Review
BibTex RIS Cite

Okul Öncesi Dönemde Üstün Yetenekli Çocukların Özellikleri, Tanılanması ve Eğitimleri

Year 2022, Volume: 7 Issue: 2, 25 - 37, 30.09.2022

Sevinç Zeynep Kavruk , Mehmet Necmettin Seyitoğlu

Abstract

Okul öncesi dönemde üstün yetenekli çocuklar genellikle bir veya daha fazla gelişim alanında daha yüksek bir olgunluk düzeyi sergiler. Bu olgunluk, gelişmiş sözel yetenek, yüksek okuma yeteneği, yüksek matematiksel yetenek, zaman algısı, hafızada tutma ve sürekli dikkat süresi gibi bir takım entelektüel becerilerle ilişkilendirilebilmektedir. Okul öncesindeki üstün yetenekli çocukların özelliklerinin farkında olunması bu çocukları tanılama açısından oldukça kritiktir. Gelişmiş yeteneklerin veya potansiyelin tanılanması üstün yetenekli okul öncesi çocuklara hizmet etmenin ilk adımı olarak ifade edilse de günümüzde okul öncesi üstün yetenekli çocuklara yönelik tanılama sürecinden ve eğitim ortamından bahsedilememektedir. Bu derleme çalışmasında, okul öncesi üstün yetenekli çocukların gelişimsel özellikleri, tanılanma süreçleri ve eğitimleri ele alınmıştır.

