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The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally created as a paper-and-pencil assessment. However, to reduce the risk of individuals becoming overly familiar with the test items due to repeated annual administration without modifications, the BNV-II was revised into a digital format for tablet use, incorporating updated items. In the initial phase of the study, the test was constructed in two forms, A and B, and administered to a pilot sample of 1,360 children aged 6–10 years old, drawn from various locations across Türkiye. The final version of the test was determined through an item difficulty, item discrimination, and item-total score correlation analysis. A norming study was subsequently conducted, involving a total of 6,567 children in Türkiye. The sample for Form A comprised 1,560 females (48%) and 1,659 males (52%), while Form B included 1,628 females (49%) and 1,720 males (51%). Reliability was assessed using test-retest, split-half, KR-20, and KR-21 methods, with standard error, standard deviation, and reliability coefficients calculated. Content, construct, and criterion-related validity were evaluated. The KR-20 reliability coefficient was 0.92 for both forms, and test-retest reliability was 0.91. Parallel-form reliability was 0.86, while correlations between BNV-II total scores and those of NNAT-I, TONI-3, and RSPM were 0.85, 0.86, and 0.77, respectively. These results confirm the BNV-II as a reliable and valid tool for identifying gifted children in Türkiye. [ABSTRACT FROM AUTHOR]

Several studies have indicated that parental education predicts children's intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children's giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children's cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children's Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children's Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers' short-term memory (Gsm) emerged as the primary predictor of children's Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children's Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children's giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Successful talent identification increases the chances of sporting and financial success since it provides talented children and adolescents with the most optimal learning environment to realize their potential. Hence, coaches and clubs of many sport disciplines are eager to identify talented athletes. General motor skills are often incorporated in talented identification research, as it is considered fundamental to learning sport-specific motor skills. This systematic review aimed to examine to what extent general motor skills can contribute to the identification of talented athletes aged six to eighteen. Five electronic databases were searched, which resulted in 22 eligible studies (13 cross-sectional and 9 longitudinal studies). Quality assessment was done using the Quality Assessment with Diverse Studies tool. The vast majority of both cross-sectional and longitudinal studies found either differences in general motor skills in favour of the talented athletes (59% of the studies) or no differences between talented athletes and their peers (36% of the studies). These results show that assessing general motor skills could contribute to talent identification programs, but caution should be paid prior to the implementation of these general motor skill test batteries due to the inconclusive nature of the findings. Hence, there is a need for future high-quality longitudinal studies which are recommended to conduct sex- and age-specific analyses, address the existing gap in the literature by including athletes from diverse sports beyond football, and investigate whether assessing manipulative skills and capturing movement quality could be a valuable addition to assessing locomotor skills for identifying athletic talent. [ABSTRACT FROM AUTHOR]

This study aims to investigate the psychometric properties of the Arabic-translated Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) in Qatar. This study translated the GRS-P into Arabic, examined the validity and reliability indicators, and explored gender and age differences in children’s performance on the translated GRS-P. Two hundred thirteen children aged four to six years and sixteen teachers from eight kindergartens in Doha participated in this study. Results revealed strong internal consistency reliability and significant positive correlations between GRS-P subscales, the HOPE Scale, and the Child Developmental Profile. Confirmatory factor analysis results indicated that the one-factor structure across the GRS-P subscales presented varied levels of fit. Gender and grade level analysis showed no significant differences in GRS-P scores. This study contributes to effectively identifying gifted children in Qatar, offering insights for educational practitioners and policymakers. [ABSTRACT FROM AUTHOR]

In the pursuit of a brighter future for their children, many female migrant workers leave their home countries to seek employment abroad, often as caregivers for families in wealthier nations. This decision necessitates prolonged separation from their own children, depriving them of the opportunity to witness and participate in crucial stages of their children's development. The absence of these mothers, combined with inconsistent caregiving in their stead, significantly increases the vulnerability of left-behind children to mental health challenges, such as depression, anxiety, and difficulties in forming emotional bonds with others. Moreover, even after the migrant mother's eventual return, the disruptions in attachment often result in long-term consequences, including strained and distant relationships with their children. This article explores the complex impact of maternal migration on the mental well-being of left-behind children across various cultural contexts. It highlights key findings, such as the role of communal caregiving practices in mitigating adverse effects in some societies, while noting that these practices are not a complete solution. The study underscores the need for culturally sensitive mental health interventions and policy measures to support the well-being of children affected by maternal migration globally. [ABSTRACT FROM AUTHOR]

