Implicit theories of giftedness. Jana Marie Havigerová & Eda Haviger Faculty of Education University of Hradec Kralove. Implicit theories of giftedness. L et‘s try to start with a little experiment …. … prepare your pen and paper . Implicit theories of giftedness.
Jana Marie Havigerová
& Eda Haviger
University of Hradec Kralove
Let‘s try to start with a littleexperiment…
…prepareyourpen and paper.
Reseachissupportedby Czech Science Foundation GAČR, projectGAP407/11/0426
Readyto ask? Informationbehaviourofpre-literategiftedchildren
STUDY I: Researchresults
Thesameassociation experiment was done withdaily and distance studentsofkindergartenteaching.
N = 58
Age = 22 – 53 years
Lengthofprofessionalexperience = 1 – 33 years
Gender = female
What genderisthechild in your mind?
Didyouseea specific or any child?
Did you see a specific child or someone like this?
In what situationwasyour child?
Whatcharacteristicsare in descriptionof yourchild?
with original ideas, visions and thoughts
living in a dream
6. Howwell do you know how to work with such a child?
The guiding idea ofimaginationis based on experiencewith a particulargiftedchild (ifitis) or on verywellknownhistorical or film characters (Mozart, Einstein, Rainman)
More frequentlyisgiftedchildimaginated as a boythan as a girl
Most frequentlyisgiftedchildimaginatedatschool, lessathome
Gifted children are often described using mental functions(especiallythinking)
The main characteristics of gifted children is typicallyattributed to inquiring (interested in things and askingquestionsaboutthem)
Teachers are not surehow to workwithgiftedchildren
Conclusion: whatam I doingfor?
For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children I workwith, informationaboutspecial needs of that children, and to knowhow towork withthem.
Activatechildren to ask questions
Be a good model foryourchildren
So do I
1925 giftedchild = child earning score greater than 120/130 on intelligence tests
1959 but - parental socioeconomic status and academic performance predictedfuture success better than IQ
Robert James HAVIGHURST(1900-1991)
= givesconsistently remarkable acheivementsin any domain of human performance or endeavor
- his ability can make him an outstanding contributor to the welfare of, and quality of living in society
Robert FrankDeHAAN(1925- )
Ellis Paul TORRANCE(1915-2003)
Joseph S. RENZULLI (1936 - )
= childproducedgiftedbehavior thatreflects an interaction among three basic clusters of human traits: above-average abilities, high levels of task commitment (motivation), and high levels of creativity.
= and isapplying them to any potentially valuable area of human performance
Robert Jeffrey STERNBERG (1949 - )
1986 giftedness= is a kind of mental self-managementof one\'s life in a constructive, purposeful way. It has three basic elements: adapting to environments, selecting new environments, and shaping environments.
Intellectualgiftednessincludesthree main processes:
separating relevant from irrelevant information,
combining isolated pieces of information into a unified whole,
relating newly acquired information to information acquired in the past
Nationaldefinitionof US (1993)
= children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creativity, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.
They requireservices or activities not ordinarily provided by the schools.
For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children and ofthespecial needs of that children, which we work with.