Perceptions of early childhood teachers towards young gifted children and their education

Tezcan, Feride
The aim of the study is to investigate early childhood teachers’ perceptions towards young gifted children and their self-reported needs for meeting needs of young gifted children. In order to reach this aim, interviews with 15 early childhood teachers were conducted. The interview questions were designed to explore three aspects of teachers’ perceptions on young gifted children: perception on giftedness as a concept, perception on characteristics of young gifted children and perception on gifted education. The findings of the study regarding these three aspects of early childhood teachers’ perceptions consistently showed that they perceive and define giftedness as a concept based on excellence in cognitive abilities of gifted children. Subsequently, cognitive characteristics which indicate high abilities in cognitive functions are stated most to define gifted characteristics. Related with that, early childhood teachers’ self reported practices in case of a gifted child in classroom consist mainly of individual studies to support high cognitive abilities of young gifted children. The findings regarding the needs of early childhood teachers in meeting the needs of young gifted children indicate that they have low self-efficacy beliefs in handling multidimensional educational needs of gifted children. They express their need for professional development and trainings with model practices. They also express the necessity of support in terms of time, material, resources, communication, collaboration and supervision in order to be able to practice the theoretical concepts they would acquire through means of professional development.


Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme
Özkanoğlu, Özden; Erden, Feyza; Department of Elementary Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Observation as an assessment tool in early childhood education: a phenomenological case study of teacher views and practices
Turupcu, Aysun; Tantekin Erden, Feyza; Department of Early Childhood Education (2014)
The aim of this study is to determine the early childhood teachers’ views about observation as one of the informal assessment methods in young children’s education. The study was conducted with six early childhood teachers who worked at a private kindergarten in Ankara. In this study, phenomenological case study was used. In order to examine the views of early childhood teachers on observation, most appropriate data source in qualitative study, one-to-one interview was conducted with participants. Additiona...
Investigating the views of pre-service early childhood teachers regarding mindfulness
Tonga, Funda Eda; Tantekin Erden, Feyza; Department of Early Childhood Education (2018)
The purpose of this study was to investigate the views of pre- service early childhood teachers regarding mindfulness and its practice in early childhood settings. The participants of the study were 21 pre- service teachers who were senior students in public and private universities in Ankara, Turkey. A qualitative phenomenological study was conducted and the data was gathered through a semi- structured interview. Findings of the current study indicated that pre- service early childhood teachers have some p...
Development and implementation of a values education program for pre‐school children
Erikli, Sultan; Tantekin Erden, Feyza; Department of Early Childhood Education (2016)
The aim of the current study was to examine the impact of an education class on preschool values, prepared for 5- to 6-year-old children, teaching respect, responsibility, honesty, cooperation, sharing, and friendship. The participants in the study were 5- to 6-year-old children enrolled in a state school within the town of Gölbaşı in Ankara, Turkey. The research utilized an experimental study with a control group in which a pre- and post-test model was implemented. A total of 47 children, 23 of whom formed...
Environmental education in early childhood teacher training programs: perceptions and beliefs of pre-service teachers
Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale; Department of Early Childhood Education (2013)
This study aimed to describe pre-service early childhood teachers’ perceptions of environmental education in teacher training programs, their beliefs about the integration of environmental education into early childhood education, and also to investigate the relationship between their perceptions and beliefs. Mixed methods sequential explanatory design was used. Data were collected from pre-service early childhood teachers (N=470) using Perceptions of Pre-service Teachers towards Environmental Education in ...
Citation Formats
F. Tezcan, “Perceptions of early childhood teachers towards young gifted children and their education,” M.S. - Master of Science, Middle East Technical University, 2012.