Gifted Potential in Young Children from Diverse Backgrounds: What Does It Look Like?

Autor/inn/en	Haensly, Patricia A.; Lee, Kyung Sook
Institution	Texas A and M Univ., College Station. Inst. for the Gifted and Talented.
Titel	Gifted Potential in Young Children from Diverse Backgrounds: What Does It Look Like?
Quelle	(1995), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Developmentally Appropriate Practices; Exceptional Child Research; Gifted Disadvantaged; Multiple Intelligences; Preschool Children; Preschool Education; Talent; Kaufman Brief Intelligence Test; Peabody Individual Achievement Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Entwicklungsbezogene Bildung; Intelligenz (Psy); Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Begabung; Hochbegabung
Abstract	Noting that the identification of exceptional potential in young children must become a better informed process in order to provide appropriate schooling to develop that potential, the purpose of this study was to extend knowledge of the many ways in which emerging gifted ability in children from diverse backgrounds may show itself in home and school settings. The specific school setting for the group of children in this study was a specialized summer program for bright 3- and 4-year-olds conducted by the Institute for the Gifted and Talented at a large southwestern university. Data were obtained for 16 children from primary and secondary sources. The focus of observations of gifted potential in these children was a set of general variables which included: content or symbol systems preferences (print, number, musical, geometric, spatial); modality consistencies in information gathering; pace of exploration; play preferences; and peer and adult interactions. The data on six children is presented in detail. Observed behaviors are described according to the child's epistemological orientation. This includes exceptional learning, application, generating, and focus, illustrated by examples in context and related to Gibson's hallmarks of human behavior--agency, prospectivity, flexibility, communicative creativity, and retrospectivity. The observations in this study appeared to support a number of important premises concerning gifted potential in children. (Contains 29 references.) (BAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC