Gifted Children and Education: An Educational Approach

Argyriou Argyrios; Giotopoulou Georgia; Pappa Angeliki-Maria

doi:doi:10.11648/j.edu.20200904.14

| Peer-Reviewed

Gifted Children and Education: An Educational Approach

Argyriou Argyrios, Giotopoulou Georgia, Pappa Angeliki-Maria

Published in Education Journal (Volume 9, Issue 4)

Received: 23 April 2020 Accepted: 22 July 2020 Published: 19 August 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.

Published in	Education Journal (Volume 9, Issue 4)
DOI	10.11648/j.edu.20200904.14
Page(s)	112-115
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gifted Children, Charisma, Education, Differentiated Teaching

References

[1]	Loxa G. (2004) The education of students with special mental abilities and talents, Instructions for teachers of Primary and Secondary Education, Pedagogical Institute, Department of Special Education.
[2]	Manolakos, P. (2010). Charismatic - Talented Students. Ways to support and educate gifted students. At the 5th Panhellenic Conference on "Learning How to Learn", Proceedings of the Hellenic Institute of Applied Pedagogy and Education (H.I.A.P.E.), 7-9 May 2010. Athens.
[3]	Matsagouras, H. (2008). Educating Children with High Learning Skills: Differentiated Co-education. Athens: Gutenberg Publication House.
[4]	Bogdanou, D. (2009). Recognition and identification of children with high Learning Skills. Inspection of educational issues, Issue no. 15, 135-147. Retrieved on November 17, 2015, from http://www.pi-schools.gr/download/publications/epitheorisi/teyxos15/135-147.pdf
[5]	Law no. 1566/1985 (Government Gazette 167 / A / 85) “Structure and operation of Primary and Secondary Education and other provisions".
[6]	Law no. 2817/2000 (Government Gazette 78 / A / 2000) "Training of people with special educational needs".
[7]	Law no. 3966/2001 (Government Gazette 118 / A / 2011) "Institutional Framework of Standard Experimental/Science Schools".
[8]	Law no. 3194/2003 (Government Gazette 267 / A / 2003) "Regulation of educational issues".
[9]	Papandreou, A. (2013). Our educational system "swallows" its children. Retrieved on 13-11-2015 from http://psychografima.com/12562/to-ekpedeftiko-mas-sistima-katapini-ta-pedia-tou/
[10]	Tsiamis, A. (2006). Gifted children live among us. Athens: Grigoris Publication House.
[11]	Coleman M. R. & Gallagher J. J., (1995). Appropriate differentiated services: Guides for best practices in the education of gifted children. Gifted Child Today, 18 (5), 32-33.
[12]	Delisle, J., & Lewis, B. (2003). The Survival Guide for Teachers of Gifted Kids: How to Plan, Manage and Evaluate Programs for Gifted Youth K-12. Minneapolis: Free Spirit Publishing.
[13]	Gardner, H.(1983). Frames of mind: Τhe theory of multiple intelligences. New York: Basic Books.
[14]	Manning, S. (2006). Recognizing Gifted Students: A practical Guide for Teachers. KAPPA DELTA PI RECORD, 66.
[15]	Marland, S. P. Jr. (1972). Education of the gifted and talented. Volume ǀ. Report to the Congress of the United States by the U.S. Commissioner of Education DC: U.S. Government Printing Office.
[16]	Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternbreg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
[17]	Report of the committee on Culture and Education, 1994.
[18]	Rotigel, J. (2003). “Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators”. Early Childhood Education Journal, 30 (4).
[19]	Smith, B. D. (1998). Psychology: Science and understanding. Boston, MA: McGraw Hill.
[20]	Tomlinson 2001 How to Differentiate Instruction in Mixed-ability Classrooms (2001).
[21]	Ward, V. S. (1975). Basic concepts. In Berde, W. B. & Renzulli, J. S. (ed.). Psychology and Education of the Gifted (2nd ed.), NY: Invington Publishers (61-71).

