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Rewards and punishments as educational infl uences of parents of gifted children

100%
Łukasiewicz-Wieleba J.
Problemy Opiekuńczo-Wychowawcze
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2018
|
vol. 575(10)
25-38
EN
Rewards and punishments are an integral element of upbringing in a family. They shape attitudes educatively desirable and limit those undesirable. The presented article shows what kind of role rewards and punishments play in upbringing gifted children. On the basis of the narrative of parents recognizing their children as gifted, an analysis of parents’ educational strategies related to rewarding and punishment has been made. The results of the research have shown that parents of gifted children most often use rewards and punishments in domestic situations when they want to shape a specific attitude, achieve a specific effect in action or appreciate the efforts and achievements of children. It has turned out that parents do not use punishments to strengthen the development of children’s abilities. Rewards, especially praise and approval, are used when a parent feels proud of the effort or successes of his/her child.
2
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“Gifted child” - how parents label their children

100%
Łukasiewicz-Wieleba J.
Problemy Opiekuńczo-Wychowawcze
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2018
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vol. 571(6)
35-45
EN
This article presents the results of the research on parental labeling of gifted children in early school age. The narratives of the parents were acquired in the interviews. Results were analyzed in terms of the meanings they gave to concepts such as giftedness, abilities, talents, and also in terms of the parental descriptions of children’s predispositions.
3
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Social Climate in the School Classes for Gifted Children Compared with Regular School Classes

100%
Flešková M.
The New Educational Review
|
2005
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vol. 6
105-112
EN
In this article we examine the results of the research on social climate in the school classes for gifted children in comparison with regular classes of the 1st stage elementary school. The research sample was made up by 36 children from 3 classes for gifted children and 73 pupils from regular classes. The research has proved some dissimilarity among monitored school classes as to how they perceive social climate evaluated by means of the questionnaire My Class Inventory. Gifted children have more difficulties in relationships, they are more competitive, less satisfied, and they feel to burdened by learning than pupils from regular classes.
4
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Social Intelligence of Gifted Pupils

100%
Machů E., Červinková H.
The New Educational Review
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2014
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vol. 37
130-139
EN
The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.
5

СИСТЕМА РОБОТИ З ОБДАРОВАНИМИ УЧНЯМИ ПОЧАТКОВОЇ ЛАНКИ

88%
Вознюк Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
65-71
EN
The article analyzes the system of work with gifted pupisin primary school. The essence of the concept of «gifted child» is highlighted. Certain aspects of the experience of the primary school teacher of Mikhailivska school of the I-III stages are revealed, namely the implementation of the «Talent of junior pupils» which is aimed at creation of a system of identification, selection and pedagogical support of gifted and talented pupils. The stages, foreseen by the system of work with gifted pupils in primary schools are defined, namely: 1) diagnosis and identification of the individual characteristics of gifted children; 2) creation of gifted and talented data bank, providing each pupil with individual teacher-mentor: 3) individualization of learning on the basis of differentiation and personality-oriented approach; 4) project-technological activity of the teacher and pupil; 5) analysis, correction; 6) stimulation. The peculiarities of the use of British experience of work with gifted and talented pupils in primary education are marked. In addition, the main tasks of the system of work with gifted children and composition tasks for the development of specific skills are defined. It is defined that gifted children, on the one hand, are ordinary kids which are used to solve problems in a non-standard way. However, on the other hand, these people, endowed with specific psychological features that are the result and evidence of high level of their intellectual development at the expense of speed of thinking processes. Taking into account these peculiarities gifted students require a learner-centered approach. The article is also focused on the fact that children in the process of work share their thoughts with adults, which allows the teacher to trace the level of ability development, the level of knowledge, skills and, if necessary, correct them. Perspectives for the implementation of the British experience of work with gifted and talented pupils in primary school in the practice of primary school teachers of Mikhailivska school of the I-III stages are outlined, enriching and complementing its own system of identification and development of gifted primary school pupils.
6
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Radosti a trápení nadaných dětí

