Teachers’ Perceptions of Young Gifted Children in China

Abstract

Teachers’ perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers’ perceptions of young gifted children (aged 3–6), exploring teachers’ understandings, feelings, practices, and perceived challenges. Qualitative data were collected from seven teachers through semi-structured interviews. Major conclusions included the following: (a) teachers showed a multifaceted understanding of giftedness but exhibited confusion about twice-exceptional students; (b) teachers had mixed feelings about young gifted children and their negative feelings might be associated with unfamiliarity with gifted characteristics; (c) compared to whole-group teaching, “areal games” showed a higher level of differentiated instruction and a more active role that teachers played in challenging gifted children; and (d) lack of professional knowledge, time, and energy were major challenges perceived by early years teachers to serve gifted children. Important implications for practice and policy are addressed.

Keywords

gifted education early years teachers early childhood education qualitative research talent development

Get full access to this article

View all access options for this article.

References

Bangel

N. J.

Moon

S. M.

Capobianco

B. M.

(2010). Preservice teachers’ perceptions and experiences in a gifted education training model. Gifted Child Quarterly, 54(3), 209–221. https://doi.org/10.1177/0016986210369257

Beijing No. 8 High School (2015). 北京八中少儿班招生常见问题及解答 [Frequently asked questions and answers on enrollment of experimental classes of Beijing No.8 High School]. https://www.no8ms.bj.cn/cms/ccjy/seb/sezscjwt.html .

Blatchford

Lai

K. C

. (2010). Class size: Arguments and evidence. In McGraw

Baker

Peterson

P. P.

(Eds.), International encyclopedia of education (3rd ed., pp. 200–206). Elsevier. https://doi.org/10.1016/b978-0-08-044894-7.01081-2

Braun

Clarke

(2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brighton

C. M.

Moon

T. R.

Jarvis

J. M.

Hockett

J. A.

(2007). Primary grade teachers’ conceptions of giftedness and talent: A case-based investigation. National Research Center on the Gifted and Talented. https://files.eric.ed.gov/fulltext/ED505387.pdf .

Cao

(2005). 论当代教育平均主义思想及其危害 [contemporary ideology of educational egalitarianism and its dangers]. 教学与管理, 2005(10), 3–4. http://doi.org/10.3969/j.issn.1004-5872.2005.10.001

Chen

Shi

(2008). 幼儿超常教育初探 [gifted education in kindergarten]. In Shi

(Ed.), 超常儿童成长之路:中国超常教育30年历程 (pp. 155–163). 北京科学出版社.

Cheng

Chu

(2016). 国外双重特殊儿童的鉴别模式、遮蔽效应及对我国的启示 [twice-exceptional children abroad: Identification models, masking effect and implications for China]. 中国特殊教育, 2016(2), 3–9. http://doi.org/10.3969/j.issn.1007-3728.2016.02.001

Cheng

Zhang

Wang

(2018). 我国超常教育发展40年:基于政策及实践的分析与展望 [the developments of supernormal education in China over the past four decades: Analysis and prospects based on policies and practice]. 中国特殊教育, 2018(8), 61–67. https://doi.org/10.3969/j.issn.1007-3728.2018.08.011

10.

Chu

(2012). 追求卓越：英才教育与国家发展——突破我国英才教育的认识误区与政策障碍 [striving for excellence: Gifted education and national development – to break through the misunderstanding and obstacle of policy of gifted education in China]. 教育研究, 2012(11), 28–35. https://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&filename=JYYJ201211007&dbname=CJFD2012 .

11.

Creswell

J. W.

Clark

V. L. P.

(2017). Designing and conducting mixed methods research. Sage publications.

12.

Dai

Jiang

(2015). 区域支持“双重特殊”学生潜能发展 [regional support for the development of the potential of twice-exceptional students]. 现代特殊教育, 2015(7), 33–34. http://doi.org/10.3969/j.issn.1004-8014.2015.07.014

13.

Dai

Y. D.

Steenbergen-Hu

Yang

(2016). Gifted education in mainland China. In Dai

Y. D.

Kuo

C. C.

(Eds.), Gifted education in Asia: Problems and prospects (pp. 79–110). Information Age Publishing.

