Navigating the passage: Exploring the transition-to-school experiences of gifted children

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dc.contributor.advisor Wardman, J en
dc.contributor.advisor Hedges, H en
dc.contributor.author Mayo, Claire-Marie en
dc.date.accessioned 2017-10-04T03:17:07Z en
dc.date.issued 2017 en
dc.identifier.uri http://hdl.handle.net/2292/35856 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Research suggests that positive transition to school experiences are important as they can have a bearing on children’s long term academic and social successes (Broström, 2005; Dockett & Perry, 2013). A review of the literature reveals much attention has been given to mainstream transition to school experiences; the needs of young gifted children, however, remain largely under-researched (Koshy & Robinson, 2006). Existing research has shown that the transitional needs of gifted children can be different from the needs of other children (Whitton, 2005). In previous studies, gifted children have indicated an expectation that they will increase their knowledge at school (Gallagher, 2006), while parents of gifted children are concerned about how primary school teachers might adequately differentiate the curriculum to support their child’s learning needs (Whitton, 2005). This thesis presents the findings of a study that investigated the transition to school experiences of two gifted children, aged 5 and 6 years old at the time of research, in New Zealand. This research sought to gain a comprehensive view of the transition process based on Bronfenbrenner’s (2005) systems model which acknowledges external influences on children’s lived experiences, such as their teachers, their parents and the relationships between the two. This study explores the views of the children, their parents and their former early childhood education (ECE) teachers. The children’s receiving (new entrant) teachers were not sought at the request of parents. A new entrant teacher, unaffiliated with either child, was interviewed in keeping with Bronfenbrenner’s (2005) systems model. The aim of the study was to learn how the transition to school process might be improved for young gifted children. An interpretive, qualitative, case study methodology was adopted and data was gathered from semi-structured interviews with gifted children, their parents, ECE teachers and a new entrant primary school teacher. Four themes which emerged from the thematic analysis of the data are discussed: the importance of trusting relationships between stakeholders of a child’s transition; the compatibility between gifted children and their teachers and learning environments; the need for gifted children to enact resiliency when faced with adversity at school; and the suitability of early childhood education for meeting gifted children’s needs prior to school. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264935108802091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Navigating the passage: Exploring the transition-to-school experiences of gifted children en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 682925 en
pubs.record-created-at-source-date 2017-10-04 en


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