SavedAdd your journal

Journals / Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 2010 / Cilt: 28 - Sayı: 28

Gifted/Talented Children and Communication

Üstün Zekalı/Yetenekli Çocuklar ve İletişim

Üzeyir OĞURLU
Yavuz YAMAN
Pages
213–223
Publication Date
2010-02-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Parents, teachers and other adults should accept their peculiarities that different form peers and give a hand for climbing achievement and socialization stairs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this literature review, gifted and talented children’s characteristics that affect communication with others who are surrounding themselves have been focused.
📊
Key Findings & Data:Withdrawn, making shows for attention or tendency to become ordinary individual are some of the strategies.
💡
Conclusion & Impact:Parents, teachers and other adults should accept their peculiarities that different form peers and give a hand for climbing achievement and socialization stairs.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Üstün Zekalı ve Yetenekli Çocuklar · İletişim · Sosyal ve Duygusal İhtiyaçlar

Abstract

In this literature review, gifted and talented children’s characteristics that affect communication with others who are surrounding themselves have been focused. Language, empathy, play, friendship, leadership, moral judgment, emotionality, self-concept, perfectionism, over excitability, frustration, and non-conformity can be considered for characteristics. Gifted and talented children may choose some ways for adjusting to society. Withdrawn, making shows for attention or tendency to become ordinary individual are some of the strategies. Parents, teachers and other adults should accept their peculiarities that different form peers and give a hand for climbing achievement and socialization stairs.

Özet

Bu yazın taramasında, üstün zekalı ve yetenekli çocukların çevresiyle iletişimlerini etkileyen özellikleri araştırılmış ve bu çocuklarla iletişim kurma ipuçları üzerinde durulmuştur. Bu özellikler arasında dil becerisi, empati, oyun, arkadaşlık, liderlik, ahlaki yargılama, duygusallık, benlik saygısı, mükemmeliyetçilik, aşırı duyarlılık, hayal kırıklığı ve asilik sayılabilir. Üstün zekalı ve yetenekli çocuklar kabul görmediği ortamlarda dünyaya uyum sağlamak için farklı yollar seçebilir. Gruptan kendilerini soyutlama, dikkat çekme ve kabul görmek için gösterilerde bulunma veya herkes gibi görünmeye çalışma eğilimi gösterebilirler. Ailelerin, öğretmenlerin ve diğer yetişkinlerin üstün zekalı ve yetenekli çocukların akranlarından farklı özelliklerini kabul edip ve bunları kabul ederek başarı ve sosyalleşme merdiveninde tırmanmalarında ellerinden tutabilirler.

🔖

Cite This Article

OĞURLU, Ü., YAMAN, Y. (2010). Gifted/Talented Children and Communication. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 - Sayı: 28, 213–223. https://ajindex.com/articles/138142

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Adderholdt-Elliot, M. R. (1987). Perfectionism: What’s bad about being too good? Minneapolis, MM: Free Spirit. Batıstıch, V., Solomon, D., & Delucchı, K. (1993): Interaction processes and student outcomes in cooperative learning groups, The Elementary School Journal, 94, 19-32
  2. Bilen, M. (1994) Sağlıklı insan ilişkileri. Ankara:
  3. Sistem Ofset. Brooks, R. (1985). Delinquency among gifted children. J. Freeman (Ed.) The psychology of gifted children (pp. 297 - 308). New York: John Wiley & Sons. Clark, B. (1997). Growing up gifted (5. Ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill Coleman, L.J. & Cross. T.C. (2000). Social-emotional development and personal experience. Heller, K., Monks, F.J., Sternberg, R.J., & Subotnik, R.S. (Ed.) International Handbook for Research on Giftedness, (2.Ed. pp:203-212) Oxford: Elsevier. Coopersmith, S. (1974). The antecedents of self-esteem. San Fransisco: W.H. Freeman and Company Cüceloğlu, D. (2002).
  4. İletişim donanımları. Remzi Kitabevi, İstanbul. Cüceloğlu,D. (1993).
  5. Yeniden insan insana. Remzi Kitabevi,
  6. İstanbul.
  7. Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3.Ed.). Sydney, Australia: Allyn and Bacon. Davis, G.A ve Rimm, S.B.(1998). Education of the gifted and talented. (4. Ed), Allyn ve Bacon, Boston, MA. Delisle,]. R (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. Joumal for the Education ofthe Gifted, 13, 212-228
  8. Dökmen, Ü (1996). İletişim çatışmaları ve empati. İstanbul:
  9. Sistem Yayıncılık Freeman, J. (1993). Parents and families in nurturing giftedness and talent. K. Heller, F.J. Mönks, A.H. Passow (Ed.), International handbook of research and development of giftedness and talent. (pp. 669- 683)Oxford, UK: Pergamon Press Frost, R. O. Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  10. Goodwın R., Costa P., & Adonu J. (2004): Social support and ıts consequences: ‘Positive’ and ‘deficiency’ values and their implications for support and self-esteem. British Journal of Social Psychology, 43, 465-474
  11. Greenıer K. D., Kernıs m. H., Mcnamara C. W., Waschull S. B., Berry A. J., Herlocker C. E., & Abend T. A. (1999): Individual differences in reactivity to daily events: Examining the roles of stability and level of self-esteem, Journal of Personality, 67, 185-207
  12. Gross M.U. M.(2002). Musings: gifted children and the gift of friendship. Open Space Communicati