Gifted Children, Educational Environment, social transformation
All over the globe, the information age has brought immense awareness amidst the social transformation emphasizing nurturing self-sufficiency skills through effective learning for all, eliminating instances of exclusion on the basis of limited proficiency and economically disadvantaged learners. Empirically, the effectiveness of the current formal schooling has come under continual criticism apparently arising from increasing disaffection levels, resulting in a
looming crisis with potential to damage the core purpose of American education.
However, the disengagement challenge trickles down to the educational environment and the supportive mechanisms erected in place to ensure wholesome development. According to Skinner and Belmont (1993), the degree of engagement in the educational environment varies considerably and that affected pupils never sustains behavioral involvement in the activities they assume later in their lives. Conversely, engaged learners sustain behavioral involvement positively reflected during the selection of tasks at the border of their competencies, initiate action when given the
opportunity, and exert intense effort and concentration in the implementation of learning
opportunities (Shaw, 2005).
[...] Secondly, they are to maintain a mental record of the behavior of preschool children. Lastly, parents of older children are to provide after-school enrichment opportunities, in which they observe how quickly the child learns and how much interest does the kid demonstrate in various areas (Gore & Amend, 2007). Ideally, education is perceived as an essential cooperative venture with the home setting to nurture the potential of the children in social, cultural, and mental growth. However, exceptional abilities in children demand exceptional settings too, different from the typical experience to reach their potential (Smutny, 2010). [...]
[...] The proposed research project provides an inquiry allowing interpretation of educational environmental occurrences of supporting gifted children through exploratory, interpretive and correlational approaches. This is to provide insight into the ordinary educational settings, both supportive and the typical environment, and gain familiarity with impact each has in harnessing the high-level potential in gifted children. For this reason, the research will centre on psychological testing to gather essential information about the gifted children from the sampled respondents Data Collection For the project to accomplish its intended purpose and attain the objectives demonstrated earlier, information will be collected using a three staged process comprising data triangulation, method triangulation and theoretical triangulation. [...]
[...] Further the findings serve an indicative purpose on the progress on identifying giftedness, appreciating such personalities rather than exposing them to torturous environments Limitations To begin with the researcher cannot cover all the regions of Colorado therefore limit the research project in the areas where the sample of gifted children was obtained. This implies that IMPACT OF SUPPORTING GIFTED CHILDREN IN PRESCHOOLS the findings of the study cannot be inclusive beyond the population where the sample was obtained. Secondly, the project results may suffer from uncooperative respondents who fail to 19 answer the questions accurately leading to misleading opinions of the population. [...]
[...] This will provide access and interaction point by highlighting issues present in the educational setting with a likelihood of impacting performance of the gifted children. IMPACT OF SUPPORTING GIFTED CHILDREN IN PRESCHOOLS The Questionnaire Survey The survey will be conducted on the basis of the questionnaire as the self-report instrument of gathering information to minimize the influence of the researcher to the respondent. For this particular research project, the questions will be semi-structured to 16 accommodate comparison and aggravation of fixed responses and avoid bias when respondents have limited alternative responses. [...]
[...] Furthermore, this project serves an inclusive purpose of maximizing the educational productivity both to benefit the gifted students and the wellbeing of the society. Lastly, addressing the stated problem provides a platform in compliance with the obligatory course work for the master's program Literature Review 2.1 Identifying With the Gifted Children Giftedness, individual talent, expertise and creative achievement often exist as inextricably linked in the interpretation of facilitating conditions. However, the definition of giftedness has honestly generated controversial viewpoints in philosophical and existential forums, alike the challenge of accepting their potential in the learning environment. [...]
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