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  • Reflections on the development and implementation of an enrichment program in early childhood: A metaphorical representation

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    Author(s)
    Garvis, Susie
    Pendergast, Donna
    Griffith University Author(s)
    Pendergast, Donna L.
    Garvis, Susie M.
    Year published
    2011
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    Abstract
    The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known however about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children ...
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    The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known however about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade preparatory to year two). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.
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    Journal Title
    Australasian Journal of Gifted Education
    Volume
    20
    Issue
    1
    Publisher URI
    http://www.aaegt.net.au/?page_id=736
    Copyright Statement
    © 2011 Australian Association for Gifted and Talented Children. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Specialist studies in education
    Other Education
    Other education not elsewhere classified
    Education systems
    Publication URI
    http://hdl.handle.net/10072/41883
    Collection
    • Journal articles

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