VEYLDF & Gifted Education: A Review of Preservice Teacher Prep

This literature review investigates the preparedness of pre-service teachers in early childhood education for gifted children, addressing a gap in recognizing and catering to the unique needs of these students. It explores the challenges faced by gifted children, such as bullying and social maladjustment, and emphasizes the importance of specialized teacher training. Through an analysis of scholarly articles, the review identifies key themes including the characteristics of gifted children, teacher attitudes, and improvement strategies. It highlights the need for teachers to move beyond traditional teaching roles to facilitate learning, differentiate curriculum, and foster a collegial approach to professional development. The review concludes that adequate training and resources are essential for teachers to effectively support the educational and emotional well-being of gifted children, ultimately maximizing their potential.

Running head: LITERATURE REVIEW
Critical Contemporary Issues in early childhood- gifted children
Name of the Student
Name of the University
Author note

1LITERATURE REVIEW
Research Question: To what degree preservice teachers are prepared for gifted
children education?
Articles Theme 1: Who are
gifted children
Theme 2: Attitude
of preschool
teachers towards
gifted children
Theme 3:
Improvement
strategies
Harris, A.M. and
Hemmings, B.C.,
2008. Preservice
teachers'
understandings of and
preparedness for
gifted and talented
education. Australasi
an Journal of Gifted
Education, 17(1), p.5.
 Developed
ability
 Require
assistance in
reaching
potential
 No selection
record
 Curriculum
differentiation
 Enrichment
and extension
Hudson, P., Hudson,
S., Lewis, K. and
Watters, J.J., 2010.
Embedding gifted
education in
preservice teacher
education: A
collaborative school-
 Great
potential
 Negative
attitudes
 Lack of
training
 Monitor
student
engagement
 Reflect and
evaluate on
teaching

2LITERATURE REVIEW
university
approach. Australasia
n Journal of Gifted
Education, 19(2), p.5.
Jung, J.Y., 2014.
Predictors of attitudes
to gifted
programs/provisions:
Evidence from
preservice
educators. Gifted
Child
Quarterly, 58(4),
pp.247-258.
 Special
skills with
poor
achievement
 Poor
knowledge
 Negative
perception
 Lack of
support
 Targeting
power
distance
orientation
 Communicati
on message
 Encourage
interaction
Fraser-Seeto, K.,
Howard, S.J. and
Woodcock, S., 2016.
Preparation for
teaching gifted
students: An updated
investigation into
university offerings
in New South
 Diverse
group
 Extraordinar
y potential
 Under-
prepared
 Insufficient
training
 Changes in
education
course and
content of
subject
 Increased
commitment

3LITERATURE REVIEW
Wales. Australasian
Journal of Gifted
Education, 25(1),
p.58.
Yazici, D., Akman,
B., Kardeş, S. And
Uzun, E.M., 2017.
Preservice Preschool
Teachers’ Views on
the Characteristics of
Gifted
Children. Journal for
the Education of
Gifted Young
Scientists, 5(3),
pp.70-89.
 asynchronou
s
developmen
t
 giftedness is
a component
of cognitive
skills
 increase
communicatio
n skills
Wood, D., 2009.
Project Gifted: Using
a project-based
approach to
-  lack of
consistent
provisions
 absence of
 project based
learning

4LITERATURE REVIEW
developing teacher
understanding of
gifted
education. Australasi
an Journal of Gifted
Education, 18(1),
p.48.
curriculum
differentiati
on
Gallagher, S., 2007.
Reflections from the
deep end: Primary
school teachers'
experiences of gifted
education. Australasi
an Journal of Gifted
Education, 16(1),
p.20.
 educationall
y
disadvantag
ed
 poor
understandi
ng of
giftedness
 confusion
 psychic
reward
 increase self-
efficacy
Rowley, J.L., 2008.
Teaching strategies to
 talented
students
 lack of
competencie
 specialised
training in

