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12 Jan 2007 - 14 Feb 2013

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For my project is about young gifted children the definitions have to be clear. Therefore all kinds of identification tool descriptions have been included as well as parent check lists and discussions of formal identification.

This article is mainly providing an extensive check list for young gifted children. It geves reasons for identification, describes those children and provides a brief introduction into Dabrowski’s theories. Possible problems which might arise with gifted children are mentioned. This is a highly informative article for parents who just start to inform themselves about a possible giftedness of their children The author gives suggestions for further reading. Unfortunately the link towards a study with 241 profoundly gifted children does not work.

2. L.A. Barnett and J. Fiscella (1990) A Child By Any Other Name ... A Comparison of the Playfulness of Gifted and Nongifted Children

The goal of this article is to compare play behaviour of gifted children with nongifted children. The author compares with studies by earlier researchers observing more plaing alone and "more mental" play behaviour of gifted children. Different teachers were asked to evaluate the test subjects independently with the "Liebermann scale for young children". Gifted children were playing more imaginatively and creatively. while no differences in sense of humor were found between both groups. Gifted children also played more in social interaction with others and also used their cognitive skills more often. The author concludes that gifted children’s play is more advanced.

3. J.M. Burns, F.N. Mathews & A. Mason (1990) Essential Steps in Screening and Identifying Preschool Gifted Children

The stated goal of this article is to explain the identification program for gifted preschoolers for a publicly funded gifted program. Identification consists of an overall screening - parents of preschoolers are informed about traits of gifted children, a nomination process in which parentas and teachers fill in questionnaires. The cutoff was determined so that children above average IQ could pass. An individualized screening follows using thee Hess School Readiness Scale. Individual tests and parent interviews are performed as final step. In this way 6% of all preschoolers were selected to the gifted program.

4. Gary L. Canivez and Marley W. Watkins (2001) Long-term Stability of the Wechsler Intelligence Scale for Children – Third Edition among Students with Disabilities

Not directly connected with the identification of gifted young children the article examines the reliability of children at the other side of the Gaussian curve (clearly stated goal). In this way the results could be relevant also for gifted children. The statistics seem solid and find high stability for the IQ-scores over two and more years. The youngest identified children are five years old. The non-random selection is pointed out as a limitation of the study. The author calls for further research in this topic.

5. E.J. Caropreso& C.S.White (1994)Analogical Reasoning and Giftedness: A Comparison Between Identified Gifted and Nonidentified Children

The analogical reasoning of gifted young children is analyzed and compared for different subgroups. The article includes a very thorough literature review on information processing in relation to giftedness. The experiment description seems complete. The author conclude in this well designed study that young gifted children could be identified by use of the TARC instrument, even though it seems to be biased especially against Hispanic children.

6. S. Cho & D. Ahn (2003) Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children

This article is a comparison between nongifted seven and five year olds and gifted five year olds with the goal of examining the children’s ways to acquire and keep strategies. After a short literature review it describes an observational study in which the experimenters teach learning strategies to young children and then observe the children using those. The experimental setting is designed well but does only allow a small glimps onto learning mechanisms of young gifted children, because it is very specific .

7. C.M. Dietzmann & J.J. Watters (1996) The difficulties of a young gifted child: Lessons from history

This online article contains an elaborate case study about a seemingly highly gifted child, his characteristics and issues. Also the “negative” traits are mentioned and explained on the basis of a very extensive review of the literature. The article also provides ideas how to serve this boy in the future. It is aimed at and highy helpful for teachers who find kids with similar characteristics in their classrooms and wondering what to do.

The goal of this article is to advise parents how to educate and work with their gifted preschooler. An extensive table is given featuring developmental milestones of gifted children vs. regular children. Practical play and activity suggestions are given. The article is based on the literature. It is a good article for parents who are not sure about the giftedness of their youngster and need help with identification. As any checklist the chart can mislead to non-identification if only some of the points are checked.

9. L. J. Fish (1984) The Role of the Health Care Provider with the Gifted Child

The author’s goal ist to advocate for early identification of giftedness by the health care provider with parental help. The article gives an annotated checklist, based on the literature. This article is a brief introduction into early identification and traits of young gifted children.

10. M.U.M. Gross (1999) Small Poppies: Highly Gifted Children in the Early Years

This article introduces differentiates between young gifted children and young highly gifted children. The literature review is extensive. The paper includes an elaborate, empiric checklist as well as advise for teachers and parents. For this audience it is a very helpful article.

11. Patricia A. Haensly (1999) The Role of Cognitive Style In Transforming Preschooler’s Gifted Potential

The not clearly stated goal of this descriptive article is to understand the relation between the construct of ability and the construct of cognitive style. Cognitive style is reviewed in the literature, as is its relation to ability. It is a case study of several young gifted children exploring their traits and abilities in the framework of a summer program, aimed probably at teachers for better understanding gifted children.

