Labelling of gifted children in the family from the perspective of teachers and its manifestations at school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63524896" target="_blank" >RIV/70883521:28150/20:63524896 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sodobna-pedagogika.net/en/archive/load-article/?id=1697" target="_blank" >https://www.sodobna-pedagogika.net/en/archive/load-article/?id=1697</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Labelling of gifted children in the family from the perspective of teachers and its manifestations at school

Popis výsledku v původním jazyce

The paper presents the results of a study exploring the structure of labeling gifted children and its effects on the family environment from the perspective of teachers. The study, which was carried out based on a focus group of 19 teachers from the Czech Republic, covered aspects of classroom teaching as well as communications with the parents of gifted children. Qualitative data was analyzed by open and axial coding. The results show that parents have fear of child identification at the counselling center because of formalization this process. Following the identification of giftedness, the teachers recorded changes in the attitudes of children and parents. In the case of the children, the internalization of typical characteristics of this population occurs in both a negative and positive sense. The teachers indicated 2 attitudes in the parents: they either exaggerated the child’s giftedness, which sometimes led to interference with the curriculum of educators, or they approached the giftedness with fear, with both of these positions reflecting susceptibility to certain myths on giftedness. Upon transition of the child from ISCED 1 to 2, we registered the tendency of the parents to underrate the negative consequences of labeling. The elimination of labelling is passive (not professional), i.e. by coming to ignore or deviate from institutional practices and procedures put in place to enhance the development of giftedness.

Název v anglickém jazyce

Labelling of gifted children in the family from the perspective of teachers and its manifestations at school

Popis výsledku anglicky

The paper presents the results of a study exploring the structure of labeling gifted children and its effects on the family environment from the perspective of teachers. The study, which was carried out based on a focus group of 19 teachers from the Czech Republic, covered aspects of classroom teaching as well as communications with the parents of gifted children. Qualitative data was analyzed by open and axial coding. The results show that parents have fear of child identification at the counselling center because of formalization this process. Following the identification of giftedness, the teachers recorded changes in the attitudes of children and parents. In the case of the children, the internalization of typical characteristics of this population occurs in both a negative and positive sense. The teachers indicated 2 attitudes in the parents: they either exaggerated the child’s giftedness, which sometimes led to interference with the curriculum of educators, or they approached the giftedness with fear, with both of these positions reflecting susceptibility to certain myths on giftedness. Upon transition of the child from ISCED 1 to 2, we registered the tendency of the parents to underrate the negative consequences of labeling. The elimination of labelling is passive (not professional), i.e. by coming to ignore or deviate from institutional practices and procedures put in place to enhance the development of giftedness.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sodobna PEDAGOGIKA – Journal of Contemporary Educational Studies

ISSN

0038-0474

e-ISSN

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Svazek periodika

71

Číslo periodika v rámci svazku

2/2020

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

17

Strana od-do

196-212

Kód UT WoS článku

000546520900012

EID výsledku v databázi Scopus

2-s2.0-85089200037