The purpose of this study was to examine early childhood teachers’ knowledge and the level of their knowledge on the contents of gifted young children education. The subjects were 138 early childhood teachers and they were asked to draw a concept ma...
The purpose of this study was to examine early childhood teachers’ knowledge and the level of their knowledge on the contents of gifted young children education. The subjects were 138 early childhood teachers and they were asked to draw a concept map. The findings of the study were as follows: First, there were 16 super ordinate concepts of the gifted young children education for early childhood teachers. Second, The highest subcategory was ‘gifted teaching methods’, followed by ‘cognitive characteristics of the gifted children’ and ‘gifted education curriculum’, the highest specificity measure was ‘gifted teaching methods’ followed by ‘cognitive characteristics of the gifted children’ and ‘gifted education curriculum’. Third, The density degree ranged between 0.75- 9.33 and were significantly different acoording to the frequency of gifted young children education. The results were discussed in relation to implications for early childhood teacher education.