The goal of this article is to observe the development of young children’s visual art work and correlate it with idetification of giftedness. Exemplifying pictures are given to show this development. The literature review is brief and espite of some similarities to creativity testing this is not referenced. The article nevertheless is helpful for teachers for evaluation portfolios of children’s work.

13. C. Harrison (2004) Giftedness in Early Childhood: The Search for Complexity and Connection

The goal of this article is to explore the gifted “kind of thinking” in gifted preschoolers. The author focuses on giftedness as trait of the whole child, not only on cognitive giftedness. Th literature review explains the researched characteristics of gifted preschoolers. The documented study uses parent documentation and -observation, as well as children’s drawings and other work samples. Participants were self selected by the parents. Curiosity, intrinsic motivation, independent investigation, exceptional memory, formulationg, researching and testing theories, advanced awareness of literacy and numeracy concepts and processes, advanced and detailed visual representation were listed as traits found in gifted young children. She concludes that one could subsummize all these traits as the “Search for Complexity and Connection”. Furtheron she gives advise for teachers how to apply this knowledge.

14. K. A. Hodge and C. R. Kemp (2000) Exploring the Nature of Giftedness in Preschool Children

This article is aimed to explore potential giftedness in an enrichment setting, examining predictive measures for evaluating later achievement. The sample size is quite small (10 self-selected children) The study mainly utilizes parent questionnaires and classroom observation. The article is very helpful for parents or teachers to help recognize gifted behaviour and identify gifted preschoolers. The literature review is very extensive and need for further research is stated. Despite of the small sample a well developed study.

15. C. L. Hollinger and S. Kosek (1985) Early Identification of the Gifted and Talented

This article evaluates the use of the assessment tool STAR and compares with the WISC-R. The literature review is not complete, only one side of the discussion about early identification is elaborated on. The authors find a mild correlation between the two tools. The article is very specific on the one examined tool.

16. Michele Kane (2003) A Conversation with Annemarie Roeper: A View from the Self

The author writes about an interview she condcted with Annemarie Roeper, one of the pioneers in gifted education. The article gives deep insights into A. Roeper’s life and the factors which kept her doing the work she did. It is also one of the few places where Annemarie Roeper’s own identification methos for giftedness, Qualitative Assessment, is described .

17. M.K. Kitano & J. De Leon (1988) Use of the Stanford Binet Fourth Edition in Identifying Young Gifted Children

The goal of this article ir to report the impact of the use of the SBIV on young gifted children and to advise how to use it better. A comparison with the SB-LM is made. The limitation of the study is mentioned. However, the findings are that the SB-IV identifies fewer preschoolers for gifted programs than the SB-LM did.

18. I.A. Kolo (1997) The Effectiveness of Nigerian vs. United States Teacher Checklists and Inventories for Nominating Potentially Gifted Nigerian Preschoolers The states goal of this article is to compare two different identification approaches for gifted preschoolers - one from Nigeria and one from the USA. The Nigerian tools mainly are aimed at older children. The literature review and introduction is very brief. The article also describes the Nigerian preschool system stating that the actual study might help to plan gifted programs which do not exist yet. Based on the study the author gives recommendations how to use Nigerian and/or American tools.

The goal of this article is to introduce into the characteristics of giftedness at early ages. The authors give checklists and introduce a study about parental conceptions of giftedness. The nature-vs.-nurture theory is elaborately discussed as well as the stability of early identification. The article gives numerous citations from the literature for parents and teachers who want to learn more. The article essentially is a “gifted 101” for teachers interested in the topic. Considering the fundamental nature of it it is not understandable that it does not reappear in the next newer edition of the Handbook of gifted education.

20. C. Mardell-Czudnowski & D.S. Goldenberg (1990) The concurrent and predictive validity of a new screening test for young gifted children

This article introduces a new testing instrument for young gifted children. Its goal is to determine the validity of the test which consists of a screening method and a test for divergent and convergent thinking. For the evaluation of its validity it is compared with several tests which are used with young children and a correlation to the Otis-Lennon is found. The literature review is very short as is the article and very specific to the one introduced testing tool.

21. N. McBride (1992) Early Identification of the Gifted and Talented Students: Where Do Teachers Stand?

The goal of this article is given in the title: to examine the positions of teachers regarding early identification of gifted youngsters. The author gives a short literature review introducing into different definitions of giftedness. The article describes a survey study, of which the methods are not clearly explained (especially the subject finding process and the statistics.) With help of this survey two groups of teachers were identified, featuring different opinions about the identification of giftedness of young children.

The goal of this article is to help parents and teachers discover mathematical talent in young children. It contains a list of indicators for mathematical prcocious children as well as a list of tests and then combines some to a testing battery. Suggestions for provisions for these chidren are made. This article is based well on the literature .

