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Articoli di riviste sul tema "Gifted children"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 5 marzo 2023

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1

V. Mrunalini, V. Mrunalini, Dr J. Sujathamalini Dr. J. Sujathamalini e A. Catherin Jayanthy. "Gifted Children – A Pleasant Challenge". Indian Journal of Applied Research 3, n. 6 (1 ottobre 2011): 153–55. http://dx.doi.org/10.15373/2249555x/june2013/52.

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2

Murphy, Mary, e Nancy Risser. "Gifted Children". Nurse Practitioner 22, n. 3 (marzo 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, n. 5 (maggio 1989): 509–10. http://dx.doi.org/10.1037/028071.

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4

Leung, Alexander K. C., Wm Lane M. Robson e Stephen H. N. Lim. "Gifted Children". Journal of the Royal Society of Health 112, n. 3 (giugno 1992): 124–26. http://dx.doi.org/10.1177/146642409211200305.

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5

Panov, V. I. "Gifted Children". Russian Education & Society 44, n. 10 (ottobre 2002): 52–80. http://dx.doi.org/10.2753/res1060-9393441052.

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6

Ntamu, Blessing Agbo, e 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, n. 1 (11 maggio 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, n. 14 (27 gennaio 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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8

Yoo, Minhee, Shu Hui Zhu e 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, n. 16 (31 agosto 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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9

Plowman, Paul D. "Preschool Gifted Children". Gifted Child Today Magazine 10, n. 6 (novembre 1987): 24–26. http://dx.doi.org/10.1177/107621758701000607.

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10

Hansen, Jan B. "Exceptionally Gifted Children". Gifted International 8, n. 1 (settembre 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, n. 2 (settembre 2004): 109–11. http://dx.doi.org/10.1080/15332276.2004.11673045.

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12

Silverman, Linda K., Donna G. Chitwood e Jana Leigh Waters. "Young Gifted Children". Topics in Early Childhood Special Education 6, n. 1 (aprile 1986): 23–38. http://dx.doi.org/10.1177/027112148600600106.

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13

Herskovits, Maria. "COUNSELLING GIFTED CHILDREN". European Journal of High Ability 2, n. 2 (gennaio 1991): 161–65. http://dx.doi.org/10.1080/0937445910020205.

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14

Marjorm, D. T. E. "Teaching Gifted Children". Gifted Education International 8, n. 1 (gennaio 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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15

Yates, Denise. "Supporting gifted children". Children and Young People Now 2014, n. 25 (9 dicembre 2014): 34. http://dx.doi.org/10.12968/cypn.2014.25.34.

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16

Cho, Seokhee, e Doehee Ahn. "Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children". Exceptional Children 69, n. 4 (luglio 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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17

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, n. 4 (giugno 2003): 304–13. http://dx.doi.org/10.4219/jeg-2003-308.

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18

Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance e 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, n. 6 (26 agosto 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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19

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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20

Assagioli, Roberto. "The Education of Gifted and Highly Gifted Children". Gifted Education International 5, n. 1 (settembre 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, e Michael F. Shaughnessy. "The Gifted Label, Gifted Children and the Aftermath". Gifted Education International 9, n. 1 (gennaio 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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22

Duan, Xiaoju, Zhou Dan e Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children". Psychological Reports 112, n. 1 (febbraio 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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23

Sanchez, Christine, e 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, n. 1 (23 dicembre 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 e Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens". Metodički ogledi 28, n. 2 (25 gennaio 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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25

Jeon, Kyung-Won. "Bibliotherapy for Gifted Children". Gifted Child Today Magazine 15, n. 6 (novembre 1992): 16–19. http://dx.doi.org/10.1177/107621759201500604.

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Hall, Eleanor G. "Educating Preschool Gifted Children". Gifted Child Today Magazine 16, n. 3 (maggio 1993): 24–27. http://dx.doi.org/10.1177/107621759301600306.

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Nielsen, M. Elizabeth, L. Dennis Higgins, Ann Elizabeth Hammond e Ronald A. Williams. "Gifted Children with Disabilities". Gifted Child Today Magazine 16, n. 5 (settembre 1993): 9–12. http://dx.doi.org/10.1177/107621759301600503.

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Snowden, Peggy L. "Educating Young Gifted Children". Gifted Child Today 18, n. 6 (novembre 1995): 16–41. http://dx.doi.org/10.1177/107621759501800607.

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29

Congdon, Peter. "Why identify gifted children?" Early Child Development and Care 21, n. 1-3 (gennaio 1985): 107–19. http://dx.doi.org/10.1080/0300443850210108.

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Carr, Martha, e John G. Borkowski. "Metamemory in Gifted Children". Gifted Child Quarterly 31, n. 1 (gennaio 1987): 40–44. http://dx.doi.org/10.1177/001698628703100109.