Keywords

Okul öncesi dönem Üstün yeteneklilik Çocuk Erken çocukluk

Supporting Institution

Bulunmamaktadır

Project Number

Bulunmamaktadır

Thanks

Bulunmamaktadır

References

  • Amabile, T. M. (1990). Within you, without you: The social psychology of creativity, and beyond. Theories of creativity.
  • Barbour, N. B. (1992). Early childhood gifted education: A collaborative perspective. Journal for the Education of the Gifted, 15(2), 145-162.
  • Barbour, N. E., & Shalilee, B. D. (1998). Gifted education meets Reggio Emilia: Visions for curriculum in gifted education for young children. Gifted Child Quarterly, 42(4), 228-237.
  • Bildiren, A. (2011). Üstün yetenekli çocuklar. Doğan Kitap, İstanbul.
  • Bildiren, A. (2018). Developmental characteristics of gifted children aged 0–6 years: parental observations. Early Child Development and Care, 188(8), 997-1011.
  • Bildiren, A., Bıkmaz Bilgen, Ö., & Korkmaz, M. (2021). National Non-verbal Cognitive Ability Test (BNV) Development Study. SAGE Open, 11(3), 21582440211046945.
  • Borland, J. H., & Wright, L. (2004). Identifying young, potentially gifted, economically disadvantaged students. Identification of students for gifted and talented programs, 2, 25-42.
  • Cheng, P.-w. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37(3), 105-112. Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
  • Damiani, V. B. (1997). Young gifted children in research and practice: The need for early childhood programs. Gifted Child Today, 20(3), 18-23.
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5t h ed.). In: Boston: Pearson Education.
  • DeThorne, L. S., & Schaefer, B. A. (2004). A guide to child nonverbal IQ measures.
  • Feldman, D. (1979). Chapter XXI: The Mysterious Case of Extreme Giftedness. Teachers College Record, 80(5), 335-351.
  • Freeman, J. (2013). Gifted children grown up. David Fulton Publishers.
  • Gallagher, J. J. (2007). Another opportunity-preschool education. Roeper Review, 29(4), 231.
  • Geake, J. G., & Gross, M. U. (2008). Teachers' negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52(3), 217-231.
  • Geiser, C., Mandelman, S. D., Tan, M., & Grigorenko, E. L. (2016). Multitrait–multimethod assessment of giftedness: An application of the correlated traits–correlated (methods–1) model. Structural Equation Modeling: A Multidisciplinary Journal, 23(1), 76-90.
  • Hamza, E. A., Abo Mohamed, E., & Elsantil, Y. (2020). A Systemic Review Based Study of Gifted and Talented. Talent Development & Excellence, 12(2), 2888-2897.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
  • Hartas, D., Lindsay, G., & Muijs, D. (2008). Identifying and selecting able students for the NAGTY summer school: emerging issues and future considerations. High Ability Studies, 19(1), 5-18.
  • Helfer, J., & Schroth, S. (2008). Aesthetic percipience part 2: Instructional strategies that support gifted students’ appreciation of and affinity for the fine arts. Gifted Education Press Quarterly, 22(3), 11-14.
  • Heller, K. A. (1991). The nature and development of giftedness: A longitudinal study. European Journal of High Ability, 2(2), 174-188.
  • Hertzog, N. B. (2001). Hertzog, N. B. (2001). Reflections and impressions from Reggio Emilia: “It’s not about art!” Early Childhood Research and Practice, 3(1). Retrieved from. Early Childhood Research and Practice, 3(1).
  • Hertzog, N. B. (2008). Early childhood gifted education. PRUFROCK PRESS INC.
  • Hodge, K. A., & Kemp, C. R. (2006). Recognition of giftedness in the early years of school: Perspectives of teachers, parents, and children. Journal for the Education of the Gifted, 30(2), 164-204.
  • Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147-174.
  • Hollingworth, L. S. (1937). Bright students take care of themselves. The North American Review, 243(2), 261-273.
  • Hotulainen, R. H., & Schofield, N. J. (2003). Identified pre-school potential giftedness and its relation to academic achievement and self-concept at the end of Finnish comprehensive school. High Ability Studies, 14(1), 55-70.
  • Johnsen, S. K. (2005). Identifying gifted students: A step-by-step guide. PRUFROCK PRESS INC.
  • Johnsen, S. K., & VanTassel-Baska, J. (2022) Introduction to Part I on Assessments for Identification. In Handbook on Assessments for Gifted Learners (pp. 21-28). Routledge.
  • Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994–2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427-446.
  • Kitano, M. K. (1985). Issues and problems in establishing preschool programs for the gifted. Roeper Review, 7(4), 212-213.
  • Lajoie, S. P., & Shore, B. M. (1981). Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25(3), 138-143.
  • Lakin, J. M., & Lohman, D. F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34(4), 595-623.
  • Learning, A. (2000). Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs. ERIC Clearinghouse.
  • Leikin, R., Paz-Baruch, N., & Leikin, M. (2014). Cognitive characteristics of students with superior performance in mathematics. Journal of Individual Differences, 35(3), 119.
  • Lohman, D. F., & Foley Nicpon, M. (2012). Ability testing and talent identification. Identification: The theory and practice of identifying students for gifted and talented education services, 283-335.
  • MacCorquodale, K., & Meehl, P. E. (1948). On a distinction between hypothetical constructs and intervening variables. Psychological review, 55(2).
  • Manning, S. (2006). Recognizing gifted students: A practical guide for teachers. Kappa delta Pi record, 42(2), 64-68.
  • Marek‐Schroer, M. F., & Schroer, N. A. (1993). Identifying and providing for musically gifted young children. Roeper Review, 16(1), 33-36.
  • McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58(1), 69-89.
  • McCallum, R. S. (2017). Context for nonverbal assessment of intelligence and related abilities. In Handbook of nonverbal assessment (pp. 3-19). Springer.
  • McCallum, R. S., Bracken, B. A., & Wasserman, J. D. (2001). Essentials of nonverbal assessment. John Wiley & Sons Inc.
  • Merrick, C., & Targett, R. (2004). Gifted and talented education. Profesional development package for teachers. Module, 2.
  • Miller, N. B., Silvermany, L. K., & Falk, R. F. (1995). Emotional development, intellectual ability, and gender. Journal for the Education of the Gifted, 18(1), 20-38.
  • National Association for Gifted Children, & The Association for the Gifted, C. f. E. C. (2006). NAGC-CEC teacher knowledge & skill standards for gifted and talented education. In: Authors Washington, DC.
  • Pfeiffer, S. I. (2015). Essentials of gifted assessment. John Wiley & Sons.
  • Pfeiffer, S. I., & Jarosewich, T. (2003). GRS: Gifted rating scales. Psychological Corporation.
  • Pfeiffer, S. I., & Petscher, Y. (2008). Identifying young gifted children using the gifted rating scales—Preschool/kindergarten form. Gifted Child Quarterly, 52(1), 19-29.
  • Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. Conceptions of giftedness, 201-216.
  • Porter, L. (2005). Young Gifted Children: Meeting Their Needs. Research in Practice Series. Volume 12, Number 3. ERIC.
  • Porter, L. (2020). Gifted young children: A guide for teachers and parents. Routledge.
  • Purcell, J. H., & Eckert, R. D. (2006). Designing services and programs for high-ability learners: A guidebook for gifted education. Corwin Press.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi delta kappan, 60(3), 180.
  • Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Family factors associated with high academic competence in former Head Start children at third grade. Gifted Child Quarterly, 46(4), 278-290.
  • Roth, H. (1968). Begabung und Lernen. Ergebnisse und Folgerungen neuer Forschungen–Gutachten und Studien der Bildungskommission. In: Stuttgart: Klett-Cotta Verlag.
  • Salome, R. A. (1974). Identifying and instructing the gifted in art. Art Education, 27(3), 16-19.
  • Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming. Roeper Review, 21(3), 174-179.
  • Scott, M. S., & Delgado, C. F. (2005). Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly, 49(3), 199-210.
  • Smutny, J. F. (1998). The Young Gifted Child: Potential and Promise: An Anthology. ERIC.
  • Terman, L. M., & Oden, M. H. (1947). The gifted child grows up. Twenty-five years ‘follow-up of a superior group. Genetic studies of genius. Vol. 4. In: Stanford, CA: Stanford University Press.
  • Winstanley, C. (2005). Investigating the notion of children with multiple exceptionalities. University of Warwick, National Academy for Gifted and Talented Youth.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual review of psychology.

