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

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.

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