Exploring Public and Private Preschool Teachers' Beliefs and Practices Regarding Gifted Children from Three to Six Years Old in Riyadh, Saudi Arabia

Autor/in	Aldosari, Dimah Hamad
Titel	Exploring Public and Private Preschool Teachers' Beliefs and Practices Regarding Gifted Children from Three to Six Years Old in Riyadh, Saudi Arabia
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.257-269 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldosari, Dimah Hamad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1940876
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Preschool Education; Preschool Children; Academically Gifted; Gifted Education; Teaching Methods; Public Schools; Private Schools; Talent Identification; Student Characteristics; Student Needs; Teacher Role; Beliefs; Saudi Arabia (Riyadh) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Private school; Privatschule; Begabtenanalyse; Talentsuche; Lehrerrolle; Belief; Glaube
Abstract	This study aimed to examine public and private preschool teachers' beliefs and practices regarding children aged three to six who are gifted in Riyadh, the Kingdom of Saudi Arabia, as well as the differences between teachers' beliefs and practice. Presently, no agreement exists among researchers on the definition of "gifted children," and the Saudi Ministry of Education does not provide any programmes to guide teachers on how to identify and teach gifted children. This qualitative study suggests that Saudi Arabian public and private preschool teachers believe children who are gifted have stronger cognitive abilities, among others, than their classmates. Moreover, the study suggests that strong similarities exist between public and private preschool teachers' methods of support for gifted children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01