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Examination of parents' anxıety about their gifted children's education
Sciences and Arts Centers provide opportunities of creating and applying projects to the individuals who has superior intelligence. These institutions educate them to put science into the center of their lives by focusing these people's potentials. It is important to make them productive, developing their problem-solving skills and support them to create innovative ideas. In this study, parents' ideas about future job choices of their gifted children, limitations in social settings, efficiency of physical conditions of institutions, education of teachers and benefits of Sciences and Arts Centers has been searched. 21 teenagers' parents have participated voluntarily. In this qualitative research, both secondary school and Sciences and Arts Centers' absence of physical opportunities of buildings, lack of laboratories and materials has been identified as problems. However, results emphasize that these centers lead children to be interested in natural sciences, arts and mathematics. What is more, they are beneficial and necessary to improve youngsters' self-confidence, social skills and abilities to express them freely. Families may demand from government to construct efficient and high quality schools which are suitable to European standards and to support them economically. Furthermore, the Ministry of National Education should assign the Provincial Directorates for National Education to give seminars and conferences to inform teachers and parents to realize the differences of gifted children in early ages. It may also be advantageous to prepare brochures, posters, and handbooks to give them. In addition to these activities, related departments of universities might be the part of the project and it may reach larger masses in the society.
Relationship between Learning Environment and Academic Achievement in Academically Gifted Students
2017
Previous research stated that one of the risk factor that can interfere with the development of academically gifted students is learning environment factor. This study aims to identify the relationship between the learning environment and academic achievement and identify the perceptions on learning environment between three groups of academically gifted students. The learning environment was studied using Bransford theoretical framework of learning environment which consists of four components, namely student-centered environment, knowledge centered environment, assessment-centered environment and community-centered environment. 453 academically gifted students from 18 secondary schools. Correlation and MANOVA analysis were used to answer the research questions. Correlation analysis showed a significant relationship between learning environment and academic achievement among academically gifted students. MANOVA analysis found significant different in perceptions towards learning en...
Sociometric Status of Gifted Students in Classroom and Subject Teaching in Elementary School
Metodički obzori/Methodological Horizons, 2019
Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as poten...
Differentiating Features of Gifted Children and Dealing with High IQ Societies
In this paper, we discuss the most important signs which usually reveal gifted children. A bored pupil, who alternate very smart answers to clear boring symptoms, would be a good Mensa member candidate. A gifted child is able to understand a given topic faster than coetaneous, but his first characteristic/obstacle is the considerable difference between him and others. This means that gifted children often feel alone or they prefer to escape into their own world, if they do not feel enough acceptance and love by their family, peers or school. It is really i mportant to make the child feel that family loves him/her unconditionally and provide a challenging environment. In fact, the second feature of gifted children is their hyperactivity status, even if this does not mean that hyperactivity always implies to be gifted. Finally, the author describes his particular journey from childhood to adulthood, in a country where there are no guidelines for gifted pupils education and where only a small percentage of people are able to understand the meaning of the word "giftedness". This personal journey led him to found the sPIqr Society, with the aim to try to help gifted pupils inside their home country’s schools.
TEACHERS`ATTITUDE TOWARDS GIFTEDNESS
Concerns related to giftedness and the educators`role in giftedness have been and still are a topic of interest for both researchers and practitioners. Contemporary definitions of giftedness are focused on the psychological profile of the gifted child which involves certain behaviours. All researchers concerned with the issue of giftedness state that giftedness has innate characteristics; intelligence is mandatory but not sufficient in achieving results. Other important aspects are also relevant in striving for performance. The teachersòpen, proactive attitude plays an important role. They need to treat children according to their own individuality and they should use the most effective teaching resources that would stimulate the child`s innate potential.
Education of Gifted Children, a Problem of General Interest
In this paper our interest is directed towards pedagogy for gifted children. The gifted are exceptional children with special qualities and needs and we try to show our preoccupations towards the problematic of children with high potential Out attempt is to identify the most adequate methods for developing their potential according to their interest. This aspect is marked by the necessity of recognizing individual differences. Gifted children need adequate educational opportunities to develop their inborn potential. The gifted are exceptional children with special qualities and needs. Therefore, it is necessary to undertake educative actions in their domain of interest and their real level of development.
An Encouraging Environment for the Development of Gifted Students within the Knowledge Society
Društvene i humanističke studije (Online), 2021
The aim of our paper is to conduct a theoretical and empirical analysis of the relevance of an encouraging environment in the development and progress of gifted students within the modern knowledge society. In order to ensure the highest level of sample representativeness, the research was carried out on a sample of 106 teachers working with specialized classes for talented students, and teachers who had worked with those students at their previous stage of schooling. The study was conducted in schools belonging to the areas of the City of Nis and Kosovska Mitrovica (Republic of Serbia)*, by using the scaling technique. Through factor analysis, the following 5 most prominent features (factors) of an environment that encourages the development of gifted students within the knowledge society were extracted: 1) differentiated curricula, 2) encouraging problem-based learning, 3) integrated approach to learning, 4) encouraging research-based approach to learning, 5) developing logical an...
Gifted Children's Parent's Involvement Level And Their Attitude Towards Regular School
Parent participation in the education of gifted children is very important. Parent participation to educational process of the students is continued socio-emotional development of these children and provided effective educational opportunities. In this study, it is focused gifted children's parent involvement and their attitude towards school. The aim of this study is to identify the relation between gifted children’s parents’ ınvolvement and perception, attitude towards school and whether these variables differed with gender, the number of child and monthly income. Survey methot is used from quantative research method. The sample consisted of 53 parents of gifted students who were living in Amasya city center in Turkey. ‘Attitude Towards School Scale” and ‘Parental Involvement Scale’ was used to obtain data. Data was analyzed by using Pearson correlation, independent sample t-test and analysis of variance. Attitudes and levels of participation of gifted children's parents towards regular school is moderate and a positively moderate significant correlation between parental involvement and attitude towards school. No significant difference was found between parent’s involvement level and attitude level according to gender, the number of child and monthly income. It should be increased participation of parents to education process with various activities to develop positive attitudes towards school.
Actual Problems of Psychology, Volume 6, Issue 11, 2015
According to the results of empirical research gifted pupils were sufficiently independent of other assessments, they form a picture of themselves based on the views and attitudes of others. The data correlation analysis confirmed significant impact on the adult child behavioral assessment component of their self-concept. It was found that the idea of teacher is very significant in how gifted child treat their intellectual abilities and influence of parents is more important to meet a child and their lives. Significantly different indicators sequences education and confrontation in mothers of children with different self-esteem. The teacher is the main critic in regard to educational success. The father appears important for children to feel they are happy and satisfied life. If a parent believes that he can be consistent in education, it promotes emotional background of the child. If he is able to collaborate with a child, it positively affects the childތs own highly appreciated. The highest level of acceptance has the mother gifted children with an average level of self-concept. The lowest level of acceptance has the mother gifted children with a low level self-concept. Key words: self-concept, self, self-esteem, social reflection, treatment, evaluation, a gifted child, younger pupils, significant adults.