14.

Dal Forno

L. F.

Bahia

Veiga

F. H.

(2015). Gifted amongst preschool children: An analysis on how teachers recognize giftedness. International Journal of Technology and Inclusive Education, 5(1), 707–715. https://doi.org/10.20533/ijtie.2047.0533.2015.0090 .

15.

Daniels

Piechowski

M. M.

(2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Great Potential Press.

16.

Espinoza

(2007). Solving the equity–equality conceptual dilemma: A new model for analysis of the educational process. Educational Research, 49(4), 343–363. https://doi.org/10.1080/00131880701717198

17.

(2017). Wandering in the shadow of egalitarianism and equity: A social and cultural explanation to the underdeveloped gifted education in China. Global Education Review, 4(1), 34–44. http://files.eric.ed.gov/fulltext/EJ1137996.pdf .

18.

Gagné

(2000). A differentiated model of giftedness and talent. Year 2000 update. http://files.eric.ed.gov/fulltext/ED448544.pdf.

19.

Gao

(2010). 小学教师关注学生个体差异的调查研究 [investigation of primary teachers’ focus on individual differences]. 教育测量与评价, 2010(12), 27–37. https://doi.org/10.16518/j.cnki.emae.2010.12.011

20.

Gardner

H. E.

(2011). Frames of mind: The theory of multiple intelligences. Basic books.

21.

Guerra

P. L.

Nelson

S. W.

(2009). Changing professional practice requires changing beliefs. Phi Delta Kappan, 90(5), 354–359. https://doi.org/10.1177/003172170909000509

22.

Hamand

D. J.

(2019). The use of learning centers in the kindergarten classroom [Master’s thesis]. Northwestern College. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1179&context=education_masters

23.

(2011). 资优残障人才培养的理念与策略 [A new concept and strategies for the cultivation of gifted talents with disabilities]. 中国特殊教育, 2011(2), 14–18. http://doi.org/10.3969/j.issn.1007-3728.2011.02.003

24.

Hertzog

(2005). Equity and access: Creating general education classrooms responsive to potential giftedness. Journal for the Education of the Gifted, 29(2), 213–257. https://doi.org/10.1177/016235320502900205

25.

Hodge

K. A.

Kemp

C. R.

(2006). Recognition of giftedness in the early years of school: Perspectives of teachers, parents, and children. Journal for the Education of the Gifted, 30(2), 164–204. https://doi.org/10.4219/jeg-2006-259

26.

Jiang

Zhang

(2008). 学习障碍超常儿童的研究进展 [the development of research on gifted children with learning disabilities]. 中国特殊教育, 2008(4), 35–40. http://doi.org/10.3969/j.issn.1007-3728.2008.04.008

27.

Kaufman

S. B.

(2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. Oxford University Press.

28.

Kaufman

S. B.

Sternberg

R. J.

(2008). Conceptions of giftedness. In Pfeiffer

S. I.

(Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 71–91). Springer. https://doi.org/10.1007/978-0-387-74401-8_5.

29.

Kern

DuPaul

G. J.

Volpe

R. J.

Sokol

N. G.

Gary Lutz

Arbolino

L. A.

VanBrakle

J. D.

(2007). Multisetting assessment-based intervention for young children at risk for attention deficit hyperactivity disorder: Initial effects on academic and behavioral functioning. School Psychology Review, 36(2), 237–255. https://doi.org/10.1080/02796015.2007.12087942

30.

Koc

Celik

(2015). The impact of number of students per teacher on student achievement. Procedia-Social and Behavioral Sciences, 177(2015), 65–70. https://doi.org/10.1016/j.sbspro.2015.02.335

31.

Lee

(1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies, 10(2), 183–196. https://doi.org/10.1080/1359813990100205

32.

Leung

(2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 37(1), 38–54. https://doi.org/10.1177/183693911203700106

33.

Feng

(2013). 《3-6岁儿童学习与发展指南》解读 [The interpretation of “Guidelines for The Learning And Development of Children Aged 3-6”]. 人民教育出版社.

34.