5LITERATURE REVIEW
facilitate learning for
gifted and talented
students. Australasia
n Journal of Gifted
Education, 17(2),
p.36.
s
 lack of
training
gifted
education
Table 1- Literature matrix
Focus of the review- The practice of early professional childhood is guided by a set of
eight principles that are formulated in the The Victorian Early Years Learning and
Development Framework. These eight principles encompass namely, family centred practice,
partnership with professionals, equity and diversity, high expectations from children,
integrated learning and teaching approaches, assessment of development and learning,
responsive engagement and respectful relationships, and reflective practice (Department of
Education and Early Childhood Development 2011). Children are typically considered gifted
when they hold capabilities that are significantly higher than the norms of their age, and
usually manifests in several domains. According to Cross (2017) gifted children generally
display advanced skills and abilities in the domains of creativity, artistic nature,
intellectuality, leadership, and particular academic fields such as, language, mathematics, and
science. Such children are generally identified by conducting a "Gifted Assessment" that
helps involves several norm-based psychometric tests (Pfeiffer 2015). This assessment
facilitates the identification of a child who displays significantly advanced intellectual
functioning, when compared to an age-matched reference group. Typically parents have been
found to encounter a range of problems, while seeking education for their toddlers who are
gifted. The most common problem that arises encompasses failure of the school staff in

6LITERATURE REVIEW
recognising the abilities of the child, which in turn creates difficulties in the process of
learning and development. This literature review intends to unravel the extent to which pre-
service teachers are prepared for gifted children education?
Rationale- Even at a young age, it has been found that gifted children manifest an
interest in abstraction and problem solving and also have greater than normal vocabulary
skills. In addition, it has also been found that creative attributes of gifted children include, but
are not limited to imagination power, inventiveness, keen humour sense, and intuitiveness
(França-Freitas, Del Prette and Del Prette 2014). They also demonstrate more emotional
maturity, when compared to their peers and are particularly enthusiastic about a range of
things. However, gifted children often face several difficulties in their school premises. They
are most often subjected to bully and misdiagnosis that creates significant barrier in their
development (Blaas 2014). Another major problem encountered under such circumstances
include variations in their thought processes, from their peers that makes it extremely difficult
for the children to establish rapport and friendship with their classmates (Samardzija and
Peterson 2015). It has also been stated by Gallagher (2015) that gifted children are
continually subjected to rejection, in relation to peer acceptance that is often associated with
failure in social adjustments. Hence, an analysis of eight scholarly articles helped in
formulation of three themes namely, (i) who are gifted children, (ii) attitude of preschool
teachers towards gifted children, and (iii) improvement strategies. The research question is
given below:
To what degree pre-service teachers are prepared for gifted children education?
Critical discussion- Rowley (2008) stated that the role of an effective teacher for
gifted children is not just restricted to teaching, but also encompasses the procedure of
facilitating learning. In other words, the researchers identified a teacher as an important

7LITERATURE REVIEW
component, for the accomplishment of an educational program that has been specifically
designed for gifted children. In addition, the study findings provided evidence for the fact that
teachers who receive adequate teaching and training, in relation to gifted education, are able
to demonstrate enhanced teaching skills, thus signifying the importance of teacher training
provisions. Gallagher (2007) also identified the lack of adequate understanding among
teachers for gifted students, which in turn prevents them from properly catering to the needs
of the pupils. Some of the common problems faced by teachers were identified to be lack of
confidence, absence of expertise, and scarcity of necessary resources that are imperative
while providing education to gifted children. One major advantage of the research was that it
elaborated on the need for adopting a collegial approach towards professional development.
Upon implementation of this strategy in real-time settings, teachers are expected to deal in
better ways with gifted children.
Thoughts about early childhood teaching were also influenced by evidences from the
‘Project Gifted’ that had been undertaken in several schools located across NSW. Taking into
consideration, the reflections of classroom teachers and learning coordinators, it was found
that most teachers lacked a comprehensive understanding and/or knowledge of the specific
preferences and demands of gifted children. Upon completion of the project it was found that
some of the major challenges encountered were lack of time, flexibility, and resources. The
findings helped in informing current practice by elaborating on the importance of project-
based learning that encourages the educators to gain an insight into the giftedness of their
pupils (Wood 2009). Yazici et al. (2017) also opined that pre-service preschool educators
most often associated giftedness among children with specific cognitive characteristics. The
teachers were found to stress more the cognitive faculties of the children, under
circumstances when the latter’s basic characters were being assessed. They also held the

