Parenting with Eyes Wide Open: Young Gifted Children, Early Entry and Social Isolation

Autor/in	Wellisch, Mimi
Titel	Parenting with Eyes Wide Open: Young Gifted Children, Early Entry and Social Isolation
Quelle	In: Gifted Education International, 37 (2021) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wellisch, Mimi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429419899946
Schlagwörter	Foreign Countries; Academically Gifted; Talent Identification; Parent Role; Gifted Disabled; Disability Identification; Parent Attitudes; Mothers; Depression (Psychology); Preschool Children; Student Needs; Acceleration (Education); Gifted Education; Intervention; Preservice Teacher Education; Teacher Competencies; Faculty Development; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Intelligence Quotient; Child Development; School Entrance Age; Social Isolation; Australia + Suchen Sie Ihr Suchwort? Ausland; Begabtenanalyse; Talentsuche; Parental role; Elternrolle; Elternverhalten; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Acceleration; Beschleunigung; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Intelligenzquotient; Kindesentwicklung; Einschulungsalter; Soziale Isolation; Australien
Abstract	This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children's giftedness, the parents' role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01