The research focuses on early childhood education and how educators interact with potentially artistically gifted children in preschools. Throughout the concluding section, the focus remains on artistic giftedness from various perspectives. In the theoretical part, I provide basic information on the artistic development of preschool children, general giftedness, types of giftedness, and a detailed description of artistic giftedness, practical recognition, and the issues surrounding artistic giftedness in preschools.
In the empirical part, I explore how educators perceive artistic giftedness, whether they recognize the behavioral and artistic characteristics of gifted children, how they approach identifying artistic giftedness, how they evaluate artistic works, what tools they use in the process, and how they view giftedness holistically in early childhood. I also conducted a survey questionnaire to identify the challenges educators face in recognizing artistic giftedness and how they address these challenges. Using an adapted assessment tool, I assessed how educators evaluate children's drawings in practice and what they consider to be key indicators of artistic giftedness. The key findings are presented in the form of responses to research questions in the final section of the thesis.
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