Dana Saad Al Ajmi1*, Thuraya Abdul Khaliq bin Kadasa2
1Master in Early Childhood, College of Education, King Saud University, Kingdom of Saudi Arabia
2Assistant Professor, Department of Early Childhood, College of Education, King Saud University, Kingdom of Saudi Arabia
Volume:16 | Issue: 2 | Pages:235-249 | June 2024 | https://doi.org/10.54940/ep33358344 | PDF
Received:23/2/2024 | Revised:30/4/2024 | Accepted:10/6/2024
*Corresponding author: [email protected]
Abstract
This study aimed to verify the practices of kindergarten teachers in discovering gifted children in government kindergartens in Kuwait in accordance with the standards of the National Association for Gifted Children (NAGC), and to identify the obstacles facing the practices of kindergarten teachers in discovering gifted children. To achieve the objectives of the study, the researcher used the descriptive survey method. The study data were collected through a questionnaire designed by the researcher, on a sample of 307 teachers. The results of the study showed that the most prominent practices of the teachers were the achievement of the third standard: learning environments and the first standard: assessment, with a high score, surpassing the second standard: planning of educational curricula and teaching methods, which received a medium score. The study recommended working to develop specialized programs to care for and develop the abilities of gifted children, and to pay attention to enhancing effective communication between those responsible for educating gifted children in the upper administrations and the field in the stage of government kindergartens in Kuwait.
Keywords
Gifted Children, National Association for Gifted Children (NAGC), Assessment, Curriculum Planning and Teaching Methods, Learning Environments.
How to Cite
Ajmi, D., & Kadasa, T. (2024). Practices of Kindergarten Teachers in Discovering Gifted Children according to the Standards of the National Association for Gifted Children (NAGC) in Kuwait. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 235-249. https://doi.org/10.54940/ep33358344