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31

Henshon, Suzanna E. "Gifted Children Grown Up". Gifted and Talented International 17, n. 2 (settembre 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 e John Gaa. "Cyberbullying among gifted children". Gifted Education International 28, n. 1 (gennaio 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, n. 3-4 (17 dicembre 1986): 73–87. http://dx.doi.org/10.1300/j274v18n03_08.

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McGuffog, Carolyn. "Problems of Gifted Children". Pediatric Annals 14, n. 10 (1 ottobre 1985): 719–26. http://dx.doi.org/10.3928/0090-4481-19851001-07.

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Lewandowski, Lawrence, e Robert Kohlbrenner. "Lateralization in gifted children". Developmental Neuropsychology 1, n. 3 (gennaio 1985): 277–82. http://dx.doi.org/10.1080/87565648509540314.

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Cline, Starr, e Kathryn Hegeman. "Gifted Children with Disabilities". Gifted Child Today 24, n. 3 (luglio 2001): 16–24. http://dx.doi.org/10.4219/gct-2001-542.

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Drake, Jennifer E., e Ellen Winner. "Children gifted in drawing". Gifted Education International 29, n. 2 (18 maggio 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, n. 1 (settembre 1987): 48–51. http://dx.doi.org/10.1177/026142948700500112.

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Maltby, Florence. "Gifted Children and Teleconferencing". Gifted Education International 5, n. 3 (settembre 1988): 195. http://dx.doi.org/10.1177/026142948800500314.

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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Anastasia Nikolaevna Anastasia Nikolaevna, Vita Alexandrovna Fomenko e Anna Leonidovna Khovyakova. "Mythologemes of gifted education: Representations in art, scientific discourse, and educational practice". Science for Education Today 11, n. 3 (30 giugno 2021): 59–80. http://dx.doi.org/10.15293/2658-6762.2103.04.

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Introduction. The article examines the problem of identifying the key ideas employed by the teachers who are involved in gifted education. The purpose of the article is to reveal the key mythologemes of gifted education and trace their representations in art, scientific discourse, and educational practice. Materials and Methods. In order to achieve the goal, the authors used methods of analysis of scholarly literature, program documents of Russian education, folklore texts, academic texts, literary works and films about gifted children. A questionnaire methodology was used to elicit attitudes about giftedness from teachers working with gifted children. Results. The research findings indicate that mythologemes – sensually ideal projections of rational ideas in representations and images, the absolutization of which by teachers can lead to the formation of unproductive educational scenarios - can act as guidelines for gifted education. The study has revealed the following key mythologemes of gifted education: “Giftedness as an exclusivity”, “Giftedness as destiny”, “Giftedness as a challenge”, “Giftedness as a path to success and achievements”, “Exploitation of giftedness”. Specific examples show their representation in art (folklore, fiction, cinema), scientific discourse, educational practice (teachers' ideas, scenarios of interaction between parents and teachers with gifted children). It is emphasized that absolutization of mythologemes in educational practice leads to the formation and stereotyping of unproductive educational scenarios. Conclusions. The authors conclude that gifted education should be based on the balance between the attitude towards gifted children as holders of a special gift and ordinary children with their own interests and needs, between the development of enhanced abilities and the solution of the problems of moral and social education, between “placing upon a pedestal” and ignorance.

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Yeo, Lay See, e Steven I. Pfeiffer. "Counseling gifted children in Singapore". Gifted Education International 34, n. 1 (11 maggio 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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Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment". Psychological-Educational Studies 10, n. 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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Shim, Eun-Young, So-Mee Kim e Seung-Urn Choe. "Parent's Role in Rearing Gifted Children: Case of Mothers of Gifted Children in Korea Science Gifted Academy". Journal of the Korean earth science society 30, n. 4 (31 agosto 2009): 495–512. http://dx.doi.org/10.5467/jkess.2009.30.4.495.

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François-Sévigny, Juliette, Mathieu Pilon e 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, n. 11 (18 novembre 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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Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, Jean-Marc Baleyte, Claire Montlahuc, Pierre Fourneret e 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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Kitano, Margie K. "Gifted and talented Asian children". Rural Special Education Quarterly 8, n. 1 (marzo 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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Freeman, Joan, e Sandra K. Linke. "Gifted Lives: What Happens when Gifted Children Grow Up". Gifted and Talented International 25, n. 2 (dicembre 2010): 173–74. http://dx.doi.org/10.1080/15332276.2010.11673582.

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Donii, E. I. "Social Interactions of Gifted Children in Homogeneous and Heterogeneous Environments". Современная зарубежная психология 7, n. 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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Grakauskaitė-Karkockienė, Daiva, e Viktorija Sičiūnienė. "Education of Gifted Children: Lithuanian Teachers’ Attitudes and Experience". Pedagogika 147, n. 3 (30 dicembre 2022): 125–46. http://dx.doi.org/10.15823/p.2022.147.6.

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Abstract (sommario):

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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Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)". Innovative Solution in Modern Science 3, n. 39 (19 maggio 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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