Teacher-Identified Smart Children: Low Somatic Problems and High Communication Levels

Bencik S., YALÇIN S. S., Yilmaz G., Yalcinkaya F.

HONG KONG JOURNAL OF PAEDIATRICS, cilt.17, sa.3, ss.156-161, 2012 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17 Sayı: 3
  • Basım Tarihi: 2012
  • Dergi Adı: HONG KONG JOURNAL OF PAEDIATRICS
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Sayfa Sayıları: ss.156-161
  • Hacettepe Üniversitesi Adresli: Evet

Özet

The purpose of this study was to analyse the factors (parental characteristics, child gender, birth order, development, availability of computer at home, music preferences, time spent watching television, multiple intelligences, child behaviour checklist, preschool language scale) that affect teacher identification for smart kids in two selected institutional kindergartens having families with favourable to growth and development. The smart kids had significantly older parents, higher intelligence scores in Stanford Binet Intelligence Scale and lower somatic problems in Child Behaviour Checklist, higher language scores in Preschool Language Scale. As a result, if the teachers evaluation is taken into consideration, smart preschoolers might have an opportunity for gifted programs and could be placed in programs that meet their needs.