Identifying Gifted Behaviours in New Zealand Early Childhood Centres

This study investigated current understanding of giftedness as it relates to NZ early childhood centre settings, in order to produce a teacher-friendly identification tool and to explore the effect of identification on curriculum provision for young children displaying gifted behaviours. Analysis of international research literature provided initial indicators that could be used within the specific context of NZ early childhood centres to identify gifted behaviours. Further critical analysis resulted in an instrument of indicators considered relevant to NZ early childhood settings grouped under headings of cognition and language, approach to learning, creativity and social competence. Trialling the instrument resulted in increased teachers' understanding and recognition of gifted behaviour, although clear understanding of giftedness relating to diverse cultures or negative behaviour was not shown. The impact of identification on programme provision for gifted children was also investigated. The research demonstrated needs for professional support and education about both the diversity of giftedness and the provision of differentiated programmes for gifted young children.

Autorentext

Barbara Allan is a tertiary educator specialising in initial teacher education for early childhood. She has worked in advisory services and professional development facilitation for early childhood. Her five children inspired her involvement in ece. She has taught in NZ and UK and has special interests in quality, leadership, and giftedness.