Providing for Tall Poppies: Parent, child, and teacher experiences of gifted provisions in New Zealand early childhood centres

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dc.contributor.advisor Rawlinson, C en
dc.contributor.advisor Wardman, J en
dc.contributor.author Fraser, Poppy en
dc.date.accessioned 2019-10-29T20:48:05Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/48763 en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Research demonstrates the importance of the early years of a child's life, for gifted learners in particular (Porter, 2011; Radue, 2009). Early childhood teachers benefit from an understanding of giftedness, as young gifted learners often display gifted characteristics that appear inconsistent with their natural abilities, or gifts (Sampson, 2013). However, research on gifted children does not predominantly focus on children under the age of five (Porter, 2011). This thesis presents findings on the characteristics of giftedness and experiences of provisions in early childhood centres in New Zealand, from the perspectives of two gifted children, two parents, two grandparents, and an early childhood teacher. This research sought to understand what the characteristics of gifted learners are, and how gifted learners and their characteristics are provided for in early childhood centres. Gagne's 2008 Differentiated Model of Giftedness and Talent was used to frame and present these findings, examining the ways that parents, family, and early childhood teachers create a responsive environment for the gifted learner, and the ways that gifted children's natural abilities are developed by this environment and the provisions at their early childhood centres. The aim of this study was to examine the characteristics of, and provisions for, young gifted learners in early childhood centres in New Zealand. Data was gathered from the research participants through semi-structured interviews, and an interpretative, qualitative, case study methodology was used. Thematic analysis of the research data revealed the following themes, which are discussed in this thesis: the intensity of gifted characteristics, such as perfectionism, perseverance, a need for routine, and heightened emotions; the need for provisions that are specifically for gifted children at early childhood centres; the consequent movement of gifted children between centres; the importance of family support; the need for further pre service education on giftedness for early childhood teachers; and, the element of chance in Gagne's (2008) DMGT, and the role this plays in young gifted learners experiences of provisions. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265181513802091 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. Full Text is available to authenticated members of The University of Auckland only. 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 Providing for Tall Poppies: Parent, child, and teacher experiences of gifted provisions in New Zealand early childhood centres 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 784763 en
pubs.record-created-at-source-date 2019-10-30 en


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http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-sa/3.0/nz/

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