Psycho-Pedagogical and Educational Aspects of Gifted Students, Starting from the Preschool Age; How Can Their Needs Be Best Met?

Abstract

See, stats, and : https : / / www. researchgate . net / publication / 309152766 J - Pedagogical Educational , Starting . . . Article DOI : 10 . 4172 / 2471 - 9900 . 1000153 CITATIONS 0 READS 40 1 : Dimitris South - West " Neofit " 12 SEE All - text , letting . Available : Dimitris Retrieved : 25 Volume 5 • Issue 2 • 1000153 J Psychol Abnorm , an open access journal Abstract Giftedness responds in people from infancy through adulthood . Although research has recognised the early years in a gifted child ' s future development and learning as critical , preschool teachers and school psychologists of this population have limited knowledge about the expression and special characteristics of giftedness at this stage of development . Due to the fact that gifted children have special learning and cognitive abilities , it is important for teachers to recognize these characteristics at an early stage , and then design and implement gifted intervention programs . Additionally , the enrollment of gifted children in conventional classrooms that do not follow any kind of gifted educational program as for the teaching style , pose risk factors for inhibiting the development of their talents and the experience of positive emotions . Further , many gifted children exhibit even from preschool age feelings of frustration , boredom , low self - esteem , under - achievement and other negative characteristics , that may be the result of their asynchronous development or are due to the inability of school to identify their special abilities and support them with gifted pedagogical methods .