International Journal of Pedagogics

A Multi-Perspective Analysis of Giftedness, Teaching Practices, And Child Experiences in Early Education

Dr. Li Wenhao, Dr. Maria Cristina Reyes — Sat, 01 Aug 2026 00:00:00 +0000

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.

Pedagogical Opportunities for Developing Students’ Conflictological Competence Based on An Acmeological Approach

Xoshimova Muazzamxon Zaynalobidinovna — Mon, 10 Aug 2026 00:00:00 +0000

The development of conflictological competence is an important component of students’ personal and professional preparation because future specialists are expected not only to recognize conflicts but also to analyze their causes, regulate emotional reactions, select constructive interaction strategies, and transform contradictions into opportunities for development. The purpose of this study is to substantiate the pedagogical opportunities for developing students’ conflictological competence on the basis of an acmeological approach. The research employs theoretical analysis, comparative analysis, pedagogical modeling, synthesis, and conceptual interpretation of studies on acmeology, professional development, conflict management, and competence-based education. Conflictological competence is interpreted as an integrated personal-professional quality combining motivational-value orientation, theoretical knowledge of conflict, analytical and prognostic skills, emotional self-regulation, communicative behavior, constructive decision-making, and reflection. The findings demonstrate that the acmeological approach expands the possibilities of conflictological training by transforming students from passive recipients of conflict theory into active subjects of self-development. The proposed methodology connects self-diagnosis, acmeological goal-setting, case analysis, simulation of conflict situations, role-playing, mediation techniques, reflective analysis, feedback, and individual correction within a coherent developmental process. Particular emphasis is placed on reflection and self-regulation as mechanisms that enable students to analyze their own behavior and intentionally improve conflict-management strategies. The study concludes that an acmeologically organized learning environment can contribute to students’ readiness for constructive interpersonal and professional interaction.