(2012). Individualized instruction in large classes of integrated English in CALL environments. Theory and Practice in Language Studies, 2(11), 2291–2301. http://doi.org/10.4304/tpls.2.11.2291-2301

35.

Little

(2018). Peer tutoring and gifted learners: Applying a critical thinking lens. Teaching for High Potential, 2018(Aug), 4–6. http://www.nagc.org/sites/default/files/Publication%20THP/THP_Summer_2018_PeerTutoring.pdf .

36.

Liu

(2018a). 高中重点班与普通班数学教学对比研究——以延安市实验中学为例 [A comparative study on the status quo of mathematics teaching in key classes in senior high schools and ordinary classes – Taking Yan'an Experimental Middle School as an Example] [硕士论文，延安大学]. https://kns.cnki.net/kcms2/article/abstract?v=bd42u7TqVAE9wH1KSPQ8ZQPeKrg1mpByjeqwmClKg2zuYQZYWLjP4tE50g8rzvX4ALOU0711qeEC0Pi-OQwFUGV6rGfdO0tKaicHz2Of7cjLXBXcN9omLq1CVIrvtv_LBluWP5zkPWJT3DaGTb79sQERLru4HYw5&uniplatform=NZKPT&language=CHS.

37.

Liu

(2018b). 双重特殊儿童的认知特点及教育干预策略 [cognitive patterns of dual exceptional children and the instructional strategies]. 现代特殊教育, 2018(24), 21–25. http://doi.org/10.3969/j.issn.1004-8014.2018.24.003

38.

Zou

(2020). 双重特殊学生的特点及其教育干预 [characteristics and educational intervention of twice-exceptional students]. 广西民族大学学报(哲学社会科学版, 2020(42), 209–214. https://kns.cnki.net/kcms2/article/abstract?v=bd42u7TqVAEFiws61xsWzpxykWbwfguLGx__0MZ_2XgNBrIHfqCE3dCckvKwhUougM7S6AJ4AB6Lmn7UMNBVI36oBhQHzzbljZ3uZ7WvWvXsaZoQ_m4_zLREgAcI333b3SqncUE4udj1fBruv2T7nw==&uniplatform=NZKPT&language=CHS .

39.

Margrain

Farquhar

(2012). The education of gifted children in the early years: A first survey of views, teaching practices, resourcing and administration issues. Apex, 17(1), 1–13. https://doi.org/10.21307/apex-2012-005

40.

Mayer

R. E.

(2005). The scientific study of giftedness. In Sternberg

R. J.

Davidson

J. E.

(Eds.), Conceptions of giftedness (pp. 437–449). Cambridge University Press.

41.

McGoey

K. E.

Eckert

T. L.

Dupaul

G. J.

(2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional and Behavioral Disorders, 10(1), 14–28. https://doi.org/10.1177/106342660201000103

42.

Miller

(2009). The effect of training in gifted education on elementary classroom teachers’ theory-based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65–105. https://doi.org/10.1177/016235320903300104

43.

Ministry of Education of the People’s Republic of China (MOE) (2011a). National Medium and Long-Term Educational Reform and Development Plan (2010-2020) http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html .

44.

Ministry of Education of the People’s Republic of China (MOE) (2011b). Experimental Plan of Cultivating Outstanding Students in Basic Subjects. http://www.moe.gov.cn/srcsite/A16/moe_784/201808/t20180801_344021.html .

45.

Ministry of Education of the People’s Republic of China (MOE). (2012). Guidelines for The Learning And Development of Children Aged 3-6. https://www.gov.cn/gzdt/att/att/site1/20121016/001e3741a42811e6f63f01.doc .

46.

Ministry of Education of the People’s Republic of China (MOE). (2016). Kindergarten Regulations. http://www.moe.gov.cn/jyb_xxgk/xxgk/zhengce/guizhang/202112/t20211206_585104.html .

47.

Ministry of Education of the People’s Republic of China (MOE). (2018). Compulsory Education Law of the People's Republic of China. http://www.moe.gov.cn/jyb_sjzl/sjzl_zcfg/zcfg_jyfl/202110/t20211029_575949.html .

48.