The article from the New England Journal of Medicine discusses the increasing incidence of noncommunicable diseases in children linked to synthetic chemicals. It highlights the rise in pediatric diseases like asthma, obesity, and diabetes, attributing them to exposure to manufactured chemicals. The article calls for a fundamental change in chemical laws and the restructuring of the chemical industry to prioritize children's health. It also emphasizes the need for a global chemicals treaty and chemical footprint reporting to address the risks posed by synthetic chemicals. [Extracted from the article]

There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children's needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents' descriptions of children's early development, asynchronicity, and differences from their peers. The parents' stories of their children's first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner's ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children's acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children's development and well-being. [ABSTRACT FROM AUTHOR]

Just as children have fairly consistent attachment styles toward parents, we argue that parents have fairly consistent attachment styles toward children. It generally will be easiest for gifted children to develop their gifts and display them successfully if their parents were securely attached to them. But the children who have experienced insecure forms of attachment from their parents—avoidant, anxious, or inconsistent/fearful—may be able to turn these forms of insecure attachment into bases that actually enhance their creative work. [ABSTRACT FROM AUTHOR]

ABSTRACT The purpose of this study is to develop a self‐awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay (n = 5), Delphi method (n = 10), the exploratory factor analysis (EFA) (n = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5‐point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated (χ2/SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item‐total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms. [ABSTRACT FROM AUTHOR]

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children. [ABSTRACT FROM AUTHOR]

Background: Low self‐worth during adolescence predicts a range of emotional and behavioural problems. As such, identifying potential sources of influence on self‐worth in adolescence is important. Aims: The aim of this study was to construct The Relationship between Parents' Marital Satisfaction and Popularity in the Family with Sense of Self-worth and Spiritual Vitality of Children Working in Gifted Schools Methods: The research method is descriptive-correlational of structural equation modeling. The statistical population of this study is all talented students in Tehran during the academic year of 1400-1401. The sample consisted of 320 high school students in Tehran who were selected by cluster sampling and responded to Afrooz marital satisfaction scale (2016), Popularity of parent’s scale (Afrooz, 2012), Spiritual vitality scale (Afrooz, 2014) and Self-Worth Scale (Crocker and et al, 2003). To evaluate the proposed model, structural equation modeling was used using AMOS software version 24 and SPSS version 27. Results: The results of correlation coefficient showed that there was a positive and significant relationship between marital satisfaction and parental popularity with dimensions of spiritual vitality and self-worthiness (P< 0.05). Findings indicate that the proposed model fits the data appropriately. Also, 80% of the variance of self-worth is explained by marital satisfaction, parental popularity and spiritual vitality. In other words, couple's satisfaction and parental popularity directly and indirectly through spiritual vitality have a positive effect on students' self-worth. Couple's satisfaction and parental affection are associated with higher adolescents' self-worthiness. Conclusion: The data were cross-sectional, so the direction of the effects could not be confirmed, but the findings support the idea that couple's satisfaction and parental popularity in children increase adolescent's vitality and self-worthiness. [ABSTRACT FROM AUTHOR]

The text discusses the importance of developing social-emotional skills, character strengths, and emotional intelligence in intellectually gifted individuals. The author shares a personal experience with a gifted student who struggled with emotional regulation despite high intellectual abilities. The text highlights research on the impact of "heart strengths" on the well-being and success of gifted children, emphasizing the need for a balance between intellectual and social-emotional development. Various researchers contribute to the discussion, exploring topics such as character strengths, mental health, immigrant youth challenges, and parental resilience in raising gifted children. [Extracted from the article]

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one's potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments. [ABSTRACT FROM AUTHOR]

This study examines the unique challenges of raising gifted children, focusing on two child-related risk factors for parental stress: cognitive asynchrony and stress management abilities. Path analysis revealed that poor stress management in children is associated with greater parental stress, as measured by the Difficult Child (DC) and Parent-Child Dysfunctional Interaction (PCDI) scales of the Parenting Stress Index. Cognitive discrepancies, particularly between Verbal Comprehension Index (VCI) and Processing Speed Index (PSI), were found to increase maternal stress but not paternal stress, highlighting a differential impact on parents. Additionally, the study identified a spillover effect, in which stress in one parent influences the other, amplifying family stress. These findings suggest that cognitive and emotional factors act as independent sources of stress, underscoring the need for interventions tailored to families of gifted children, with a focus on enhancing emotional competence to promote resilience and family well-being. [ABSTRACT FROM AUTHOR]