23. C. Perleth, T. Schatz & F.J. Mönks (2000) Early Identification of High Ability This article is Gifted Young Children 101 for scholastics. It provides an extensive literature review covering models and theories of giftedness, child development, all kinds of tests (whereas no kind of identification matrix is introduced), cognitive traits and characteristics and early development. The authors cite many internationally known people in gifted education. The goal question of this article why to identify young gifted children is left for discussion.

The stated goal of this article is to answer questions about identification of young gifted children, the stability of precocity, the nurture of cognitive gifts and to make a case for research on young gifted children. The literature is compared with the author’s studies featuring the stability of Binet-IQ scores. The essential result of the literature review is that the knowledge about small gifted children is much too incomplete to come to any conclusions . The author defines some area in which research is needed: Identification, predictive value of early identification, conditions for high motivation and studies how to nurture emerging abilities.

This article gives a number of checklists for early identification of young gifted children. The modalities of the introduced study are not given, but referenced to. It is a very helpful website for parents who want to figure out if their youngster is gifted.

26. Jennifer V. Rotigel (2003) Understanding the Young Gifted Child: Guidelines for Parents, Families and Educators

The goal of the article is to create awareness about giftedness in young children in people who are not working in the gifted education field. The author gives a short, literature based introduction about issues in young gifted children and their families. The author describes asynchrony, perfectionism and other social-emotional needs of young gifted children. Common misperceptions are mentioned and some guidelines for teaching and accelerating these children are given.

27. A. Sandel, C. McCallister & W.R. Nash (1993) Child Search and Screening Activities for Preschool Gifted Children

The stated goal of this article is to introduce a child search program in Louisiana and to examine referral rates and referral patterns for young children to a preschool gifted enrichment program. In this modified case study approach some minority groups were not considered accordingly. The study is well designed, as well as the procedure but the setting and results are not described well in the article. Advise for further research is given.

28. N. Sankar-DeLeeuw (1999) Gifted Preschoolers: Parent and Teacher Views on Identification, Early Admission and Programming

The clearly stated goal of this article is to discuss differences and commonalities between parental and teacher’s support for early identification, differentiated curriculum and early entry.

The extensive and thorough literature review is visualized with help of a number of publications in a table showing that “Young Gifted” can contain a variety of age groups. The literature review also includes articles about cognitive and social-emotional development. It concludes with the advise not to transfer research about older children to younger ones. The description of the conducted survey with parents and teachers is good, the results are listed for every single question, including given comments. The study states that parents see the need for individualization more frequently than teachers. Both groups are not in agreement about early entrance into Kindergarten. All together the article is well designed and helpful for teachers and parents. It might promote understanding for each other and help with advocacy for gifted children.

The article examines how “the cognitive style constructs of reflection-impulsivity and field independence/dependence relate to the superior performance of the young gifted child”. Gifted children tested significantly higher in mental age, IQ, reflection-impulsivity (more reflective) and field independence/dependence (more independent). For the cognitive style construct is considered to be stable if the subject is eight years and older, further longitudinal research is necessary to verify stability.

30. P. Weber & C. Battaglia (1985) Reaching Beyond Identification Through The ”Identi-Form” System

The authors clearly state that the question they address with this article is how to identify young gifted children in a defensible way. The article uses the Creative Problem Solving method; the authors describe how they worked from step to step. Essentially their identification method is a matrix consisting of IQ scores other scores and observations. It can be compared with Renzulli’s talent pool approach with every teacher being aware of the "pool-status" of each child. It is not clear if the model is tested practically and how effective it is.

31. P. Weber (1999) Mental Models and the Identification of Young Gifted Students: A Tale of Two Boys

The goal of this article is to explain non-identification of gifted young children to teachers and maybe parents. The author states that perceptions (mental models, myths) of giftedness stop teachers from identifying. She lists those perceptions with an explanation how they should be different to enable teachers to recognize gifted kids. The literature review is quite short, but the whole article is a good encouragement to advocate for gifted students.

32. A. Ziegler (2004) Stabilität von Intelligenz und Hochbegabung im Vorschulalter

The goal of this article is to explain the use and mis-use of early testing. The author examines the stability of giftedness if diagnoses at preschool age. He examines the effect of age grouping, programming in early age, environmental factors and heritage of gifted children. This literature review extends to articles published by himself. The graphics are not intuitively understandable. He also mentions the accuracy of tests in early ages which is low (Error about 12 IQ points towards both sides). The author does not advise early testing to get an IQ-score but admits that early testing can give valid hints about strengths and weaknesses in children .

My masters projects deals with programm provisions for young gifted children. In this section of the bibliography different programs are introduced, explained, historically reviewed and compared. A part of the articles comes from early childhood education and does not discuss gifted children. But most do.

