Page 136 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 136
uška Željeznov Seničar and Borut Seničar
Table 1 Respondents Concepts and Definition of Giftedness
Concepts and definitions/Respondent quotes
Multi-category Children can be gifted in different aspects/ways, such as mathematically,
definition linguistically, musically, socially. It is therefore hard to give percentages
Holistic for gifted children.
Comparative A ‘multiple intelligences’ approach makes for a more holistic view of gift-
edness; a holistic assessment is therefore critical, both in EC (early child-
Intellectual hood) and primary education.
Egalitarian Gifted children are those who demonstrate abilities above those of their
Not labelling peer group; they might also be children who demonstrate the potential
Qualitative to achieve above their peers.
A gifted child is a child who has an intellectual grasp of ideas or concepts,
and who can put them into action, or extend the theories beyond the re-
gurgitation of facts.
I believe that, given the right environment, every child has the potential
to be gifted.
I am wary of labelling and aim to foster every child’s strengths.
Gifted children are those who learn faster, see things in different ways
from their peers, exhibit curiosity and understanding that exceeds the cu-
riosity and understanding of others, feel emotions intensely and do not
fit in easily. If many of these characteristics are present in one child, which
indicates giftedness to me.
Notes Adapted from Margrain and Farquhar (2012).
ing programmes for educating and raising gifted children (Moon, 2006). Op-
erational definitions provide answers to specific questions: which children,
which programmes, when and where these programmes are to be provided,
and who should provide them (Robinson, 2016).
The study uses the seven concepts and definitions model produced by
Margrain and Farquhar (2012) in their national study for New Zealand. Their
research suggested seven giftedness concepts and definitions: multi-cate-
gory, holistic, comparative, intellectual, egalitarian, not labelling and qualita-
tive. This approach of differentiation was used in New Zealand’s first survey
of research into the education of gifted children aged eight or under.
Identification of Gifted Preschool Children
The identification of gifted children in early childhood is a subject of intense
debate when it comes to work with potentially gifted and talented children.
European Economic and Social Committee (2013) proposes that the devel-
opment and potential of highly gifted children and young people should be
fostered at all levels and in all forms of education, where premature special-
134
Table 1 Respondents Concepts and Definition of Giftedness
Concepts and definitions/Respondent quotes
Multi-category Children can be gifted in different aspects/ways, such as mathematically,
definition linguistically, musically, socially. It is therefore hard to give percentages
Holistic for gifted children.
Comparative A ‘multiple intelligences’ approach makes for a more holistic view of gift-
edness; a holistic assessment is therefore critical, both in EC (early child-
Intellectual hood) and primary education.
Egalitarian Gifted children are those who demonstrate abilities above those of their
Not labelling peer group; they might also be children who demonstrate the potential
Qualitative to achieve above their peers.
A gifted child is a child who has an intellectual grasp of ideas or concepts,
and who can put them into action, or extend the theories beyond the re-
gurgitation of facts.
I believe that, given the right environment, every child has the potential
to be gifted.
I am wary of labelling and aim to foster every child’s strengths.
Gifted children are those who learn faster, see things in different ways
from their peers, exhibit curiosity and understanding that exceeds the cu-
riosity and understanding of others, feel emotions intensely and do not
fit in easily. If many of these characteristics are present in one child, which
indicates giftedness to me.
Notes Adapted from Margrain and Farquhar (2012).
ing programmes for educating and raising gifted children (Moon, 2006). Op-
erational definitions provide answers to specific questions: which children,
which programmes, when and where these programmes are to be provided,
and who should provide them (Robinson, 2016).
The study uses the seven concepts and definitions model produced by
Margrain and Farquhar (2012) in their national study for New Zealand. Their
research suggested seven giftedness concepts and definitions: multi-cate-
gory, holistic, comparative, intellectual, egalitarian, not labelling and qualita-
tive. This approach of differentiation was used in New Zealand’s first survey
of research into the education of gifted children aged eight or under.
Identification of Gifted Preschool Children
The identification of gifted children in early childhood is a subject of intense
debate when it comes to work with potentially gifted and talented children.
European Economic and Social Committee (2013) proposes that the devel-
opment and potential of highly gifted children and young people should be
fostered at all levels and in all forms of education, where premature special-
134