Resilience, or the ability to bounce back from hardship, has been studied extensively and identified as a protective factor against negative long-term physical and mental health outcomes. Most research has addressed the child's resilience in the face of adversity; however, the parent's capacity for resilience has received limited attention. Parents of gifted children, in particular, face unique stressors that differ from those observed among families of typically developing children; an unanticipated degree of parental resilience is often required in response to the gifted child's cognitive, social, and emotional needs. In this article, factors that contribute to resilience among gifted children and their parents are reviewed. It is proposed that parental resilience directly affects the child's well-being and that increased self-awareness enhances the parent's capacity for greater emotional availability, patience, tolerance, and resilience. In essence, parental resilience is a necessary component for fostering resilience in the child. [ABSTRACT FROM AUTHOR]

Psychosocial skills are variables related to human behavior, beliefs, and attitudes and shape social interactions, learning processes, academic achievements, and general goal-directed behavior. Psychosocial skills seem particularly important during the adolescent period when large changes in goal setting, learning attitudes, and ability development take place. However, it remains unclear to what degree the growth of musical abilities is influenced by psychosocial skills in musically gifted children and children who are not musically gifted. Hence, the aim of this study is to determine the impact of psychosocial skills on music listening abilities beyond demographics, musical training, and cognitive factors. At four secondary schools in Latvia (two general schools and two schools for musically gifted individuals), we tested 191 adolescents (aged 11–18 years) with an online test battery assessing musical listening abilities, cognitive ability, socio-demographics, musical training activities, and a range of psychosocial skills. Data were analyzed through a series of hierarchical regression models determining the effect of different groups of independent variables. Results indicate that, in general, psychosocial variables make a substantial contribution to musical listening abilities beyond demographics, musical training, and cognitive capacity. When students from general secondary schools and schools for the musically gifted were analyzed separately, the contribution of psychosocial skills differed noticeably, with a greater relative importance for musically gifted children. Thus, the results suggest an important role of psychosocial variables in musical giftedness education. However, the specific role of individual psychosocial variables such as grit still needs to be clarified in future studies. [ABSTRACT FROM AUTHOR]

The article is devoted to one of the topical problems of modern psychology - the development of self-awareness in children - as it is considered in the psychology of giftedness. The study was aimed at identifying ‘self-image’ features in creatively gifted senior preschool children. It was carried out in line with the scientific approach proposed by A.M. Matyushkin to the study of giftedness as a prerequisite for the development of a creative personality. The study involved 290 children aged 6-7 years ( M = 6.6; SD = 0.54; boys = 143, girls = 147) attending preschool educational institutions in Moscow. The creative potential of the participants (senior preschool children) was identified using Figural Form A of the Torrance Tests of Creative Thinking (TTCT), as well as on the basis of observations, surveys of teachers and parents, and expert assessments of the children’s creative works. The results made it possible to identify a group of gifted senior preschoolers with high creative potential ( N = 52, boys = 26, girls = 26) and a group of their peers, equal in quantitative composition and gender distribution, whose creative potential was lower. The child’s ‘self-image’ features were revealed during a conversation based on the Twenty Statements Test - TST (M. Kuhn and Th. McPartland, modified by T.V. Rumyantseva) and the Study of the System of Children’s Self-Characteristics (O.A. Belobrykina). The analysis of the obtained data showed the relationship between the results of the Torrance Test performed by the senior preschoolers and the number of their self-characteristics. The following differences between the groups were highlighted: the gifted children named more characteristics when describing themselves than their peers; this was especially true for such subcategories of answers as ‘gender’, ‘age’, ‘role in society’, ‘role in the family’, ‘physical qualities’, ‘communication’, ‘abilities’, and ‘general’. The analysis of the ‘self-image’ structural components revealed that the group of the gifted children, to a greater extent than the group of their peers, represented the indicators of the social, communicative, physical, active and reflexive components. All this indicates a greater volume and greater degree of cognitive complexity and differentiation of the ‘self-image’ in the gifted senior preschoolers compared to their peers. At the same time, the following ‘self-image’ aspects common to both groups were identified: the predominance of self-characteristics of the subjective category (personality traits, skills, etc.) and emotionally positive responses. A comparison of the ‘self-images’ between the gifted boys and gifted girls showed that the girls had more pronounced ‘emotional characteristics (cheerful)’, ‘description of appearance (beautiful)’ and ‘role in the family’. The results obtained can be used in creating programs aimed at the emotional and personal development of gifted preschoolers, as well as in the process of consultative work on the prevention/correction of difficulties in the upbringing of preschoolers.