Year 2022, Volume: 7 Issue: 2, 25 - 37, 30.09.2022

Sevinç Zeynep Kavruk , Mehmet Necmettin Seyitoğlu

Abstract

Project Number

Bulunmamaktadır

References

  • Amabile, T. M. (1990). Within you, without you: The social psychology of creativity, and beyond. Theories of creativity.
  • Barbour, N. B. (1992). Early childhood gifted education: A collaborative perspective. Journal for the Education of the Gifted, 15(2), 145-162.
  • Barbour, N. E., & Shalilee, B. D. (1998). Gifted education meets Reggio Emilia: Visions for curriculum in gifted education for young children. Gifted Child Quarterly, 42(4), 228-237.
  • Bildiren, A. (2011). Üstün yetenekli çocuklar. Doğan Kitap, İstanbul.
  • Bildiren, A. (2018). Developmental characteristics of gifted children aged 0–6 years: parental observations. Early Child Development and Care, 188(8), 997-1011.
  • Bildiren, A., Bıkmaz Bilgen, Ö., & Korkmaz, M. (2021). National Non-verbal Cognitive Ability Test (BNV) Development Study. SAGE Open, 11(3), 21582440211046945.
  • Borland, J. H., & Wright, L. (2004). Identifying young, potentially gifted, economically disadvantaged students. Identification of students for gifted and talented programs, 2, 25-42.
  • Cheng, P.-w. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37(3), 105-112. Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
  • Damiani, V. B. (1997). Young gifted children in research and practice: The need for early childhood programs. Gifted Child Today, 20(3), 18-23.
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5t h ed.). In: Boston: Pearson Education.
  • DeThorne, L. S., & Schaefer, B. A. (2004). A guide to child nonverbal IQ measures.
  • Feldman, D. (1979). Chapter XXI: The Mysterious Case of Extreme Giftedness. Teachers College Record, 80(5), 335-351.
  • Freeman, J. (2013). Gifted children grown up. David Fulton Publishers.
  • Gallagher, J. J. (2007). Another opportunity-preschool education. Roeper Review, 29(4), 231.
  • Geake, J. G., & Gross, M. U. (2008). Teachers' negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52(3), 217-231.
  • Geiser, C., Mandelman, S. D., Tan, M., & Grigorenko, E. L. (2016). Multitrait–multimethod assessment of giftedness: An application of the correlated traits–correlated (methods–1) model. Structural Equation Modeling: A Multidisciplinary Journal, 23(1), 76-90.
  • Hamza, E. A., Abo Mohamed, E., & Elsantil, Y. (2020). A Systemic Review Based Study of Gifted and Talented. Talent Development & Excellence, 12(2), 2888-2897.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
  • Hartas, D., Lindsay, G., & Muijs, D. (2008). Identifying and selecting able students for the NAGTY summer school: emerging issues and future considerations. High Ability Studies, 19(1), 5-18.
  • Helfer, J., & Schroth, S. (2008). Aesthetic percipience part 2: Instructional strategies that support gifted students’ appreciation of and affinity for the fine arts. Gifted Education Press Quarterly, 22(3), 11-14.
  • Heller, K. A. (1991). The nature and development of giftedness: A longitudinal study. European Journal of High Ability, 2(2), 174-188.
  • Hertzog, N. B. (2001). Hertzog, N. B. (2001). Reflections and impressions from Reggio Emilia: “It’s not about art!” Early Childhood Research and Practice, 3(1). Retrieved from. Early Childhood Research and Practice, 3(1).
  • Hertzog, N. B. (2008). Early childhood gifted education. PRUFROCK PRESS INC.
  • Hodge, K. A., & Kemp, C. R. (2006). Recognition of giftedness in the early years of school: Perspectives of teachers, parents, and children. Journal for the Education of the Gifted, 30(2), 164-204.
  • Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147-174.
  • Hollingworth, L. S. (1937). Bright students take care of themselves. The North American Review, 243(2), 261-273.
  • Hotulainen, R. H., & Schofield, N. J. (2003). Identified pre-school potential giftedness and its relation to academic achievement and self-concept at the end of Finnish comprehensive school. High Ability Studies, 14(1), 55-70.
  • Johnsen, S. K. (2005). Identifying gifted students: A step-by-step guide. PRUFROCK PRESS INC.
  • Johnsen, S. K., & VanTassel-Baska, J. (2022) Introduction to Part I on Assessments for Identification. In Handbook on Assessments for Gifted Learners (pp. 21-28). Routledge.
  • Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994–2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427-446.
  • Kitano, M. K. (1985). Issues and problems in establishing preschool programs for the gifted. Roeper Review, 7(4), 212-213.
