Journal of Advanced Academics, Ahead of Print.
Teachers’ perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers’ perceptions of young gifted children (aged 3–6), exploring teachers’ understandings, feelings, practices, and perceived challenges. Qualitative data were collected from seven teachers through semi-structured interviews. Major conclusions included the following: (a) teachers showed a multifaceted understanding of giftedness but exhibited confusion about twice-exceptional students; (b) teachers had mixed feelings about young gifted children and their negative feelings might be associated with unfamiliarity with gifted characteristics; (c) compared to whole-group teaching, “areal games” showed a higher level of differentiated instruction and a more active role that teachers played in challenging gifted children; and (d) lack of professional knowledge, time, and energy were major challenges perceived by early years teachers to serve gifted children. Important implications for practice and policy are addressed.
Journal of Advanced Academics, Ahead of Print. <br/>Teachers’ perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers’ perceptions of young gifted children (aged 3–6), exploring teachers’ understandings, feelings, practices, and perceived challenges. Qualitative data were collected from seven teachers through semi-structured interviews. Major conclusions included the following: (a) teachers showed a multifaceted understanding of giftedness but exhibited confusion about twice-exceptional students; (b) teachers had mixed feelings about young gifted children and their negative feelings might be associated with unfamiliarity with gifted characteristics; (c) compared to whole-group teaching, “areal games” showed a higher level of differentiated instruction and a more active role that teachers played in challenging gifted children; and (d) lack of professional knowledge, time, and energy were major challenges perceived by early years teachers to serve gifted children. Important implications for practice and policy are addressed. Read More
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