The article analyzes Aldous Huxley's story "Young Archimedes" and explores the irony surrounding the character Guido, who is likened to Mozart despite his tragic fate. The narrator, initially drawn to Guido's mathematical talent, fails to intervene as Guido is exploited by Signora Bondi, leading to his untimely death. The story highlights the theme of the tragedy of genius and the consequences of overlooking warning signs, ultimately revealing the dramatic irony at play in Guido's story. [Extracted from the article]

This article aims to report on the clinical care of a gifted child in the context of Health and Education. The child showed signs of emotional distress and disruptive behaviors, which were related to the school context. Based on the assessment that revealed this child was gifted, his acceleration by one school year was recommended, which in turn resulted in complete remission of symptoms. This experience exemplifies the importance of identifying giftedness in childhood as a guide for appropriate conduct, both in cultivating the good development of the child’s skills and in promoting their emotional well-being. [ABSTRACT FROM AUTHOR]

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups. [ABSTRACT FROM AUTHOR]

Giftedness results from a dynamic and interactive process. It manifests itself in abilities that are expressed in the cognitive domain, cognition, understanding, thinking academic achievement, creativity. The issue of giftedness is of interest not only to psychologists but also to educators. It is essential to support gifted children not only in the family but also in the school environment by creating a positive school climate linked to good mental health for these children. The main goal of research was to find out the relation between mental health of gifted pupils and school climate. Our research sample consisted of 71 intellectually gifted participants. There is a significant positive correlation between mental health and positive school climate. [ABSTRACT FROM AUTHOR]

The aim of the research: provide empirical evidence of overlapping of developmental domains, with regard not only to the strong highlighted comorbidity of neurodevelopmental disorders, difficulties and delays in preschool age, rather to highpoint overlapping in view of major everyday activities of the children; strengths in order to find and support the gifts of the child, so that stimulating activities and games in the kindergarten and the family environment maximized the child's developmental potential. By using the IDS-P (Krejčířová, 2018) 39 children in Slovak kindergartens was tested, by data collection in direct personal contact. The aim covers the correlations of the measured areas, identification of predictors of the domain cognition, which proved to be the most saturating the Global developmental level. The output was a stepwise linear regression model that identified three indicators from the field of social-emotional and personality development: tenacity of effort, delayed reward and social-emotional competence, the impact of which is statistically significant and explains almost 50% of the variability of the developmental level of cognition. Based on the provided empirical evidence, we can assume that the developmental level of cognition reflects the support and building of competences in these areas, which is the basis of pre-academic and later academic skills. [ABSTRACT FROM AUTHOR]

The article discusses the Global Rinderpest Eradication Program (GREP) coordinated by the United Nations Food and Agriculture Organization (FAO) and other organizations, leading to the official eradication of rinderpest in 2011. It highlights the impact of rinderpest on England's cattle population in the 18th and 19th centuries, exposing crucial shortcomings in livestock disease management. The text also addresses the British government's failure to prevent and stop rinderpest, emphasizing the need for improved veterinary education, legislation, and cooperation to address livestock diseases effectively. [Extracted from the article]

