Gifted student in a polish school in the perception of teachers, parents and the child

Abstract

This paper presents research into the social, emotional, and academic functioning of gifted students in the classroom. An outline is provided of the theoretical foundations of the problem, starting with its definition and presentation of giftedness models. It then discusses the functioning of gifted students in the perspective of other authors. This study aims to examine the performance of a gifted student in a class in the selected state primary school, based on the perception of teachers, parents and the child in question. The study uses the qualitative strategy and the interpretational approach. Gifted students (six cases) were nominated by their form teachers. Empirical data collected during free-form and unstructured interviews were subjected to a qualitative analysis. By arranging the data from interviews with parents, teachers, and gifted students themselves, a picture was constructed of their functioning. To do that, metaphorical categories of gifted students were separately created for each scope (social, emotional, academic). The study analyses the performance of gifted students and compares them to theoretical assumptions.