8LITERATURE REVIEW
perception that such children reported hesitance in terms to social and communicative skills,
thus calling for the need of implementation of strategies that will enhance the two aspects.
On the other hand Fraser-Seeto, Howard and Woodcock (2016) illustrated tat talented
and gifted students comprise of a diverse group of pupils and are often overlooked by their
teachers, which in turn can be accredited to the limitations in gifted education training among
the teachers. Taking into account the insufficiencies in gifted education training in Australia,
the researchers revealed the presence of a marginal increase in undergraduate subject
offerings, followed by a shift towards post-graduate long-term trainings. Findings from
another study that assessed the number of socio-demographic variables, cultural orientation,
personal experiences and academic achievement, also informed current education practice.
The results suggested that some of the major elements that forecast support for gifted
teaching programs include poor power distance orientation, increased age, and association
with gifted persons. In addition, absence of any previous experience of the children in regular
classroom also prevented them from acquiring education (Jung 2014). In contrast, it was
stated by Harris and Hemmings (2008) that extension and enrichment were the primary
educational provisions that were preferred by pre-service teachers who lacked necessary
confidence, in relation to providing education to gifted children.
It was further elaborated by Hudson et al. (2010) teaching gifted students is
imperative for capitalising on the potential of the society to underwrite a sustainable and
economical future. A positive correlation between willingness among teachers with skill
preparation and curriculum planning also provided evidence for the fact that necessary
provisions must be adopted in the classroom settings where the teachers will be trained on
identification of the cues that are vital for establishing rapport with gifted children. Owing to
the fact that teachers often lack confidence and awareness on gifted education, they must be

9LITERATURE REVIEW
encouraged to participate in sessions involving their pupils and their parents, which in turn
will provide the former, a hands-on experience in dealing with such children.
Conclusion- To conclude, formal education largely contributes to mitigation of a
plethora of social and environmental problems, in addition to enhancing the wellbeing of the
students. Taking into account the fact that gifted children have developed capabilities and
skills that often go unnoticed by their teachers, thereby creating significant barriers in the
process of imparting education, the teachers must be trained on uplifting the potential of the
pupils. Thus, classroom teachers must be providing training and education on the strategies
they can adopt for differentiate the school curriculum, with the aim of teaching, and enriching
the gifted students.

10LITERATURE REVIEW
References
Blaas, S., 2014. The relationship between social-emotional difficulties and underachievement
of gifted students. Journal of Psychologists and Counsellors in Schools, 24(2), pp.243-255.
Cross, T., 2017. On the social and emotional lives of gifted children. Sourcebooks, Inc..
Department of Education and Early Childhood Development., 2011. Victorian Early Years
Learning and Development Framework. [online] Available at:
https://www.vcaa.vic.edu.au/Documents/earlyyears/veyldf_for_children_from_birth_to_8.pdf
[Accessed 28 Feb. 2019]
França-Freitas, M.L.P.D., Del Prette, A. and Del Prette, Z.A.P., 2014. Social skills of gifted
and talented children. Estudos de Psicologia (Natal), 19(4), pp.288-295.
Fraser-Seeto, K., Howard, S.J. and Woodcock, S., 2016. Preparation for teaching gifted
students: An updated investigation into university offerings in New South
Wales. Australasian Journal of Gifted Education, 25(1), p.58.
Gallagher, J.J., 2015. Peer acceptance of highly gifted children in elementary school. Journal
for the Education of the Gifted, 38(1), pp.51-57.
Gallagher, S., 2007. Reflections from the deep end: Primary school teachers' experiences of
gifted education. Australasian Journal of Gifted Education, 16(1), p.20.
Harris, A.M. and Hemmings, B.C., 2008. Preservice teachers' understandings of and
preparedness for gifted and talented education. Australasian Journal of Gifted
Education, 17(1), p.5.
Hudson, P., Hudson, S., Lewis, K. and Watters, J.J., 2010. Embedding gifted education in
preservice teacher education: A collaborative school-university approach. Australasian
Journal of Gifted Education, 19(2), p.5.

11LITERATURE REVIEW
Jung, J.Y., 2014. Predictors of attitudes to gifted programs/provisions: Evidence from
preservice educators. Gifted Child Quarterly, 58(4), pp.247-258.
Pfeiffer, S.I., 2015. Essentials of gifted assessment. John Wiley & Sons.
Rowley, J.L., 2008. Teaching strategies to facilitate learning for gifted and talented
students. Australasian Journal of Gifted Education, 17(2), p.36.
Samardzija, N. and Peterson, J.S., 2015. Learning and classroom preferences of gifted eighth
graders: A qualitative study. Journal for the Education of the Gifted, 38(3), pp.233-25
Wood, D., 2009. Project Gifted: Using a project-based approach to developing teacher
understanding of gifted education. Australasian Journal of Gifted Education, 18(1), p.48.
Yazici, D., Akman, B., Kardeş, S. And Uzun, E.M., 2017. Preservice Preschool Teachers’
Views on the Characteristics of Gifted Children. Journal for the Education of Gifted Young
Scientists, 5(3), pp.70-89.