Morse

J. M.

(2012). The implications of interview type and structure in mixed-method designs. In Gubrium

J. F.

Holstein

J. A.

Marvasti

A. B.

McKinney

K. D.

(Eds.), The SAGE handbook of interview research: The complexity of the craft (pp. 193–204). Sage Publications.

49.

National Association for Gifted Children (NAGC) (2019). A definition of giftedness that guides best practice. https://www.nagc.org/sites/default/files/Position%20Statement/Definition%20of%20Giftedness%20%282019%29.pdf .

50.

National Association for Gifted Children (NAGC) (n.d.). Myths about gifted. https://www.nagc.org/myths-about-gifted-students .

51.

Oono

I. P.

Honey

E. J.

McConachie

(2013). Parent-mediated early intervention for young children with autism spectrum disorders (ASD). Evidence-Based Child Health: A Cochrane Review Journal, 8(6), 2380–2479. https://doi.org/10.1002/ebch.1952

52.

Plucker

J. A.

Barab

S. A.

(2005). The importance of contexts in theories of giftedness: Learning to embrace the messy joys of subjectivity. In Sternberg

R. J.

Davidson

J. E.

(Eds.), Conceptions of giftedness (pp. 201–216). Cambridge University Press. https://doi.org/10.1017/cbo9780511610455.013

53.

Plucker

J. A.

McWilliams

Guo

(2021). Smart contexts for 21st century talent development. In Sternberg

R. J.

Ambrose

(Eds.), Conceptions of giftedness and talent (pp. 295–316). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56869-6_17.

54.

Reis

S. M.

Baum

S. M.

Burke

(2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217–230. https://doi.org/10.1177/0016986214534976

55.

Reis

S. M.

Renzulli

J. S.

(2009). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233–235. https://doi.org/10.1177/0016986209346824

56.

Ren

Chen

Zhang

(2018). 基础教育阶段创新型人才培养路径探析——以北京四中为例. [an analysis of the path of cultivating innovative talents in the basic education stage – taking Beijing No. 4 middle school as an example]. 中国教育学刊, 2018(04), 98–101. https://www.cqvip.com/qk/82058x/201804/674892882.html .

57.

Renzulli

J. S.

(2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10(2), 67–75. https://doi.org/10.1207/S15327035EX1002_2

58.

Roberts-Holmes

(2018). Doing your early years research project: A step by step guide (4^th Ed.). Sage.

59.

Shi

(2021). 超常儿童教育与杰出人才培养 [education of gifted and talented children and cultivation of outstanding talents]. 中国特殊教育, 2021(9), 54–55. http://doi.org/10.3969/j.issn.1007-3728.2021.09.008

60.

Shi

(2018). New century gifted education in mainland China. In Wallace

Sisk

D. A.

Senior

(Eds.), The SAGE handbook of gifted and talented education (pp. 446–461). Sage Publications Ltd. https://dx.https://doi.org/10.4135/9781526463074.n37.

61.

Steenbergen-Hu

Makel

M. C.

Olszewski-Kubilius

(2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849–899. https://doi.org/10.3102/0034654316675417

62.

Sternberg

R. J.

(1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7(2), 269–287. https://doi.org/10.1017/s0140525 ( 00044629

63.

Subotnik

R. F.

Olszewski-Kubilius

Worrell

F. C.

(2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056

64.

Swanson

(2006). Breaking through assumptions about low-income, minority gifted students. Gifted Child Quarterly, 50(1), 11–25. https://doi.org/10.1177/001698620605000103

65.

Terman

L. M.

(1916). The measurement of intelligence. Houghton Mifflin. https://doi.org/10.1037/10014-000.

66.

Tezcan

(2012). Perceptions of early childhood teachers towards young gifted children and their education [Master’s thesis]. Middle East Technical University. https://open.metu.edu.tr/bitstream/handle/11511/22229/index.pdf

67.

Tieso

C. L.

(2007). Overexcitabilities: A new way to think about talent? Roeper Review, 29(4), 232–239. https://doi.org/10.1080/02783190709554417

68.

