<abstract xmlns="http://www.w3.org/1999/xhtml"><bold><italic>Introduction:</italic></bold> The article presents the results of a research project the aim of which was to describe the level of kindergarten teachers’ work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children.<bold><italic>Methods:</italic></bold> The research tool was a questionnaire in which the teachers selected one of three answers possible and matched their pedagogical activities in kindergarten the most. 345 teachers from kindergartens in the Czech Republic took part in the research. Data was processed using computer software SPSS.<bold><italic>Results:</italic></bold> It was discovered that most of them can differentiate their instructions, however, at least a half of them do not respect the rules of inclusive education and their instructions result in an unwanted labelling of the gifted children. We have also proved that the level of the teachers’ work with the educational objectives is positively influenced by their longer than 10 years’ experience, work with heterogeneous class age-wise, and their having attended a seminar focused on the topic of giftedness.<bold><italic>Discussion:</italic></bold> The discussion focuses on the description of variables affecting the level of work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children.<bold><italic>Limitations:</italic></bold> The limitation is the simplification of the pedagogical reality into 3 possible answers and the artificial metrization of this data. Another problem was that our questionnaire was focused only on selected aspects of pedagogical work with gifted preschoolers, which were related to the curriculum modification and inclusive education. Furthermore, despite the big amount of validly filled in questionnaires (345) the research cannot be considered to be large area survey and the results cannot be generalized.<bold><italic>Conclusions:</italic></bold> Gifted children should have the maximal space for the development of their own potential. It is also necessary to increase the teachers’ skills to apply the differentiated curriculum with the features of inclusive education in order to develop the giftedness of all the children as much as possible. One of the possibilities is the kindergarten teachers’ attendance to educational events on the topic of giftedness, which is one of the variables which significantly influence the quality of their work.</abstract>

Introduction: The article presents the results of a research project the aim of which was to describe the level of kindergarten teachers’ work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children.Methods: The research tool was a questionnaire in which the teachers selected one of three answers possible and matched their pedagogical activities in kindergarten the most. 345 teachers from kindergartens in the Czech Republic took part in the research. Data was processed using computer software SPSS.Results: It was discovered that most of them can differentiate their instructions, however, at least a half of them do not respect the rules of inclusive education and their instructions result in an unwanted labelling of the gifted children. We have also proved that the level of the teachers’ work with the educational objectives is positively influenced by their longer than 10 years’ experience, work with heterogeneous class age-wise, and their having attended a seminar focused on the topic of giftedness.Discussion: The discussion focuses on the description of variables affecting the level of work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children.Limitations: The limitation is the simplification of the pedagogical reality into 3 possible answers and the artificial metrization of this data. Another problem was that our questionnaire was focused only on selected aspects of pedagogical work with gifted preschoolers, which were related to the curriculum modification and inclusive education. Furthermore, despite the big amount of validly filled in questionnaires (345) the research cannot be considered to be large area survey and the results cannot be generalized.Conclusions: Gifted children should have the maximal space for the development of their own potential. It is also necessary to increase the teachers’ skills to apply the differentiated curriculum with the features of inclusive education in order to develop the giftedness of all the children as much as possible. One of the possibilities is the kindergarten teachers’ attendance to educational events on the topic of giftedness, which is one of the variables which significantly influence the quality of their work.

Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development

Department of Pedagogical Sciences, Faculty of Humanities

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Introduction: The article presents the results of a research project the aim of which was to describe the level of kindergarten teachers’ work with educational...

Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development

Online veröffentlicht: 21. Dez. 2019

Seitenbereich: 1 - 15

Eingereicht: 23. Juni 2019

Akzeptiert: 02. Sept. 2019

DOI: https://doi.org/10.2478/atd-2019-0011

Schlüsselwörter
giftedness, gifted child, differentiated education, inclusive education, Bloom’s taxonomy of educational objectives

© 2019 Eva Machů et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development

Online veröffentlicht: 21. Dez. 2019

Seitenbereich: 1 - 15

Eingereicht: 23. Juni 2019

Akzeptiert: 02. Sept. 2019

DOI: https://doi.org/10.2478/atd-2019-0011

Schlüsselwörtergiftedness, gifted child, differentiated education, inclusive education, Bloom’s taxonomy of educational objectives

© 2019 Eva Machů et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
giftedness, gifted child, differentiated education, inclusive education, Bloom’s taxonomy of educational objectives