88%
Machů E.
Studia paedagogica
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2013
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issue 2-3
125-140
EN
This study presents the fi ndings of a research which aimed to discover the wishes, joys, fears and worries of gifted eleven-year old children. The fi rst research tool was a questionnaire based on the nomination technique which was given to the class teachers. This served as a method for the consecutive identifi cation of 71 gifted children. The children then answered the following open-ended questions from a second questionnaire: What is your greatest wish? What makes you feel the greatest joy? What do you fear the most? What is your biggest worry? The research data were processed for each question separately on the level of primary analysis of frequency of appearance of the categorised answers. Based on the comparison of data gained from both the gifted and the non-gifted children, we defi ned general categories that are considered to be specifi c for the group of gifted children from our research.
7
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Kierunki pracy poradniczej z rodzinami dzieci zdolnych

63%
Stańczak M.
Edukacja Ustawiczna Dorosłych
|
2021
|
issue 2
131-140
EN
Counseling directed at gifted youth has enjoyed great interest in recent years. This article highlights the need to include parents into counseling activities. The author discusses key directions of counseling work with families raising talented daughters and sons.
PL
Zagadnienie poradnictwa skierowanego do dzieci i młodzieży zdolnej cieszy się w ostatnich latach coraz większym zainteresowaniem teoretyków i praktyków. Intencją niniejszego artykułu jest zwrócenie uwagi na potrzebę uwzględnienia w działalności poradniczej działań adresowanych do rodziców. W kolejnych częściach tekstu omówiono kluczowe kierunki pracy poradniczej z rodzinami wychowującymi zdolne córki i synów.
8
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Strategie wspierania zdolnych podopiecznych pieczy zastępczej

63%
Ruszkowska M.
Kultura i Edukacja
|
2024
|
issue 1(143)
146-157
PL
Problematyka dzieci zdolnych dorastających w naturalnym środowisku rodzinnym podejmowana jest dość powszechnie. Zauważalna jest natomiast niewielka ilość badań dotyczących dzieci uzdolnionych przebywających w środowisku pieczy zastępczej. Jednocześnie kwestia posiadania, rozwijania oraz wspierania zdolności jest bardzo istotna zwłaszcza w odniesieniu do wychowanków środowisk zastępczych pozbawionych podstawowego środowiska rozwojowego, jakim jest rodzina. Środowiska zastępcze również mogą skutecznie wspierać potencjał swoich podopiecznych. Publikacja stanowi próbę odpowiedzi na pytanie, jakie działania wspierające są podejmowane w środowisku zastępczym w odniesieniu do zdolnych podopiecznych. Metodą badawczą wykorzystaną w badaniach są studia przypadków. Badania wskazują na zróżnicowane formy wsparcia zdolnych wychowanków, tj. organizacja dodatkowych zajęć, uzależnionych od zainteresowań czy posiadanych zdolności podopiecznego; pomoc finansową jako tę, która jest im niezbędna do przyszłego procesu usamodzielnienia, wsparcie emocjonalne i wiele innych. Przy czym widoczne są pewne różnice między działaniami pieczy instytucjonalnej i rodzinnej, te drugie bowiem zdecydowanie częściej korzystają z pomocy poradni psychologiczno-pedagogicznych czy organizacji wspierających zdolnych uczniów, chociażby w formie finansowanych stypendiów.
EN
The issue of gifted children growing up in a natural family environment has been addressed quite widely. However, small amount of research regarding gifted children residing in the foster care environment is noticeable. At the same time, the issue of having, developing and supporting abilities is extremely significant, especially with regard to pupils of foster care environments deprived of their primary developmental environment, which is the family. Foster care environments can also effectively support the potential of their pupils. The publication is an attempt to answer the question of what support activities are undertaken in the foster care environment in relation to gifted pupils? The research method is case studies. The research indicates various forms of support for gifted pupils: the organization of additional activities, depending on the interests or abilities of the pupil or the financial support as the one they need for the future process of independence, as well as emotional support and others. At the same time, some differences are visible between the activities of institutional and family care, as the latter definitely more often uses the help of psychological and pedagogical counseling centers or organizations supporting gifted students, even if in the form of funded scholarships.
9

