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PROBLEMS OF SUPPORTING GIFTED STUDENTS IN THE OPINIONS OF EARLY CHILDHOOD EDUCATION TEACHERS IN POLAND

Bozena Muchacka

Abstract

Supporting a gifted student in the conditions of early school education is associated with any problems concerning, above all, economic and organizational possibilities and traditions of the Polish school and finally - teacher's preparation. The article will analyze these last conditions. The aim of the research was to show the state of preparing teachers for the individual recognizing and supporting the ability of students from the first to the third grade. Research questions were formulated regarding to teachers' knowledge on the methods and forms of diagnosis and support of gifted students, factors conducive to and limiting this process, and the relationship between declared passions, interests and abilities as well as teachers' creativity and their attitude towards supporting students' abilities. The research method was a diagnostic survey (author's questionnaire for teachers). The research group consisted of 30 teachers, participating in completed projects to support gifted students (DiAMEnT, "LEARNING - ART - EDUCATION", "The first student experience through the road to knowledge") and 30 teachers from the comparative group who do not have such the experience. The presented empirical data revealed significant differences between the knowledge of teachers regarding gifted students. Teachers from the comparative group did not know how to diagnose abilities or support institutions. Most of the teachers from both groups pointed primarily to: difficulties in economic and organizational factors, parents' attitudes and, above all, low level of substantive and methodical preparation and teachers' involvement as inhibitors to effectively support gifted students. For favorable factors the respondents mentioned the passion and motivation of both, student and teacher. The hypothesis about a positive relation between the declared number of teachers' interests and their positive attitude towards supporting abilities and making individualization was confirmed. The conclusions from the research entitle to state the need for teacher training in the knowledge about the specificity of working with a gifted student, but also to pay attention to the development of their own passions and teacher's creativity as a facilitator for supporting talented students.

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