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

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.