaire and the Parent Success Indicator Inventory, children's and parents' versions were used as instruments. The results indicated that more than half of the families with talented adolescents had a traditional figure: spouses with children born of their own conjugal union. These families prioritized education and the development of their children's talents. The family dynamics involved a wide range of routine and leisure activities, among which stand out those related to the rest, to school, watching television and movies and visiting relatives. Parents evaluated their parental performance in a more positive way when comparing to the adolescents considering all the categories measured by the PSI: communication, use of time, teaching, frustration, satisfaction, and information needs. The results of this study highlight the relevant role of the family regarding talent development.

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15

Prasetyo, Yudik, Ahmad Nasrulloh, and Komarudin Komarudin. "IDENTIFIKASI BAKAT ISTIMEWA PANAHAN DI KABUPATEN SLEMAN." Jorpres (Jurnal Olahraga Prestasi) 14, no. 2 (July 2, 2018): 195–205. http://dx.doi.org/10.21831/jorpres.v14i2.23830.

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Penelitian ini bertujuan untuk mengetahui potensi atlet yang memiliki bakat pada cabang olahraga panahan di Kabupaten Sleman pada usia 7-12 tahun tahun. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode survei dan teknik pengumpulan data dengan tes dan pengukuran. Populasi penelitian ini melibatkan seluruh atlet panahan usia 7-12 tahun di wilayah Kabupaten Sleman. Sampel yang digunakan dalam penelitian ini sebanyak 40 anak. Teknik pengambilan data menggunakan tes antropometri, tes kemampuan fisik, dan tes kemampuan ketrampilan panahan. Teknik analisis data menggunakan teknik analisis deskriptif kuantitatif dengan persentase. Hasil penelitian menunjukkan bahwa kemampuan atlet panahan di Kabupaten Sleman dalam kategori sangat berbakat sebanyak 5 anak (12,5%), berbakat sebanyak 24 anak (60%), dan cukup berbakat sebanyak 11 anak (27,5%).This study aims to determine the potential of athletes who have talent in archery in Sleman Regency at the age of 7-12 years. It is descriprive quantitative research with survey methods and data were collected through tests and measurements. The population of this study involved all archery athletes at the age of 7-12 years in the Sleman Regency. The sample used in this study was 40 children. The data collection techniques used were anthropometric tests, physical ability tests, and archery skill tests.The data were analysed descriptive qualtitatively using precentages. The results show that there were 5 children (12.5%) categorized as very talented, 24 children (60%) as talented, and 11 children (27.5%) as satisfactorily talented. Keywords : identification, talent, archery

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16

Holt, Nicholas L., and David Morley. "Gender Differences in Psychosocial Factors Associated with Athletic Success during Childhood." Sport Psychologist 18, no. 2 (June 2004): 138–53. http://dx.doi.org/10.1123/tsp.18.2.138.

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The purposes of this study were to (a) identify psychosocial factors associated with athletic success by talented English school children and (b) examine potential gender differences in their perceptions of athletic success. Thirty-nine athletically talented English children (20 females, 19 males, M age = 13 years, SD = 1.4 years) participated in structured interviews, which were transcribed verbatim and subjected to an inductive-deductive analysis procedure. Results revealed nine categories (comprising 28 themes) of psychosocial factors associated with athletic success during childhood: Ambitions, Choice of Sport, Motives, Success Attributions, Sacrifices, Obstacles, Emotional Support, Informational Support, and Tangible Support. Gender differences are considered and findings are compared to previous talent development and youth sport research.

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17

França-Freitas, Maria Luiza Pontes de, Almir Del Prette, and Zilda Aparecida Pereira Del Prette. "Social skills of gifted and talented children." Estudos de Psicologia (Natal) 19, no. 4 (December 2014): 288–95. http://dx.doi.org/10.1590/s1413-294x2014000400006.

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There is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. This study aimed to characterize the social skills of such children, identifying similarities and differences in the skill repertoire in comparison with non-gifted children. The sample contained 394 children from 8 to 12 years old, of which 269 children were identified as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. The results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. The implications of these results for the planning of educational programs are discussed and future research directions are identified.

