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Caregiver Perceptions of the Social and Emotional Characteristics of Gifted Children from Early Childhood through the Primary School Years
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Keri M. Guilbault; Gregory K. Eckert; Antonia Szymanski – Roeper Review, 2024
Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child's development. The purpose of this exploratory study was to examine caregivers' perceptions of the social and emotional characteristics of gifted children in grades K-3.…
Descriptors: Academically Gifted, Early Childhood Education, Parent Attitudes, Child Development
Back to the Drawing Board Again: Potential Indicators of Giftedness in Human Figure Drawings of Children Aged 4 to 6 Years
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Mathijssen, A. C. Sven; Feltzer, Max J.A.; Hoogeveen, Lianne; Denissen, Jaap; Bakx, Anouke – Roeper Review, 2023
The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the…
Descriptors: Freehand Drawing, Talent Identification, Student Needs, Young Children
The Diverse Profile of the Extremely Gifted Child.
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McGuffog, Carolyn; And Others – Roeper Review, 1987
Seven profiles of extremely gifted children under the age of four are presented. Examination of the cognitive, social, and emotional profiles of these children suggests that no singular pattern characterizes their functioning. (DB)
Descriptors: Case Studies, Cognitive Development, Emotional Development, Gifted