The purpose of this study was to determine differences in patterns and underlying practices between fathers of gifted and fathers of non-gifted children. The study included 10 fathers of gifted (FG) children and 10 fathers of non-gifted (FN) children. The children were preschoolers, ages 5-6 years old. Giftedness of the children was determined by scoring at or above the 97th percentile on the Weschler Preschool and Primary Scale of Intelligence-Revised. Fathers in both groups were interviewed by the researcher using a 119 item protocol, which covered 16 categories. Data analysis revealed differences in parenting patterns between FG and FN in all 16 categories which included: 1. FG read more to their children and chose a greater variety of reading material, and read a higher proportion of non-fiction. 2. FG were more actively involved doing activities and interacting with their children such as building with blocks and Legos and making up nonsense songs, stories, and riddles. 3. More non-gifted children than gifted children frequently watched television. The non-gifted child watched 11 solid days of television more than the gifted child in the course of a year. Cartoons and comedy programs were the typical pattern chosen by children in the non-gifted household; whereas educational programs chosen jointly by the parent and child was the typical pattern in the gifted household. 4. Both groups of fathers used different strategies for helping the child develop interpersonal problem solving techniques for academic, behavior, and discipline problems. 5. FG mentioned that children were encouraged to fulfill household responsibilities because it was their duty. None of the FN encouraged their children to accomplish their household duties because it was their duty. 6. FG frequently took their children to arts activities an often provided their children access to art reproductions, record players, tape recorders, and CD players that FN. / Graduation date: 1992

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 195-208). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38747

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college. Columbia university. Contributions to education, no. 437. Bibliography: p. 62-66.

Thesis (Ph.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 1998. / Includes special report study entitled: Behavioral patterns of gifted learners. Includes bibliographical references.

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Tyrimo objektas – mokyklinio amžiaus gabių vaikų problemos ir jų sprendimo būdai. Tyrimo tikslas — atskleisti gabiųjų ugdymo ypatumus šiuolaikinėje visuomenėje. Hipotezė: Gabieji vaikai turi specialių poreikių, kuriuos reikia patenkinti norint tinkamai išugdyti jų gabumus. Tyrimo uždaviniai: apžvelgti sociologinėje, psichologinėje bei pedagoginėje literatūroje nagrinėtus gabiųjų ugdymo klausimus, nustatyti gabiųjų ugdymo problemas kylančias visuomenėje, šeimoje, mokykloje, valstybėje, pasiūlyti galimus šių problemų sprendimo būdus. Tyrimo metodai: teorinis (sociologinės, psichologinės ir pedagoginės literatūros, nagrinėjančios gabiuosius, bei gabumus, sisteminė analizė), empirinis (anketinė visuomenės apklausa), statistinis (apklausos duomenų analizė). Tyrimo rezultatai parodė, kad aukštąjį išsilavinimą turintys respondentai labiau linkę vertinti gabiuosius nepalankiai ir yra mažiau suinteresuoti skirti didesnį dėmesį jų ugdymui, nors turėtų būti priešingai. Tačiau apklausa taip pat atskleidė, kad iš esmės gabiesiems reikalingas didesnis dėmesys ir respondentai neprimetė už tai atsakomybės tik tėvams ar tik valstybei. Devyni iš dešimties apklaustųjų mano, kad pirmiausiai gabiųjų vaikų ugdymu turėtų pasirūpinti šeima. Jie turi padėti pasirinkti tinkamus laisvalaikio užsiėmimus skatinančius gebėjimų vystymą. Mokykloje aukšto intelekto ir kūrybiški vaikai turėtų būti mokomi pagal specialiąsias programas, kurios gilintų žinias tose srityse, kuriose jie gali pasiekti... [toliau žr. visą tekstą] / Study object – the problems related to the school aged gifted children and the solutions to them. Purpose of the study – to disclose the educational specifics of the gifted children in modern society. Hypothesis: The gifted children have special needs that require to be satisfied in order to properly educate their abilities. Tasks of the study: to examine the issues of the gifted children education analysed in sociological, psychological and educational literature, to establish the problems regarding the gifted children education arising on the society, family, school, country scale, to suggest the possible solutions to these issues. Methods of the study: theoretical: systematic analysis of the sociological, psychological and educational literature researching the gifted and their abilities, empirical: public opinion survey by a questionnaire, statistical: survey data analysis. Results. The respondents having the university degree tend to consider the gifted children unfavourably and are less interested in paying more attention to their education. However, the survey results also disclosed that basically the gifted children are in the need of more attention and the respondents did not thrust the responsibility for that only on the parents or the government. Nine out of ten respondents believe that the primary source of education to the gifted children should be their family. They should help them to choose their leisure activities that stimulate the development of their... [to full text]

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