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18

Prieto-Ayuso, Alejandro, Juan Carlos Pastor-Vicedo, Sixto González-Víllora, and Javier Fernández-Río. "Are Physical Education Lessons Suitable for Sport Talent Identification? A Systematic Review of the Literature." International Journal of Environmental Research and Public Health 17, no. 6 (March 17, 2020): 1965. http://dx.doi.org/10.3390/ijerph17061965.

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Objectives: The goal of this study was to shed light on the existent knowledge, internationally published over the last decade (2009–2019), on how to deal with talented children in physical education (PE). Methods: A mixed systematic review (SR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and registered in the International Prospective Register of Systematic Reviews (PROSPERO), registration number: CRD42019117211. Study eligibility criteria: The articles included were selected using the following criteria: (a) studies published in peer-reviewed international journals; (b) studies published from 2009 to 2019 (both inclusive); (c) studies that included quantitative and/or qualitative methods and findings; (d) research conducted within school contexts; (e) articles that focused on both talent/gift and PE, and (f) studies published in English or Spanish. Results: A total of 11 articles were identified. Results showed a gradual change in both methods and instruments used for talent identification (TI) in PE, focused currently on children’s health and involvement in sports. Second, there is consensus on the lack of clarity in schools’ policies and guidelines on how to deal with talented children in PE. Conclusions: Finally, there are alternative programs to elite athlete models that better fit in PE to deal with talented children and to avoid child disengagement in PE and sports.

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19

Robinson, Nancy M., and Paula M. Olszewski-Kubilius. "Gifted and Talented Children: Issues for Pediatricians." Pediatrics in Review 17, no. 12 (December 1996): 427–34. http://dx.doi.org/10.1542/pir.17-12-427.

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20

Karpov, A. E., and D. A. Edelev. "International certification of gifted and talented children." Территория новых возможностей. Вестник Владивостокского государственного университета экономики и сервиса, no. 1 (2018): 165–94. http://dx.doi.org/10.24866/vvsu/2073-3984/2018-1/165-194.

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21

Freeman, Joan. "Gifted and Talented Children: A Planning Guide." Child and Adolescent Mental Health 9, no. 1 (February 2004): 46. http://dx.doi.org/10.1046/j.1475-357x.2003.076_15.x.

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22

Rotigel, Jennifer V., Michael J. Bossé, and Michael J. Bossé. "Mathematically Talented Children: How Can Parents Help?" Gifted Child Today 30, no. 1 (January 2007): 17–23. http://dx.doi.org/10.4219/gct-2007-20.

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23

Wallace, Belle. "Book Review: Effective Provision for Able and Talented Children (1997); Effective Resources for Able and Talented Children (1999)." Gifted Education International 15, no. 2 (January 2001): 225. http://dx.doi.org/10.1177/026142940101500215.

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24

Schlesinger, Betty. "Considerations in the Identification of the Talented Child from Non-English Speaking Backgrounds." Gifted Education International 4, no. 3 (January 1987): 160–62. http://dx.doi.org/10.1177/026142948700400308.

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The identification of talented children is a current issue of ongoing debate and interest for people concerned with the education of the talented. This paper suggests that in considering the culturally diverse talented child, there is a need to incorporate a multicultural perspective to the identification process. In this way, the process of inter-cultural understanding will contribute to the identification of the talented child from non-English speaking background.

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25

Koshy, Valsa, Carole Portman Smith, and Joanna Brown. "Parenting ‘gifted and talented’ children in urban areas." Gifted Education International 33, no. 1 (July 27, 2016): 3–17. http://dx.doi.org/10.1177/0261429414535426.

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International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances.

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26

YAMANOUCHI, Kenshi. "Globalization and Education for Gifted and Talented Children." Comparative Education 2017, no. 54 (2017): 204–8. http://dx.doi.org/10.5998/jces.2017.54_204.

