Attitudes of American and Korean early childhood educators regarding programs for gifted/talented young children.

Description:

The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.

Creator(s): Song, Kyu-Woon
Creation Date: December 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 463
Past 30 days: 7
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2001
  • Digitized: July 13, 2007
Description:

The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): early childhood | gifted | talented | attitudes | american | korean
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 51959477 |
  • ARK: ark:/67531/metadc3029
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Song, Kyu-Woon
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.