Praca z dzieckiem zdolnym w przedszkolu

51%
Surma B.
Edukacja Elementarna w Teorii i Praktyce
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2014
|
issue 2(32)
11-22
PL
Praca z dzieckiem zdolnym w przedszkolu polega przede wszystkim na rozpoznawaniu jego zainteresowań, potrzeb i możliwości. Podstawą diagnozy dziecka zdolnego jest przyjęcie określonej definicji i koncepcji zdolności. Najczęściej przyjmuje się koncepcję zdolności ogólnej, która podkreśla, że osoba zdolna charakteryzuje się wysokim ilorazem inteligencji, twórczą postawą i silną motywacją do uczenia się. W przypadku dziecka w wieku przedszkolnym w większości programów i planów wychowawczych realizuje się wspieranie potencjału twórczego dzieci. Oprócz koncepcji zdolności ogólnej wyróżnia się drugą, która uwzględnienia zdolności specyficzne, kierunkowe. Najbardziej znaną i stosowaną przez pedagogów jest koncepcja inteligencji wielorakiej Howarda Gardnera. Zarówno teoretyczne założenia tej koncepcji, jak i diagnostyczne narzędzia pomagają w planowaniu zajęć ukierunkowanych na różne aktywności. Świadomość zróżnicowania rozwoju dzieci i ich możliwości nadaje nowy wymiar rozumienia celu edukacji jakim jest wszechstronny rozwój dzieci. W Polsce w ostatnich latach podjęto kilka inicjatyw ukierunkowanych na pracę z dzieckiem zdolnym, doskonalenie nauczycieli w tym zakresie, uświadamianie nauczycieli i rodziców o potrzebie jak najwcześniejszego wspierania rozwoju dziecka i jego uzdolnień, zainteresowań. Wśród nauczycieli wychowania przedszkolnego stopniowo wzrasta świadomość potrzeby wspierania indywidualnych potrzeb i zdolności dzieci. Istnieje coraz więcej placówek wprowadzających programy wspierania uzdolnień dzieci i starających się o uzyskanie odpowiednich certyfikatów. Jednakże problem dzieci szczególnie uzdolnionych jest specyficzny i dotyka wielu aspektów, które należy brać pod uwagę w pracy wychowawczo-dydaktycznej.
EN
Working with gifted children at kindergarten level is primarily a matter of identifying their interests, needs and abilities. The basis for diagnosing the gifted child is the adoption of a specific definition, and thus conception, of ability. A popular and widely accepted general conception of ability emphasizes that a gifted person is characterized by a high IQ, a creative attitude and a strong motivation to learn. In the case of children of preschool age, in most educational programs and plans one tries to support their creative potential. Apart from the general notion of ability, there is another conception – one which takes account of specific and directional abilities. The version of this that is most familiar to and used by educators is Howard Gardner’s notion of multiple intelligences. Both the theoretical assumptions involved in this, and its diagnostic tools, can be of help when planning involvements in different activities. Awareness of diversity in respect of children’s ability and development can add a further dimension to our understanding of education, supplementing that associated with universal features of their development. In Poland in recent years there have been several initiatives as regards working with gifted children, aimed at training teachers in this area and raising teachers’ and parents’ awareness of the need for early support of the development of the child and his or her talents and interests. Among preschool teachers, awareness is gradually increasing of the need to support the individual needs and abilities of children. More and more institutions are introducing programs to promote the talents of children and trying to obtain the relevant certification. However, the problem of gifted and talented children is specific and affects many aspects, all of which must be taken into account in any educationally oriented teaching activities.
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