- Author:
Eva Machů
- Institution:
Tomas Bata University in Zlín
- Author:
Hana Červinková
- Institution:
Tomas Bata University in Zlín
- Year of publication:
2014
- Source:
Show
- Pages:
130-139
- DOI Address:
https://doi.org/10.15804/tner.14.37.3.10
- PDF:
tner/201403/tner3710.pdf
The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.
- Author:
Marta Flešková
- E-mail:
mfleskova@pdf.umb.sk
- Institution:
Matej Bel University, Banská Bystrica, Slovak Republic
- Year of publication:
2005
- Source:
Show
- Pages:
105-112
- DOI Address:
https://doi.org/10.15804/tner.05.6.2.10
- PDF:
tner/200502/tner610.pdf
In this article we examine the results of the research on social climate in the school classes for gifted children in comparison with regular classes of the 1st stage elementary school. The research sample was made up by 36 children from 3 classes for gifted children and 73 pupils from regular classes. The research has proved some dissimilarity among monitored school classes as to how they perceive social climate evaluated by means of the questionnaire My Class Inventory. Gifted children have more difficulties in relationships, they are more competitive, less satisfied, and they feel to burdened by learning than pupils from regular classes.
- Author:
Marzena Ruszkowska
- E-mail:
r-ska.marzena@wp.pl
- Institution:
Akademia Bialska im. Jana Pawła II
- ORCID:
https://orcid.org/0000-0003-3262-6641
- Year of publication:
2024
- Source:
Show
- Pages:
146-157
- DOI Address:
https://doi.org/10.15804/kie.2024.01.08
- PDF:
kie/143/kie14308.pdf
Strategies for supporting gifted foster care pupils
The issue of gifted children growing up in a natural family environment has been addressed quite widely. However, small amount of research regarding gifted children residing in the foster care environment is noticeable. At the same time, the issue of having, developing and supporting abilities is extremely significant, especially with regard to pupils of foster care environments deprived of their primary developmental environment, which is the family. Foster care environments can also effectively support the potential of their pupils. The publication is an attempt to answer the question of what support activities are undertaken in the foster care environment in relation to gifted pupils? The research method is case studies. The research indicates various forms of support for gifted pupils: the organization of additional activities, depending on the interests or abilities of the pupil or the financial support as the one they need for the future process of independence, as well as emotional support and others. At the same time, some differences are visible between the activities of institutional and family care, as the latter definitely more often uses the help of psychological and pedagogical counseling centers or organizations supporting gifted students, even if in the form of funded scholarships.