Representations by Gifted Senior Pre-Schoolers on How Teachers Perceive Them

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Abstract

The article discusses issues of self-awareness of gifted children, taking into account interaction with teachers. The results of the study aimed at identifying the specifics of the representations of gifted senior pre-schoolers on how teachers perceive them are presented. The theoretical basis of the study was the concept of “Creative Giftedness” (A.M. Matyushkin). Sample: Stage I — 290 older preschoolers (Mage = 6.6; SD = 0.54); Stage II — 52 creative gifted children and 52 peers. Methods: the Figural Torrance Tests of Creative Thinking; observations, conversations with children; etc. It was revealed that in the group of gifted children, the total quantitative range of characteristics expected by teachers is wider than in the group of peers with less manifested creative abilities. There was variability in individual performance ranges. Analysis of the content aspect of the characteristics revealed their diversity: most of the characteristics in the group of gifted children belonged to the categories of “personal qualities and character traits” and “abilities and skills.” Emotionally positive characteristics predominated, indicating a positively perceived attitude of teachers.

General Information

Keywords: gifted children, senior pre-school age, self-awareness, teachers

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2024210301

Funding. the study was carried out within the framework of the state task of FSC PMR “Resource-prognostic determination of personal and professional development of students and teachers as subjects of lifelong education: psychological foundations, technologies, efficiency factors” (FNRE-2024-0017).

Received: 11.04.2024

Accepted:

For citation: Belova E.S. Representations by Gifted Senior Pre-Schoolers on How Teachers Perceive Them [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2024. Vol. 21, no. 3, pp. 7–13. DOI: 10.17759/bppe.2024210301. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elena S. Belova, PhD in Psychology, Leading Researcher, Laboratory of Giftedness Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6956-8214, e-mail: elenasbelova@mail.ru

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