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A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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Reports an error in "Communicating love or fear: The role of attachment styles in pathways to giftedness" by Mimi Wellisch ( Roeper Review: A Journal on Gifted Education, 2010[Apr-Jun], Vol 32[2], 116-126). In the original article there was an error in the section "Attachment" on page 117, line 10. The correction is given in the erratum. (The following abstract of the original article appeared in record 2010-08278-004). Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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[Correction Notice: An erratum for this article was reported in Vol 32(3) of Roeper Review: A Journal on Gifted Education (see record 2010-15324-007). In the original article there was an error in section "Attachment" on page 117, line 10. The correction is given in the erratum.] Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and argues that schools have an important role in the early identification of socioemotional problems and learning difficulties, as these can create barriers to learning and achievement. Although Gagné did include underachievers in his Differentiated Model of Giftedness and Talent, he has also argued that only achieving children should be included in academic talent development programs, and he supports a separate pathway for gifted underachievers. This article demonstrates that such a pathway can be achieved through an inclusive model for gifted achievers and underachievers. A model involves the early triaging of children through identification of giftedness, socioemotional problems, and learning difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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