Some Australian Findings about the Socio-Emotional Development of Gifted Pre-Schoolers

Abstract

Young gifted children are described in the literature as vulnerable in their social and emotional development (Roedell, 1986). However, little evidence-based research is available to guide teachers in understanding and planning for their socio-emotional needs and there appear to be difficulties in implementing some of the recommendations from the gifted education literature. In response to this situation two recent Australian studies, although independent, have focused on the social experiences of gifted preschoolers. One has been conducted across South Australian preschools and the other within a designated program for gifted preschoolers in a centre in Melbourne, Victoria. The findings suggest that while gifted children predominantly desired friendship, a number of factors, including age-restricted settings and asynchrony, complicated this process. This paper will discuss these factors as well as the implications for the involvement of gifted preschoolers in typical early childhood settings.