유아영재의 판별 및 교육을 위한 방향 탐색
The Desirable Direction for the Identification and Education of Gifted Children
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The identification of gifted children during early childhood is very important and absolutely necessary. Nonetheless, most researchers preferred to study the primary and secondary levels where children are more clearly demonstrating their giftedness, and where more reliable predictions of giftedness may be made. Comparatively little work has been done for the gifted young children. Giftedness during early childhood is still developing and less stable than that of older children, This prevents us from making firm and accurate predictions based on children's actual achievement. Thus, when we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement by applying multi-dimensional and multi-phased identification method. The desirable direction of the gifted education for young children can be achieved by emphasizing play activity and creative problem solving. The gifted education for young children must focus on play activity as the education for the ordinary young children do. In addition the goal of the gifted education for young children must be accomplished by he development of the creative problem solving.
Abstract
The identification of gifted children during early childhood is very important and absolutely necessary. Nonetheless, most researchers preferred to study the primary and secondary levels where children are more clearly demonstrating their giftedness, and where more reliable predictions of giftedness may be made. Comparatively little work has been done for the gifted young children. Giftedness during early childhood is still developing and less stable than that of older children, This prevents us from making firm and accurate predictions based on children's actual achievement. Thus, when we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement by applying multi-dimensional and multi-phased identification method. The desirable direction of the gifted education for young children can be achieved by emphasizing play activity and creative problem solving. The gifted education for young children must focus on play activity as the education for the ordinary young children do. In addition the goal of the gifted education for young children must be accomplished by he development of the creative problem solving.