| Abstract [eng] |
The aim of the present master thesis was to identify intellectually gifted preschoolers and describe their strengths and difficulties, as well as the factors that may be related to the attribution of the traits of the gifted children. The Methodic of school maturity of children was used to identify intellectually gifted children. 187 parents of children, teachers from 25 kindergarten groups, and 187 5 year old children participated in the present research. 30 intelectually gifted children were separated by using The Methodic of school maturity of children. Parents and teachers were asked to fill different versions of the questionnaires of the identification of gifted preschoolers. Teachers were more able than parents to separate gifted children out of group. Parents did not show such ability. All parents imagined their children to be as much gifted. Parents and teachers were asked to fill the Strengths and Difficulties Questionnaire (SDQ-P and SDQ-T). According to the teachers‘ and parents‘ evaluations of emotional and behavioural difficulties, gifted children did not differ from their not so gifted contemporaries. While analyzing factors that could have influenced parents‘ evaluation, it was found that parents contributed more features of gifted children to those children who were better socially skilled and had less conduct problems. Environment factors such as parents‘ education, the set of birth, and the children number in family were not found to be related to parents evaluation of gifted children. The strenghts and difficulties of intelectually gifted children were not statistically significantly related to teachers evaluation of gifted children. |
