Year: 2011
Type: article
Study design: Observational Study
Abstract: This study examined perceptions of administrators and kindergarten teachersregarding kindergarten giftedness. The study looked at whether administrators andteachers believe kindergarten students can be gifted; whether their schools and districtshave policies in place to identify those students; and whether they are required to vary thecurriculum for these students. All elementary-school administrators and kindergartenteachers in North Carolina were invited to participate in the study. The surveyrespondents consisted of 127 administrators and 260 kindergarten teachers. The dataconcluded that although 98% of respondents believe kindergarten students can be gifted,almost 70% of their schools and districts do not currently have a process in place toidentify those students. The results also indicated that the majority of kindergartenteachers and administrators agreed that identification of giftedness in kindergarten is notdetrimental to a student’s future development. Further results showed no relationshipbetween classroom practices of teachers required to alter the curriculum for studentsperceived as gifted and those who were not required to alter it. In addition, the researchidentified the practices of teachers who believe that kindergarten students can be gifted.The resulting implications and recommendations are also included.
Author: Patricia Sue Thirey
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1615625445