Despite the extensive history of investigation, characterization and diagnostics of giftedness is still a point of debate. The lack of understanding of the phenomenon affects the identification process of gifted children, development of targeted educational programs and state of research in the field of gifted education. In the current systematic review, we seek to delineate the specific aspects in which gifted children differ from their typically developing peers in cognitive abilities, psychophysiology and psychological characteristics. Secondly, we aim to document the prevalence and criteria of intelligence tests used to assess gifted children and adolescents. We reviewed 104 articles from more than 25 countries that examined a total of 77,705 children ages 5–18 years. Results reveal a discernible trend toward adopting more culturally appropriate measures for assessing giftedness in children. Findings highlight that gifted children generally outperform their peers in several cognitive domains such as verbal working memory, inhibition, geometric problem solving, attention-switching and elemental information processing, showcasing an accuracy-reaction time trade-off. Psychophysiological assessments demonstrate heightened and accelerated brain activity during complex effortful cognitive processes. Psychological and behavioral measures reveal that gifted children score higher on tests measuring intrinsic motivation, self-efficacy, and openness to experience; as well as achieving higher grades in school and employing better problem-solving strategies. Our systematic review can be beneficial in educational and research contexts, giving directions in assessment of giftedness and designing future research. [ABSTRACT FROM AUTHOR]

Indonesia and India share many cultural and ecological similarities. Both countries are also home to two female child writers--Indonesia has Abinaya Ghina Jamela and India has Abhijita Gupta. They address environmental concerns in their writings. This paper explores their poems on environmental issues: Abinaya's "Catatan Tentang Hutan" (Notes on Forests), "Budak" (Slaves), "Papua," "Di Pameran Lukisan" (At the Painting Exhibition), and "Sampah" (Garbage); and Abhijita's "Mother Earth," "In Love With Rain," "Love for Nature," and "Precarious Corona." The selected works are examined through the lens of ecocriticism. [ABSTRACT FROM AUTHOR]

The ICMI Study on Advances in Geometry Education, led by Angel Gutiérrez and Thomas Lowrie, focuses on reporting the current state of geometry education, highlighting advances and challenges in teaching and learning geometry. The study aims to propose guidelines for future research and innovation actions in the field. The Study Conference, held in France in April 2024, featured 56 papers from 28 countries across five continents, covering topics such as theoretical perspectives, curricular approaches, resources for teaching geometry, and multidisciplinary perspectives. The conference also included plenary lectures, panel discussions, and working groups to address key issues in geometry education. [Extracted from the article]

Computational thinking (CT) currently has been mainly explored using programming robots and conducted in K12 education. In early childhood education, arts have a significant place in children's learning, expression and cognitive development. Specifically, creating pop-up storybooks is a child-friendly activity. Our study aimed to explore the combination of CT and art, and to develop talented children's CT abilities through a multimodal literacies educational approach, which referred to using different skills (i.e., writing, drawing, making, and storytelling) in the art activity. A total of 12 talented children were selected to participate in a pop-up storybook production workshop using a convenience sampling method. We adopted an observation method to capture talented children's CT behaviors, generating a total of 180 min of activity videos and collecting fieldnotes and the children's worksheets and artworks for the data analysis. Based on a content analysis, we found that talented children enhanced their CT development in multiple modes and practiced seven CT skills. In conclusion, our study emphasizes the importance of art in children's education and provides new insights for subsequent research on children's CT education. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Yildiz Journal of Educational Research is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Giftedness and Dabrowski's Theory of Positive Disintegration (TPD) have been firmly linked since the Columbus Group's 1991 statement on giftedness and asynchrony. The theory's overexcitabilities (OEs) factor has been the main association with giftedness. Although OEs include certain characteristics associated with giftedness, they also include negative aspects not found in research on gifted characteristics. Instead, those negative aspects may be signs of learning and other disorders, or of mental health issues. Because positive aspects of OEs have been shown to fit within the five-factor model of personality, and because the negative aspects may be signs of neurodiversity, I argue that the OE association with giftedness may be superfluous or even misleading. Three parents of gifted children are cited, revealing the consequences of receiving information about OEs with their children's assessment reports as the only guide for possible future problems. I offer suggestions, including replacing OE lists with research-based gifted characteristics. [ABSTRACT FROM AUTHOR]