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27

Hyllegard, Randy. "Parental Attribution of Artistic Ability in Talented Children." Perceptual and Motor Skills 91, no. 3_suppl (December 2000): 1134–44. http://dx.doi.org/10.2466/pms.2000.91.3f.1134.

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28

Lee, Libby. "Teachers’ Conceptions of Gifted and Talented Young Children." High Ability Studies 10, no. 2 (December 1999): 183–96. http://dx.doi.org/10.1080/1359813990100205.

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29

Milgram, Roberta M. "Shore's Review of Counseling Gifted and Talented Children." Creativity Research Journal 6, no. 3 (January 1993): 323–25. http://dx.doi.org/10.1080/10400419309534488.

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30

Freeman, Joan. "The Emotional Development of Gifted and Talented Children." Gifted and Talented International 21, no. 2 (December 2006): 20–28. http://dx.doi.org/10.1080/15332276.2006.11673472.

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31

Flack, Jerry D. "Talented Children and Adults: Their Development and Education." Gifted and Talented International 10, no. 1 (March 1995): 45–46. http://dx.doi.org/10.1080/15332276.1995.11672818.

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32

Williams, Mary. "Challenging Gifted and Talented Children During Literacy Hour." Gifted Education International 20, no. 1 (July 2005): 70–79. http://dx.doi.org/10.1177/026142940502000109.

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This article discusses the language and literacy provision that should be made for gifted and talented pupils in Key Stages 1 and 2 in UK primary schools. It considers whether Literacy hour lessons offer an appropriate medium for literacy learning and suggests practical ways in which more able pupils can be challenged to higher levels of achievement across the Programmes of Study of the English National Curriculum. The importance of providing pupils with imaginative, creative, problem-solving tasks is explored and the significance of pupils' gaining metacognitive awareness acknowledged. Suggestions are made about how to differentiate Literacy hour teaching and learning appropriately, so that the needs of gifted and talented pupils can be successfully met.

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33

Housand, Angela. "Talented Children and Adults: Their Development and Education." Journal for the Education of the Gifted 32, no. 1 (January 2008): 131–36. http://dx.doi.org/10.4219/jeg-2008-823.

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Kincal, Remzi Y., Ramzan Abaci, Çaglar Çetinkaya, Muhammet Usak, and Gamze Inci. "Unusual Topics in Preschool Gifted and Talented Children." International Journal of Educational Sciences 5, no. 3 (July 2013): 179–86. http://dx.doi.org/10.1080/09751122.2013.11890076.

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35

Pereira Da Costa, Maria, and Todd I. Lubart. "Gifted and talented children: Heterogeneity and individual differences." Anales de Psicología 32, no. 3 (July 28, 2016): 662. http://dx.doi.org/10.6018/analesps.32.3.259421.

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<p><span style="line-height: 115%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">The article tackles the topic that refers to giftedness beyond academic areas. Specifically, it focuses on musical talent. The work is differentiated into two parts. In the first part the authors expose the case of gifted students' heterogeneity. To do so, they present a previous research focused on the study of different patterns of response of gifted students to the WISC-IV. Such study illustrates the case of gifted students' diversity, showing that higher IQ students present higher inter-variability in their cognitive profiles. The second part of the article focuses on musical talent. In a first moment authors introduce the concept of musical talent and a literature review on the factors that influence that talent. From there, authors question if it could be possible to isolate the variables that differentiate the development of musical talent. To do so, Authors present a retrospective study based on interviews and questionnaires to parents and teacher of 42 non-gifted and 42 students identified as promising talent in music. The questionnaire assessed: Implication of parents, Motivation of the pupil, Work of the pupil and Contribution of the teacher. The authors are able to distinguish between developmental trends in the formation of musical talent, depending on children's age and styles on dealing with their musical assignments and work-load (experience music as a passion vs. as an obligation). </span></p>

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36

Abdul Aziz, Abdul Rashid, Nor Hamizah Ab Razak, Rezki Perdani Sawai, Mohd Faizal Kasmani, Mohamad Isa Amat, and Amin Al Haadi Shafie. "Exploration of Challenges Among Gifted and Talented Children." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (April 8, 2021): 242–51. http://dx.doi.org/10.47405/mjssh.v6i4.760.

