Page 144 - 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. 144
uška Željeznov Seničar and Borut Seničar
Table 9 Assessment of Work with Potentially Gifted Preschool Children
Country No work is Work is only The We work Total
done with rarely done importance of systematically
with gifted working with f f%
gifted preschool at the .
preschool gifted kindergarten .
children children preschool .
children is to identify
slowly being gifted
recognised
preschool
children and
work with
them
f f% f f% f f% f f%
Croatia . . . .
Slovenia . . . .
Total . . . .
Table 10 Assessment of Work with Gifted Preschool Children
Country Legislation Approaches to Teaching Teaching Education
identification approaches materials
MS
M SM SM SM S . .
. .
Croatia . . . . . . . . . .
Slovenia . . . . . . . .
Total . . . . . . . .
of respondents stated that they were usually able to do so, 16.6 stated that
they were always able to do so and 9.54 stated that they had difficulty do-
ing so. A comparative analysis shows that 80.65 of Croatian teachers and
69.59 of Slovenian teachers regard themselves as being able to identify a
potentially gifted child.
How Do You Assess the Work Performed in Your Kindergarten with Potentially
Gifted Preschool Children? In Slovenia and Croatia together, 52.28 of teach-
ers stated that no systematic work was performed with potentially gifted
preschool children, 27.8 stated that work was rarely performed and 11.2
stated that the importance of work with potentially gifted children was
slowly being recognised. A comparative analysis shows that 10.81 of Slove-
nian teachers believe that they work with potentially gifted preschool chil-
dren in a systematic manner, compared with only 5.38 of Croatian teachers.
Needs of Kindergarten Teachers in Working with Potentially Gifted Children At
the level of the study as a whole, teachers expressed the greatest need for
training in identifying and working with potentially gifted preschool chil-
142
Table 9 Assessment of Work with Potentially Gifted Preschool Children
Country No work is Work is only The We work Total
done with rarely done importance of systematically
with gifted working with f f%
gifted preschool at the .
preschool gifted kindergarten .
children children preschool .
children is to identify
slowly being gifted
recognised
preschool
children and
work with
them
f f% f f% f f% f f%
Croatia . . . .
Slovenia . . . .
Total . . . .
Table 10 Assessment of Work with Gifted Preschool Children
Country Legislation Approaches to Teaching Teaching Education
identification approaches materials
MS
M SM SM SM S . .
. .
Croatia . . . . . . . . . .
Slovenia . . . . . . . .
Total . . . . . . . .
of respondents stated that they were usually able to do so, 16.6 stated that
they were always able to do so and 9.54 stated that they had difficulty do-
ing so. A comparative analysis shows that 80.65 of Croatian teachers and
69.59 of Slovenian teachers regard themselves as being able to identify a
potentially gifted child.
How Do You Assess the Work Performed in Your Kindergarten with Potentially
Gifted Preschool Children? In Slovenia and Croatia together, 52.28 of teach-
ers stated that no systematic work was performed with potentially gifted
preschool children, 27.8 stated that work was rarely performed and 11.2
stated that the importance of work with potentially gifted children was
slowly being recognised. A comparative analysis shows that 10.81 of Slove-
nian teachers believe that they work with potentially gifted preschool chil-
dren in a systematic manner, compared with only 5.38 of Croatian teachers.
Needs of Kindergarten Teachers in Working with Potentially Gifted Children At
the level of the study as a whole, teachers expressed the greatest need for
training in identifying and working with potentially gifted preschool chil-
142
