Year: 2024
Type: article
Abstract: There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children’s needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents’ descriptions of children’s early development, asynchronicity, and differences from their peers. The parents’ stories of their children’s first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner’s ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children’s acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children’s development and well-being.
Source: Roeper Review
Author: Malin Ekesryd Nordström
Institution: Umeå University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405100138