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Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.

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37

Mahmudovna, Rakhmonova Dilfuza. "Ways to determine talented children in preschool education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1401–6. http://dx.doi.org/10.5958/2249-7137.2020.01534.7.

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Papadopoulos, Christos, Vasilios I. Kalapotharakos, Evaggelia Gantiraga, George Noussios, and Ioannis Gissis. "Laboratory Strength Measures of Talented and Less Talented Greek Children Ages 9 to 10 Years." Perceptual and Motor Skills 102, no. 1 (February 2006): 239–46. http://dx.doi.org/10.2466/pms.102.1.239-246.

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Sukendro, Sukendro, and Mursyid Ihsan. "Identifikasi Bakat Cabang Olahraga Dengan Metode Sport Search Pada Ektrakurikuler Sepakbola SMP Negeri 16 Kota Jambi." Jorpres (Jurnal Olahraga Prestasi) 14, no. 1 (January 11, 2018): 46–63. http://dx.doi.org/10.21831/jorpres.v14i1.19980.

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etahui tingkat kebakatan anak cabang olahraga sepakbola terutama, dan bakat cabang olahraga lainnya pada siswa SMP Negeri 16 Kota Jambi yang mengikuti ekstrakurikuler sepakbola. Penelitian yang dilakukan Menggunakan Metode deskriptif dengan analisis kualitatif, sesuai dengan tujuan agar dapat memperoleh data dengan lengkap sesuai yang diinginkan. Populasi dalam penelitian ini adalah siswa SMP Negeri 16 Kota Jambi yang berjumlah 23 Anak yang ikut dalam tes pemanduan bakat Sport Search. Sampel dalam penelitian ini adalah Siswa SMP Negeri 16 Kota Jambi. Hasil penelitian menunjukkan Pemanduan Bakat Atlet Cabang Olahraga Sepak Bola Pada Siswa SMP Negeri 16 Kota Jambi adalah kategori berbakat sebesar 26% (6 anak), dan kategori tidak berbakat sebesar 74% (17 anak). Anak- anak yang tidak berbakat di cabang olahraga seapakbola juga memiliki bakat di cabang olahraga lain seperti: lompat jauh, sprint, gymnastics, taekwondo, karate, judo, tenis meja, tenis, bola voli, futsal, dan macam-macam olahraga air. Hal ini dipengaruhi oleh beberapa faktor perbedaan di antara keduanya, yaitu: lama latihan Sepak Bola, frekuensi latihan, faktor lingkungan dan peran orang tua. Berdasarkan hasil penelitian diatas, dapat disimpulkan bahwa tingkat kebakatan para siswa cabang olahraga ekstrakurikuler sepak bola Siswa SMP Negeri 16 Kota Jambi sebagian besar menunjukkan kategori tidak berbakat. Meskipun frekuensi anak yang berbakat lebih sedikit tetapi jika dikelola dan difasilitasi dengan baik akan mampu meningkatkan prestasi pada puncaknya.ABSTRACT The aim of this research is to recognize the level of student’s talent especially in football, and other kind of sports for male students who join the extracurricular football program in SMP N 16 Jambi. This research is intentionally done by using descriptive method with qualitative analysis, according to the main objective, getting data as complete as possible. The population in this research in SMP N 16 Jambi’s students who will be put in this sport search talent-scouting, and there are 23 children who are taken as sample in this research. The result of this study shows that the talent scouting in football for SMP N 16 Jambi’s Students categorize them as the talented person for 26% (6 Students), and as many as 74% (17 Students) are categorized as non-talented children in football. However, these not-talented students apparently have a talent in other field of sports such as, long-jump, sprint, gymnastic, taekwondo, karate, judo, table tennis, tennis, volleyball, futsal and several kind of aquatic sports. This condition is influenced by various factors between them such as, duration of football’s exercises, training’s intensity, surrounding factor, and the role of parents. Based on the result mentioned above, it can be brought to an end that the grade of student’s talent in football depicts a number where most of the students are classified as non-talented students in football. However, although the frequency of talented students is lesser than the non-talented ones, this situation can be fixed if it get properly managed and getting facilitated by authorities so it can boost their performance to reach peak achievements in the future.