Vygotsky

(1978). Play and its role in the mental development of the child. In Gardner

J. K.

(Ed.), Readings in developmental psychology (pp. 130–139). Boston: Little Brown. https://doi.org/10.2753/rpo1061-040505036

69.

Wang

(2014). 中华人民共和国历史视野中的重点学校——兼及邓小平建设重点学校的思想 [key schools in the historical perspective of the people's republic of China – and deng xiaoping's ideology of building key schools]. 中国特色社会主义：道路与制度——第十四届国史学术年会论文集, 2014(5), 423–437. https://doi.org/10.26914/c.cnkihy.2014.001180

70.

Wang

(2021). 孔子因材施教思想的价值及其启示 [the value and enlightenment of Confucius’ individualized instruction]. 汉宇文化, 2021(22), 189–190. https://doi.org/10.14014/j.cnki.cn11-2597/g2.2021.22.084

71.

Wang

Elicker

McMullen

Mao

(2008). Chinese And American preschool teachers’ beliefs about early childhood curriculum. Early Child Development and Care, 178(3), 227–249. https://doi.org/10.1080/03004430600722671

72.

Wang

Xing

(2015). 国外双重特殊儿童的研究进展 [advances in the study of twice-exceptional children in foreign countries]. 中国特殊教育, 2015(5), 15–20. http://doi.org/10.3969/j.issn.1007-3728.2015.05.003

73.

Wang

Xiong

(2018). 拔尖创新人才早期培养的实践探索与深化路径 [early cultivation of top-notch innovative talents: Exploratory practice and further approaches]. 全球教育展望, 52(4), 46–62. http://doi.org/10.3969/j.issn.1009-9670.2023.04.004

74.

Warren

McPheeters

M. L.

Sathe

Foss-Feig

J. H.

Glasser

Veenstra-VanderWeele

(2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127(5), e1303–e1311. https://doi.org/10.1542/peds.2011-0426

75.

Wen

Zhang

(2021). 我国超常儿童教育的政策、法律法规现状及思考 [reflection on the status quo of policies, laws and regulations of the gifted and talented children’s education in China]. 中国特殊教育, 2021(9), 66–72. http://doi.org/10.3969/j.issn.1007-3728.2021.09.01

76.

Xi’an Jiaotong University (XJU). (2023). 西安交通大学2024年“少年班”招生简章 [The 2024 enrollment guide of Special Classes for the Gifted Young of Xi’an Jiaotong University]. https://zs.xjtu.edu.cn/info/1004/5530.htm.

77.

You Shi Kou Dai (n.d.). 关于我们 [About us]. https://www.youshikoudai.com/ow#/about.

78.

Zhang

(2017). Gifted education in China. Cogent Education, 4(1), 1364881. https://doi.org/10.1080/2331186X.2017.1364881

79.

Zhang

Rosen

(2018). Confucian philosophy and contemporary Chinese societal attitudes toward people with disabilities and inclusive education. Educational Philosophy and Theory, 50(12), 1113–1123. https://doi.org/10.1080/00131857.2018.1434505

80.

Zhou

(2008). 论中学教育平均主义思想的特点及消极作用 [characteristics and negative effects of egalitarian ideology in secondary education]. 中国教师, 2008(S1), 319–320. https://kns.cnki.net/kcms2/article/abstract?v=bd42u7TqVAHaFA3zT7B-TRzoRsTvPC8gmbqXqhWiqVOzUh1EzVzOvkuhm5ihz5QCrGxLo_uezdlLeHwvkBuHXwYlaB5mKakZGw4B_F0kYJ0UWZuF7Hok9LV3kon5u94u9pbQv26ibZ_zmNPXF2-IKg==&uniplatform=NZKPT&language=CHS.

81.

Zhu

(2009). Early childhood education and relative policies in China. International Journal of Child Care and Education Policy, 3(1), 51–60. https://doi.org/10.1007/2288-6729-3-1-51 .

82.

Zhu

(2017). 大班额教学中因材施教面临的问题与对策 [problems and countermeasures of individualized instruction in big class teaching]. 基础教育, 2017(7), 233–235. https://doi.org/10.16681/j.cnki.wcqe.201713157