Cite This Article

Plain Text BibTeX RIS

APA Style

Argyriou Argyrios, Giotopoulou Georgia, Pappa Angeliki-Maria. (2020). Gifted Children and Education: An Educational Approach. Education Journal, 9(4), 112-115. https://doi.org/10.11648/j.edu.20200904.14

Copy | Download

ACS Style

Argyriou Argyrios; Giotopoulou Georgia; Pappa Angeliki-Maria. Gifted Children and Education: An Educational Approach. Educ. J. 2020, 9(4), 112-115. doi: 10.11648/j.edu.20200904.14

Copy | Download

AMA Style

Argyriou Argyrios, Giotopoulou Georgia, Pappa Angeliki-Maria. Gifted Children and Education: An Educational Approach. Educ J. 2020;9(4):112-115. doi: 10.11648/j.edu.20200904.14

Copy | Download

@article{10.11648/j.edu.20200904.14,
  author = {Argyriou Argyrios and Giotopoulou Georgia and Pappa Angeliki-Maria},
  title = {Gifted Children and Education: An Educational Approach},
  journal = {Education Journal},
  volume = {9},
  number = {4},
  pages = {112-115},
  doi = {10.11648/j.edu.20200904.14},
  url = {https://doi.org/10.11648/j.edu.20200904.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200904.14},
  abstract = {In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Gifted Children and Education: An Educational Approach
AU  - Argyriou Argyrios
AU  - Giotopoulou Georgia
AU  - Pappa Angeliki-Maria
Y1  - 2020/08/19
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200904.14
DO  - 10.11648/j.edu.20200904.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 112
EP  - 115
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200904.14
AB  - In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.
VL  - 9
IS  - 4
ER  -

Copy | Download

Author Information

Argyriou Argyrios

Department of Secondary Education, Regional Unit of West Attica, Athens, Greece
Giotopoulou Georgia

Economics in Aspropyrgos Vocational School, Educational Management & Leadership, European University of Cyprus, Cyprus?, ?EU, Aspropyrgos, Greece
Pappa Angeliki-Maria

Special Education, European University of Cyprus, Educational Management & Leadership, University of Roma Tres, Rome, Italy

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Argyriou Argyrios, Giotopoulou Georgia, Pappa Angeliki-Maria. (2020). Gifted Children and Education: An Educational Approach. Education Journal, 9(4), 112-115. https://doi.org/10.11648/j.edu.20200904.14

Copy | Download

ACS Style

Argyriou Argyrios; Giotopoulou Georgia; Pappa Angeliki-Maria. Gifted Children and Education: An Educational Approach. Educ. J. 2020, 9(4), 112-115. doi: 10.11648/j.edu.20200904.14

Copy | Download

AMA Style

Argyriou Argyrios, Giotopoulou Georgia, Pappa Angeliki-Maria. Gifted Children and Education: An Educational Approach. Educ J. 2020;9(4):112-115. doi: 10.11648/j.edu.20200904.14

Copy | Download

@article{10.11648/j.edu.20200904.14,
  author = {Argyriou Argyrios and Giotopoulou Georgia and Pappa Angeliki-Maria},
  title = {Gifted Children and Education: An Educational Approach},
  journal = {Education Journal},
  volume = {9},
  number = {4},
  pages = {112-115},
  doi = {10.11648/j.edu.20200904.14},
  url = {https://doi.org/10.11648/j.edu.20200904.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200904.14},
  abstract = {In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Gifted Children and Education: An Educational Approach
AU  - Argyriou Argyrios
AU  - Giotopoulou Georgia
AU  - Pappa Angeliki-Maria
Y1  - 2020/08/19
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200904.14
DO  - 10.11648/j.edu.20200904.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 112
EP  - 115
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200904.14
AB  - In this paper we investigate the case of gifted children and their position in the field of education. Many definitions have been given to gifted children (from a national, special pedagogical, functional or illustrative point of view) and even the word «charisma», as it is characteristically called, was acknowledged as a term after a 34-year-effort. Various scientists, such as Renzulli, Gardner, and Heller, tried to approach and define charisma and charismatic children. The aim of this research is to determine the characteristics of gifted children, the difficulties they encounter in each level, the causes of the difficulties and the kind of education for these children. The practices of differentiated teaching and flexible curriculum are criticized for the difficulty of evaluating their application throughout the educational process on gifted children. In conclusion, gifted children or students with high skills need respect and treatment not as a minority nor with an elitist mentality. The desideratum is to find out how many children need adapted education, whether they have a high level of perceptiveness or not. If they can acquire knowledge through a tailored to their needs, interdisciplinary, material-enriched kind of education along with a suitable prior Curriculum adaptation, then the education will be effective as it will manage to cover their needs.
VL  - 9
IS  - 4
ER  -

Copy | Download