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Tarıyel qızı İbrahimova, Telli, and İradə Xəlil qızı Zamanova. "Proposals for the systematic implementation of the career quidance of talented children in Azerbaijan." SCIENTIFIC WORK 68, no. 07 (July 22, 2021): 50–55. http://dx.doi.org/10.36719/2663-4619/68/50-55.

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The purpose of the article is to identify new ideas on the future career skills of talented students in secondary schools. The main idea of this article is to explain the ways to learn, apply and achieve academic results in new strategies and approaches in the systematic organization of career guidance. It is appropriate to improve soft skills working with gifted children according to learning outcomes. Each difficulty and problem is discussed with recommendations for consultation. The new models can eliminate new career choices and decision-making difficulties. The article presents ways to organize professional research work and develop difficult new proposals to overcome the difficulties encountered. Thus, this article focuses to develop a plan for independent work with gifted children, work to develop professional skills, to implement independent projects, to give talented children the opportunity to learn through accelerated learning, to try to increase the potential of your students. Key words: career guidance, talented children, systematic work, recommendations

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Wellisch, Mimi. "A Pilot Study: Teacher Views on the Concept of Giftedness in the Early Childhood Setting." Australasian Journal of Early Childhood 22, no. 2 (June 1997): 22–28. http://dx.doi.org/10.1177/183693919702200206.

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Much has been written about acceleration (Feldhusen, Hannon & Black, 1995), teaching strategies (Kitano, 1982; 1989), and underachievement (Clark, 1992) of gifted and talented primary and secondary school children. Studies such as those of Gross (1986) indicate that educational programming for the gifted is largely dictated by teacher perception and expectation. Other research shows that the learning needs of young gifted children often remain unmet (Gross, 1995). This study explores early childhood teachers’ perceptions of young gifted and talented children and their programming needs through open interviews with three rural teachers. The findings indicate that the gifted children in their care, aside from perhaps the exceptionally or profoundly gifted (Harrison, 1995, p.22), still remain unidentified; and that the teachers see their roles primarily as facilitators, reserving the use of a more interventionist approach mainly for children with deficit needs. The outcome of the study points to the need for further research and a possible re-examination of preservice and in-service teacher education in the area of young gifted and talented children.

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Williams, Mary. "The Importance of Metacognition in the Literacy Development of Young Gifted and Talented Children." Gifted Education International 17, no. 3 (September 2003): 249–58. http://dx.doi.org/10.1177/026142940301700305.

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Drawing on a research project that set out to identify variables that children, considered as gifted and talented use to extend and develop their literacy (Williams and Rask, 2000), this article concentrates on one finding, namely, that these children possessed some metacognitive awareness of how they were learning. Importantly, this had impacted on their progress in literacy in a positive way. Other findings replicated much of what is already known about the significance of preschool home influences through play on the emergence of literacy. Data was collected during interviews with gifted and talented Year One children (six children in the sample: 4 boys and 2 girls) their parents and teachers. These five and six year olds had some understanding of how they were learning and knew why it is important to be literate. It is concluded, therefore, that there should be a metacognitive element to all literacy lessons, even in Key Stage One, and that this might have a bearing on raising literacy standards for all children — not just those who are gifted and talented — in the future.

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Demchenko, Olena, Inna Stakhova, Maryna Davydova, Iryna Larina, Yulia Lymar, and Svitlana Strilets. "PREPARATION OF FUTURE TEACHERS FOR THE DEVELOPMENT OF GIFTEDNESS OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN BY MEANS OF DRAMATIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 165–77. http://dx.doi.org/10.17770/sie2021vol2.6301.

