Abstract
The main purpose in the study was to determine the knowledge and needs of pre-school teachers related to gifted children and the enrichment model. The study employs one of the qualitative research methods. The study group of the current research is comprised of 30 pre-school teachers selected by using the snowball sampling method from different regions of Turkey which ensures maximum variation. The data of the study were collected through semi-structure interviews. Semi-structured interviews were conducted with teachers either face-to-face or online. The collected data were analysed inductively using the content analysis method in the NVivo 12 program. As a result of the analyses, it was found that the pre-school teachers' knowledge about noticing gifted children and enrichment practices are limited. In this study it is determined that pre-school teachers have sufficient knowledge and skills for noticing gifted children, taking into account the developmental characteristics of gifted children, but they do not take into account other features. It was concluded that the pre-school teachers' shortcomings that should be addressed in relation to noticing are lack of knowledge, the lack of information about different family structures and crowded classrooms. In addition, as a result of qualitative data analysis, it was found that the needs of the teachers are to get acquainted, support and guide children. Teachers also stated that their needs for enrichment practices are knowledge, equipment, less crowded classrooms, and financial support. According to the results of the research, it can be said that preschool teachers need information about identifying, supporting, and enriching gifted children.
Highlights
Gifted and talented children are children who have been followed with interest at all levels of education for many years
Traditional theorists define giftedness as having a score of 140 and above in standard intelligence tests, this situation has changed over the years and the concept of gifted child has been replaced by the concept of talented child (Sak, 2017)
In the study conducted by Schroth and Helfer (2008), it was emphasized that teacher observations, portfolio files and performancebased evaluations are important for determining gifted children in the pre-school period
Summary
Gifted and talented children are children who have been followed with interest at all levels of education for many years. Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model E.Dereli, H.Deli of giftedness and talent has been attempted to be explained in different ways by theorists since the years it was first proposed. Special talented individuals are individuals who develop faster in at least one area, direct societies with their characteristics such as leadership, motivation, and determination, and constitute 2% of a society (MEB, 2013). It is understood from all these definitions that the concepts of giftedness and talent are still a matter of debate. It is understood from all these definitions that the concepts of giftedness and talent are still a matter of debate. Sak (2020) explained this situation with the Fuzzy Theory and emphasized that most theories and practices of giftedness still contain uncertainty
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