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The focus of research on gifted education primarily on academic giftedness represents one of the significant challenges in the development of this field. In recent years, alongside the strengthening of discourses around world peace, interest in international Olympics showcasing athletic talent has also increased. This study represents a first in examining athletic talent in Turkiye through the lens of the Matthew Effect and the Ecological Systems Theory. Weightlifting has been chosen as the field of athletic talent. The research employs qualitative methods, including document analysis and discourse analysis techniques. A comparative analysis of Turkiye's success scores in various categories with those of EU countries was conducted. Additionally, 31 posts related to weightlifting, shared between 2020 and 2024 on the official Twitter (X) account of Turkiye's Ministry of Youth and Sports (@gencliksporbak), were identified and analyzed. The results of the in the European Championships, Turkiye ranked 2nd in women's team Olympic scoring and 4th in men's team Olympic scoring. Despite team success, individual athletes did not achieve a top-10 world ranking within the four-year period, and therefore could not secure the desired Olympic quotas. While there are 64 countries in Europe, 28 athletes from 16 European countries were invited to the Olympics, reflecting a 22% representation rate. Countries like Armenia, Bulgaria, Italy, and Georgia achieved notable success in weightlifting in Europe. In the Ministry of Youth and Sports' social media posts on X, themes such as "the excitement of lifting weights," "pride," "the second most successful branch after wrestling," "desire to learn about weightlifting," "introducing weightlifting in two words," "congratulations from the Minister," and "evoking new excitement for the country" were prominent. Other posts focused on medals won and successes achieved. These themes were found to include elements such as "national pride," "ministerial appreciation," and "social enthusiasm." According to the Ecological Systems Theory, these findings can be interpreted as the sport of weightlifting functioning as a macro-system influence by linking gifted individuals to "social values" and "political structures." Additionally, the sharing of posts featuring the names of successful athletes, in the context of the Matthew Effect, can be seen as a support mechanism for increasing the "social recognition" of successful athletes. However, no posts were found related to supporting early achievements in weightlifting, providing educational and financial support, or offering opportunities for emerging talents in this field. [ABSTRACT FROM AUTHOR]

This research article compares between two of the longest programs intended to nurture gifted children: Terman's genetic studies of genius, which started in 1921, and included 1528 children, and took about 70 years, and the Erika Landau institute in Tel Aviv, which opened in 1969, and is still functioning, with about 800 new children aged 5-14 taking part in its course every year. The study deal with the question of research done in each of these projects, along with the main purpose which is the well-being of the participants and their fulfilling their potential. It looks for the reasons of a high productivity in terms of publications of the Terman study versus the comparatively much lesser written materials that the Erika Landau has produced over the years. As expected, multiple reasons have contributed to this difference, among them were the different personality of the founders, the focus of work at each project, and mainly the cooperative work of very many staff member and the appointing an heir, a successor in each new generation for continuing the research on the Terman children, while the centrality of the late Dr. Landau, that has prevented the possibility of a continuous research in the institute. [ABSTRACT FROM AUTHOR]

The main purpose of this article is to examine the education of gifted and talented children in Ethiopia by reviewing related international and national policy documents, strategies, guidelines, reports, and research outputs. The paper has provided information concerning the legal and policy intentions, educational provisions, educational challenges, and suggested strategies to improve the gifted and talented education in the country. Accordingly, regarding the legal and policy contexts, there are relevant and related articles and statements in legal and policy frameworks, strategies, and implementation guidelines to accommodate gifted and talented students, and appreciable attempts were made to communicate those documents to the respective stakeholders. However, in terms of its implementation, considerable gaps have been observed at different levels. The major challenges and issues that need reconsideration include gifted students' identification and assessment, the rigidity of the curriculum, teachers' pedagogical skills, employing enrichment and acceleration approaches, utilization of assistive technological devices, and stakeholders' collaboration. Consequently, a paper forwarded general suggestions and scholarly recommended school-wide strategies and teacher-related strategies for supporting and improving the education of gifted and talented students in inclusive schooling. [ABSTRACT FROM AUTHOR]

