Page 141 - 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. 141
How Kindergarten Teachers Perceive Giftedness
Table 4 Importance of Identifying Potential Gifted Preschool Children
Country Yes No Total
f
f f% f f% f%
.
Croatia . . .
.
Slovenia . .
Total . .
– The percentage of Generation X members taking the intellectual ap-
proach is higher than other generations (the difference is particularly
marked between Generation X and Generation Y);
– The percentage of Baby Boomers taking the qualitative approach is
higher than other generations (the difference is particularly marked be-
tween the Baby Boom generation and Generation Y).
Croatia:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher than other generations (the difference is particularly
marked between Generation X and Generation Y, none of whom take
the ‘not labelling’ approach);
– The percentage of Baby Boomers taking the egalitarian approach is
higher than other generations (the difference is particularly marked be-
tween the Baby Boom generation and Generation X);
– The percentage of Generation X members taking the holistic approach
is higher than other generations (the difference is particularly marked
between Generation X and Generation Y);
– No members of Generation X take the intellectual approach;
– The percentage of Generation Y members taking the qualitative ap-
proach is higher than other generations.
The results do not allow us to outline any joint characteristics within spe-
cific generations, either within the two countries as taken together or within
the countries themselves.
Identification of Potentially Gifted Preschool Children. Identifying potentially
gifted preschool children was important to 82.99 of respondents (and
therefore not important to 17.01 of respondents). A comparative analy-
sis of the two countries shows that 95.7 of Croatian respondents and 75
of Slovenian respondents regarded identification as important (i.e. 25 of
Slovenian respondents did not regard it as important). The differences in
139
Table 4 Importance of Identifying Potential Gifted Preschool Children
Country Yes No Total
f
f f% f f% f%
.
Croatia . . .
.
Slovenia . .
Total . .
– The percentage of Generation X members taking the intellectual ap-
proach is higher than other generations (the difference is particularly
marked between Generation X and Generation Y);
– The percentage of Baby Boomers taking the qualitative approach is
higher than other generations (the difference is particularly marked be-
tween the Baby Boom generation and Generation Y).
Croatia:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher than other generations (the difference is particularly
marked between Generation X and Generation Y, none of whom take
the ‘not labelling’ approach);
– The percentage of Baby Boomers taking the egalitarian approach is
higher than other generations (the difference is particularly marked be-
tween the Baby Boom generation and Generation X);
– The percentage of Generation X members taking the holistic approach
is higher than other generations (the difference is particularly marked
between Generation X and Generation Y);
– No members of Generation X take the intellectual approach;
– The percentage of Generation Y members taking the qualitative ap-
proach is higher than other generations.
The results do not allow us to outline any joint characteristics within spe-
cific generations, either within the two countries as taken together or within
the countries themselves.
Identification of Potentially Gifted Preschool Children. Identifying potentially
gifted preschool children was important to 82.99 of respondents (and
therefore not important to 17.01 of respondents). A comparative analy-
sis of the two countries shows that 95.7 of Croatian respondents and 75
of Slovenian respondents regarded identification as important (i.e. 25 of
Slovenian respondents did not regard it as important). The differences in
139
