The recognition and development of giftedness in early childhood education remain complex challenges due to the diversity of children’s abilities, contextual influences, and variations in educational practices. This research examines giftedness in inclusive early education environments through a multi-perspective analysis of identification processes, pedagogical approaches, teacher–child interactions, and children’s educational experiences. Drawing on theoretical perspectives including Gagné’s Differentiated Model of Giftedness and Talent (DMGT) and Bronfenbrenner’s Bioecological Model of Human Development, the study explores how individual characteristics and environmental systems interact to influence the development of young gifted learners. A qualitative research-oriented analytical framework is developed using thematic analysis principles to synthesize existing perspectives on gifted education, preschool practices, and stakeholder experiences. The findings indicate that effective identification of giftedness requires multidimensional approaches that move beyond traditional ability measurements toward contextual observation and developmental understanding. Furthermore, teacher competence, attitudes, and interaction quality significantly influence whether gifted children receive appropriate cognitive challenges and socio-emotional support. The analysis highlights that inclusive preschool environments can promote gifted development when educational practices integrate differentiated instruction, responsive interactions, and equitable recognition strategies. However, challenges remain regarding teacher preparedness, institutional awareness, and balancing gifted education with inclusive principles. The study contributes a comprehensive framework for understanding giftedness as an interaction between child potential, educational practices, and ecological contexts.
A Multi-Perspective Analysis of Giftedness, Teaching Practices, And Child Experiences in Early Education
Keywords:
Abstract
Downloads
References
Borders, C., Woodley, S., & Moore, E. (2014). Inclusion and giftedness. In J. P. Bakkan, F. E. Oblakor, & A. F. Rotatori (Eds.), Gifted Education: Current Perspectives and Issues (Vol. 26, pp. 127-146). Emerald.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2022). Thematic analysis: a practical guide. Sage.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology: Theoretical models of human development (Vol.1, pp. 993-1028). John Wiley & Sons Inc.
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (Vol. 1, pp. 793-828). John Wiley & Sons Inc.
Coleman. (2016). Recognizing young children with high potential: U-STARS∼PLUS: Recognizing young children with high potential. Annals of the New York Academy of Sciences, 1377, 32-43.
Creswell, J. W. (2021). A concise introduction to mixed methods research. Sage.
Ekesryd Nordström, M. (2021). Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan [Preschool staff's views on recognising special talents in preschool]. Education and Learning, 15(3), 32-49.
Ekesryd Nordström, M. (2022). Swedish preschool teachers and principals‟ conceptions of giftedness and gifted education. Journal for the Education of the Gifted, 45(3), 271-291.
F. Mossberg & J. Lundqvist / Journal of Pedagogical Research, 9(5), 20-39 37
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development and Excellence, 5(1), 5-19.
Gagné, F. (2021). Implementing the DMGT‟s constructs of giftedness and talent: what, why, and how? In S. R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 71-99). Springer.
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487.
Ivarsson, L. (2023). Principals‟ perceptions of gifted students and their education. Social Sciences & Humanities Open, 7(1), 100400.
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290-306.
Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today Magazine, 39(3), 134-139.
Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun [The qualitative research interview]. Studentlitteratur.
Margrain, V., & Lundqvist, J. (2019). Talent development in preschool curriculum and policies: implicit recognition of young gifted children. In V. Margrain & A. Löfdahl Hultman (Eds.), Challenging democracy in early childhood education: engagement in changing global contexts (pp. 41-55). Springer.
Margrain, V., & van Bommel, J. (2022). Implicit and inclusive early education for gifted children swedish policy and international possibilities. In H. Harju-Luukkainen, N. B. Hanssen, & C. Sundqvist (Eds.), Special Education in the Early Years: Perspectives on Policy and Practice in the Nordic Countries (pp. 43-57). Springer.
Masters, N. (2015). “Put your seatbelt on, here we go!” The transition to school for children identified as gifted: The transition to school for children identified as gifted [Unpublished doctoral dissertation]. Charles Sturt University.