Ceilinged Out: Gifted Preschoolers in Early Childhood Services

IF 1.3 Q3 EDUCATION, SPECIAL
M. Wellisch
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引用次数: 2

Abstract

A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended.
天花板:天才学龄前儿童在早期儿童服务
在澳大利亚学前教师课程中,关于天赋的“沉默”现象相对普遍。关于澳大利亚幼儿服务中教育工作者对天赋和编程的态度,也缺乏研究。本研究由调查和访谈组成,旨在填补研究空白。共有184名幼儿教育工作者接受了关于他们对天赋的知识和态度的调查,其中10名受访者也接受了采访。一个有针对性的样本包括八位父母,他们的天才学龄前儿童被心理学家推荐提前入学。研究结果表明,幼儿教育工作者在天才儿童的智力、社会和情感需求方面无所适从,而这些需求在父母看来既不被理解也不被满足。推荐选修关于天赋的职前必修课。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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