  • Lajoie, S. P., & Shore, B. M. (1981). Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25(3), 138-143.
  • Lakin, J. M., & Lohman, D. F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34(4), 595-623.
  • Learning, A. (2000). Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs. ERIC Clearinghouse.
  • Leikin, R., Paz-Baruch, N., & Leikin, M. (2014). Cognitive characteristics of students with superior performance in mathematics. Journal of Individual Differences, 35(3), 119.
  • Lohman, D. F., & Foley Nicpon, M. (2012). Ability testing and talent identification. Identification: The theory and practice of identifying students for gifted and talented education services, 283-335.
  • MacCorquodale, K., & Meehl, P. E. (1948). On a distinction between hypothetical constructs and intervening variables. Psychological review, 55(2).
  • Manning, S. (2006). Recognizing gifted students: A practical guide for teachers. Kappa delta Pi record, 42(2), 64-68.
  • Marek‐Schroer, M. F., & Schroer, N. A. (1993). Identifying and providing for musically gifted young children. Roeper Review, 16(1), 33-36.
  • McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58(1), 69-89.
  • McCallum, R. S. (2017). Context for nonverbal assessment of intelligence and related abilities. In Handbook of nonverbal assessment (pp. 3-19). Springer.
  • McCallum, R. S., Bracken, B. A., & Wasserman, J. D. (2001). Essentials of nonverbal assessment. John Wiley & Sons Inc.
  • Merrick, C., & Targett, R. (2004). Gifted and talented education. Profesional development package for teachers. Module, 2.
  • Miller, N. B., Silvermany, L. K., & Falk, R. F. (1995). Emotional development, intellectual ability, and gender. Journal for the Education of the Gifted, 18(1), 20-38.
  • National Association for Gifted Children, & The Association for the Gifted, C. f. E. C. (2006). NAGC-CEC teacher knowledge & skill standards for gifted and talented education. In: Authors Washington, DC.
  • Pfeiffer, S. I. (2015). Essentials of gifted assessment. John Wiley & Sons.
  • Pfeiffer, S. I., & Jarosewich, T. (2003). GRS: Gifted rating scales. Psychological Corporation.
  • Pfeiffer, S. I., & Petscher, Y. (2008). Identifying young gifted children using the gifted rating scales—Preschool/kindergarten form. Gifted Child Quarterly, 52(1), 19-29.
  • Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. Conceptions of giftedness, 201-216.
  • Porter, L. (2005). Young Gifted Children: Meeting Their Needs. Research in Practice Series. Volume 12, Number 3. ERIC.
  • Porter, L. (2020). Gifted young children: A guide for teachers and parents. Routledge.
  • Purcell, J. H., & Eckert, R. D. (2006). Designing services and programs for high-ability learners: A guidebook for gifted education. Corwin Press.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi delta kappan, 60(3), 180.
  • Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Family factors associated with high academic competence in former Head Start children at third grade. Gifted Child Quarterly, 46(4), 278-290.
  • Roth, H. (1968). Begabung und Lernen. Ergebnisse und Folgerungen neuer Forschungen–Gutachten und Studien der Bildungskommission. In: Stuttgart: Klett-Cotta Verlag.
  • Salome, R. A. (1974). Identifying and instructing the gifted in art. Art Education, 27(3), 16-19.
  • Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming. Roeper Review, 21(3), 174-179.
  • Scott, M. S., & Delgado, C. F. (2005). Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly, 49(3), 199-210.
  • Smutny, J. F. (1998). The Young Gifted Child: Potential and Promise: An Anthology. ERIC.
  • Terman, L. M., & Oden, M. H. (1947). The gifted child grows up. Twenty-five years ‘follow-up of a superior group. Genetic studies of genius. Vol. 4. In: Stanford, CA: Stanford University Press.
  • Winstanley, C. (2005). Investigating the notion of children with multiple exceptionalities. University of Warwick, National Academy for Gifted and Talented Youth.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual review of psychology.
There are 62 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Sevinç Zeynep Kavruk 0000-0001-8611-492X

Mehmet Necmettin Seyitoğlu 0000-0001-8975-6899

Project Number Bulunmamaktadır
Publication Date September 30, 2022
Published in Issue Year 2022Volume: 7 Issue: 2

Cite

APA Kavruk, S. Z., & Seyitoğlu, M. N. (2022). Okul Öncesi Dönemde Üstün Yetenekli Çocukların Özellikleri, Tanılanması ve Eğitimleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 7(2), 25-37.
 Download Cover Image