Background/Objectives: Individuals with Pediatric Acute-onset Neuropsychiatric Syndrome (PANS), an immune-modulated disorder, experience exacerbation-related neuropsychiatric symptoms, functional impairments, and high rates of developmental diagnosis. The literature describes links between giftedness and mental illness, and giftedness and autoimmune disorders. We sought to explore rates of giftedness among children with PANS as perceived by their caregivers, and to examine whether giftedness was related to PANS symptom severity, persistence, or duration. Methods: Data were extracted from a larger, 146-item survey, with 680 respondents meeting inclusion criteria of being a parent/guardian of a child with PANS and answering questions regarding perceived giftedness in empathy, social skills, verbal ability, reading, memory, math, creativity, or "other." Results: In all, 604 respondents indicated some type of giftedness; the categories of giftedness were each endorsed by 30–57% of respondents. We found no significant associations between giftedness and severity of worst symptoms, persistence of symptoms, or length of time since symptom onset, once Bonferonni corrections were applied. Significantly more females than males were identified as gifted in creativity, but no other sex-related differences were seen. Thematic analysis of optional comments revealed three themes: (1) Elaboration on Types of Giftedness; (2) Objective Basis for Perceptions of Giftedness; and (3) Impact of PANS on Giftedness. Conclusions: The rate of giftedness reported by parents of PANS subjects in this study is much higher than would be expected in the general population, even when adjusting generously for potential overestimation. This study of the "flip side" of PANS should serve as impetus for future studies regarding giftedness in this population; a robust finding of exceptionally high rates of giftedness would have implications for diagnosis, interpretation of symptoms (for example, perfectionism and social challenges) and disease management. [ABSTRACT FROM AUTHOR]

The article discusses Rodolphe De Koninck's experiences with geography in 1960s Singapore and beyond. De Koninck's interest in Southeast Asia led him to conduct research on agriculture in Singapore, focusing on farming areas and populations. He encountered challenges in conducting fieldwork but managed to study the local agricultural scene. De Koninck's research in Singapore and Southeast Asia led to further exploration of territorial and social issues in the region, culminating in the publication of several atlases on Singapore's territorial transformation. [Extracted from the article]

Introduction: There are no published data on the written language skills of gifted children (GC). The objective of the present study was to evaluate reading abilities of GC vs. normative data from typically developing French children (TDC). Like English, French is considered to be an opaque language. Method: GC completed the Wechsler Intelligence Scales and a battery of language tests. Only children with a score two standard deviations (SD) above the norm were included. GC with current or past academic difficulties or specific learning disorders were excluded. The GC's scores were compared with TDC's normative scores for language tests in a chi-square-test and corrected for multiple comparisons. Results: Forty-five GC were included. The highest GC's mean scores were for the WISC's Verbal Comprehension Index (VCI) and the lowest for the Processing Speed Index (from more than two SDs to one SD higher above the TDC's normative scores). GC were between 1.3 and 4.7 times more likely than TDC to achieve a high score. After correction, the distributions of the GC's and TDC's scores differed significantly with regard to spoonerism, phoneme deletion, and rapid automatic naming (p < 0.001), word and sentence repetition (p ≤ 0.007), and the reading of meaningful text (p = 0.03). GC and TDC did not differ significantly for reading meaningless texts and spelling accuracy. Discussion: As described in the literature, the GC in the present study had heterogeneous scores on the Wechsler Intelligence Scales. The GC performed better than TDC in assessments of the underlying skills of reading and when reading of meaningful texts. This advantage was lost in the absence of context, as shown by the lack of significant GC vs. TDC differences for reading meaningless texts and for spelling accuracy. Hence, GC presented a heterogeneous profile with regard to the underlying skills of reading and reading abilities. The present data should help to improve our understanding of GC's reading skills. In particular, it is now essential to determine which written language tests and which score thresholds are appropriate for identifying specific learning disorders in GC. [ABSTRACT FROM AUTHOR]

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region. [ABSTRACT FROM AUTHOR]

The article discusses the significance of STEM education, which integrates science, technology, engineering, and mathematics to address real-world problems and enhance economic growth, with a projected 10.8% job growth in STEM occupations by 2032. Topics include the increasing demand for 21st-century skills in the workforce, the role of STEM education as part of educational reform; and the global implementation of STEM practices, particularly in Asian economies.

Upon reviewing the literature, one discovers that teachers’ perceptions, attitudes, and educational needs regarding gifted children have an impact on their academic, talent, and social-emotional development throughout their schooling. With this research we aimed to evaluate primary school teachers’ attitudes towards gifted children and their education. We used the attitude scale towards gifted children and their education, which was tested for validity and reliability. Of the approximately 800 teachers working in primary schools in the Adapazar district of the Sakarya province in Türkiye, 365 teachers were surveyed using the data collection tool. The data obtained from the survey were analysed, tabulated, and interpreted using appropriate statistical data analysis. The statistical analysis revealed that teachers’ attitudes towards gifted children were positive. In this article we discuss the results of the statistical analysis. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)