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The necessity and main directions of preparation of future teachers for work with gifted children of preschool and primary school age are shown. The author's definition and structure of readiness of future educators to work with gifted children are presented. The signs of giftedness are analyzed and the characteristics of different types of giftedness are presented. The importance of identifying talented individuals in an educational institution and creating a developmental environment for the development of their abilities and creative self-realization is substantiated. The importance of theatrical activity for the development of general and special abilities, creativity, talent and the formation of non-cognitive qualities of preschool and primary school children is shown. The results of diagnostics of awareness of future teachers with the theoretical and methodological principles of using theatrical activities as a means of developing children's talents are presented. The main directions of training future teachers in the educational process of higher education institutions, aimed at mastering students' special knowledge, development of professional qualities, skills and abilities necessary for the use of dramatization in working with different categories of potentially gifted children.

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Rachmel, Shlomit. "Issues in Educating Gifted Students in Israel." Gifted Education International 20, no. 2 (October 2005): 123–28. http://dx.doi.org/10.1177/026142940502000204.

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• Three major dilemmas: Is there a need for special education for gifted and talented children? What is the best kind of program for gifted and talented students? Which approach should be used to identify gifted students, quantitative or qualitative? Which criteria should be used, absolute or relative?

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Eriksson, Gillian I. "Developing Creative Thinking Through an Integrated Arts Programme for Talented Children." Gifted Education International 6, no. 1 (January 1989): 8–15. http://dx.doi.org/10.1177/026142948900600103.

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The Schmerenbeck Multi-Racial Educational Centre provides extra-mural enrichment to challenge gifted and talented children. In terms of a broader concept of identification, the Centre differentiated a Creative Arts Programme for talented children which has been in operation since 1983. This aims to extend children beyond their technical competence to develop creative excellence; to encourage psychological growth in developing perceptual, cultural, social and self-awareness; to develop aesthetic judgement, critical thinking and self-evaluation; and to develop metacognitive processes. The design of the programme includes workshops in several art disciplines (fine art, dance, music, drama, writing, etc.); Integrative Courses (Communication, Study, Thinking, Research Skills); and Integrated Art (Creativity) workshops. This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme. In the Integrated Arts Workshops, professional artists and teachers are brought into contact with groups of talented children to give exposure, encourage participation and develop understanding of the nature of creative thinking as expressed through different art forms. Herein, a concept or idea, initiated by the children, is explored through sensory stimulation (developing perceptual skills); through creative problem-solving (developing cognitive processes); and through reflection (developing affective processes).

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YAMANOUCHI, Kenshi. "Globalization and Education for Gifted and Talented Children (II)." Comparative Education 2018, no. 56 (2018): 190–94. http://dx.doi.org/10.5998/jces.2018.56_190.

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Williams, Janet. "Gifted and Talented Children in Australia: Trends and Developments." Australian Educational and Developmental Psychologist 8, no. 1 (May 1991): 23–24. http://dx.doi.org/10.1017/s0816512200026365.

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“Education is generally accepted as having, as one of its major functions, the development of every child's potential to the fullest extent possible. It follows, therefore, that gifted children should have their gifts extended by their schools” (Senate Select Committee Report, 1988, p.173). The Committee considers that by encouraging the talents of the most able, Australia will strengthen its most valuable natural resource (its people) and will be in a better position to contribute economically, intellectually, and artistically at an international level.

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Lohman, David F., and James L. Gambrell. "Using Nonverbal Tests to Help Identify Academically Talented Children." Journal of Psychoeducational Assessment 30, no. 1 (December 5, 2011): 25–44. http://dx.doi.org/10.1177/0734282911428194.

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Parker, Wayne D. "An Empirical Typology of Perfectionism in Academically Talented Children." American Educational Research Journal 34, no. 3 (January 1997): 545–62. http://dx.doi.org/10.3102/00028312034003545.

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Hook, Elaine. "Spotting little stars: High ability, gifted and talented children." Early Years Educator 10, no. 8 (November 2008): 36–42. http://dx.doi.org/10.12968/eyed.2008.10.8.31887.

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