1. N.B. Barbour (1992) Early Childhood Gifted Education: A Collaborative Perspective

This article advocates for combining early childhood education concepts with those of gifted education. It is a thorough literature review of practicies in both fields. The author gives practival advise for parents and teachers how to combine the two areas of education.

2. N. E. Barbour & B. D. Shaklee (1998) Gifted Education meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children

The clearly stated purpose of this article is to compare gifted education with early childhood education models. The literature review is differentiated, featuring beliefs of different groups of researchers in gifted education. Reggio Emilia is the main point of comparison with gifted education. As a bridge between both areas of education emergent curriculum is introduced and thoroughly explained as a practical help to teachers.

The author introduces and describes the High/Scope approach to preschool education for young children. The following aspects are in the center: children’s control over and responsibility for learning, exploration and experimenting for the children, provision of rich materials, encouragement for children to plan their learning, good questioning techniques by the teachers. Teaching thinking skills to the children is considered important. She reasons that this helps children to grasp concepts, develop discussion skills, and nurtures the children’s search for meaning. The author gives practical advise how to implement techniques fostering those skills. Her advise is based on a short literature review.

In this practitioner article the author introduces a program for young gifted children, based on the literature (goal of the article). She describes a teacher education workshop for this program introducing the usage of differentiation practices, learning styles (right/left brain), guided imagery and visualization, yoga Kinesiology, creativity and flexible thinking, and story writing.

5. L. C. Castillo (1998) The Effect of Analogy Instruction on Young Children’s Metaphor Comprehension

In this article a strategy of teaching to young gifted children is evaluated. A short literature review introduces into the matter of analogical reasoning skills of children. This article describes explicit techniques of reasoning which can be taught to children, so it is very specific. No non-gifted control group is utilized - all subjects are gifted .

The goal of this article is to show problems with early childhood gifted education practices. A thorough, critical review of the literature is included. The article is helpful because it evaluates the whole discussion what to do with gifted preschoolers.

7. D. E. Dizes and J. Dorl (1999) Your Mop is my Guitar: Emergent Curriculum in Our Classroom

This practitioner’s article introduces emergent curriculum to early childhood teachers. Not the concept is described but elaborated by the description of one program in use. Only one reference is given but plenty of sources for getting knowledgable about the topic. It is a helpful article for teachers looking for new ideas for their classrooms.

8. C.P. Edwards (2002) Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia

This article introduces three classical preschool models from Europe. A full overview is given about role of students, teachers, history, and theoretical background of the programs. The author lists several links for further research; the literature review is probably far from complete but a good introduction into the Waldorf, Montessori and Reggio Emilia.

This article contains a thorough literature overview about different definitions of giftedness. The author examines the stability of predictions for the later life of the children as well as conditions for eminence. For discussing the practice of “labeling” and stereotyping children from early on Freeman cites her own longitudinal study (Freeman, 1979) concluding that labeled children showed more behavioural problems than their non-labeled gifted peers. However, there are problems with the sample selection so the findings about labeling are of limited value. Freeman advocates “consistent challenge” in a “Sports approach” comparing gifted education with the education of aspiring athletes .

10. J.C. Gould, P. Thorpe, and V. Weeks (2003) An Early Childhood Acceleration Program

This descriptive article introduces a preschool program for gifted children focussing on academic grouping and thematic work. It is aimed at administrators thinking about introducing a new program. The article is only marginally based on the literature but the description is very clear and helpful for planning similar programs.

The author introduces a multi-method model for preschool education. Based on brain growth research she advises to a combination of interventions, containing affective guidance, cultivation of reading, experiential opportunities, building self-direction and more. Her suggestions are based on the literature. The described model is not in use.

12. V.M. Hewett (2001) Examining the Reggio Emilia Approach to Early Childhood Education

This descriptive and historical article is a good description of the Reggio Emilia Program, including insights into the philosophies of the program and into the concept of knowledge and learning according to this philosophy. Roles of teachers, children and parents are clearly described; the description is literature based. The reason for the concluding advise not to export Reggio Emilia just as it is into another location is not explained .

The author’s intention is to find out what is good for gifted preschoolers. She includes Gardner’s Theory of the Multiple intelligences as well as provisions for curiosity and exploration. A questionnaire study given to educators yields that most recognize that there are more important factors than IQ. The author’s vision is a gentle and natural nurture of talents.

14. M.B. Karnes, A.M. Shwedel & P.B. Kemp (1989) Preschool: Programming for the Young Gifted Child The goal of this article is to introduce a half day preschool model for young children. This model bases on the SOI approach as well as on open classroom concept. The model is flexible, encourages learning according to children’s interest and additionally shows an affective component. Five observations are presented: “(a) Learning involves acting on the environment. (b) Learning is developmental, (c) Learning accustoms the child to decisions, (d) Learning integrates knowledge (e) Learning is based on dialogue”.

15. M. