Gifted Children and Their Perspective on Starting School

Research aims
This study explores the transition to primary school of young children identified as gifted in Australia. The aim of the study was to ascertain how what happens in the transition to primary school is different for children who are gifted as opposed to those who are not considered gifted.
Relationship to previous research works
While children identified as gifted have been the subject of a great deal of research, little work has been done to ascertain the differences at the time of transition for young children identified as gifted.
Theoretical and conceptual framework
This study draws upon the mature form of Bronfenbrenner’s bioecological theory, known as the process-person-context-time model.
Paradigm, methodology and methods
A naturalistic stance within an interpretivist paradigm, participant’s perceptions are central. Reciprocal data collection methods including questionnaires, interviews and online forums are used to gain the perspectives of the major stakeholders in the transitional experience: the gifted child, their parents and their teachers.
Ethical considerations
Philosophically committed to children’s active participation: working with children rather than on children. Informed consent was gained from all participants. Privacy and confidentiality of all participants has been maintained.
Main finding or discussion
Initial findings include the strong concerns held by preschool educators about what will happen to the identified children at school. On the other hand, the identification of the child as gifted doesn’t seem to change expectations of parents and teachers.
Implications, practice or policy
Major implications include the need for differentiation in transition activities as well as in the primary curriculum.
School readiness concerns of preschool educators imply the need to work on perceived deficits rather than on enhancing strengths.
Keywords: transition; gifted; parents; child; teachers