Date of Award

Spring 1992

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Not legible

Second Advisor

Not legible

Abstract

Little information is available about gifted preschool children. Because there are very few procedures for identifying young gifted preschoolers, children do not receive the acknowledgement and nurturance they may need. The author composed a survey related to five problem areas regarding the education of the gifted preschool child: the value of identifying gifted preschoolers, the availability of existing techniques for identification, classroom instruction, teacher training for the gifted, and early admission to school. A group of 149 graduate students at SUNY Brockport were randomly selected to anonymously provide their opinions on gifted preschool education. The author found that the test group generally agreed with the need to identify a gifted child in their preschool years and that gifted preschool children should not be segregated from children their own age. They also strongly agreed with the need for specific training for teachers of gifted students. Respondents disagreed with the need for early admission and generally had no opinion regarding the availability of reliable and valid techniques for identifying a gifted preschool child. The author concludes by recommending educators and parents recognize each individual child for the striking characteristics which make them unique. By recognizing the importance of identifying and nurturing gifted preschool children, educators and administrators can meet their needs and help them recognize their fullest potential.

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