Exploring the Nature of Giftedness in Preschool Children

Kerry A. Hodge · Coral Kemp

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Education, Achievement, and Giftedness Early Childhood Education and Development Cognitive Abilities and Testing

Abstract

Qualitative and quantitative measures were utilized to explore the abilities of 11 young children nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their child's giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness.

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References

1991Handbook of Gifted Education 1989Engaging Children's Minds: The Project Approach 1965Expanded manual for the Peabody picture vocabulary test 1995Understanding Our Gifted. 1994-95.1993EXCEPTIONALLY GIFTED CHILDREN 1999Test of Early Reading Ability – 2 1994Identifying Young, Potentially Gifted, Economically Disadvantaged Students1 1982Handbook of research in early childhood education

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2020Self-Regulation and Executive Function Longitudinally Predict Advanced Learning in Preschool 2010Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings 2007Serving the preschool gifted child:Programming and resources 2015Advanced Readers in Reading First Classrooms

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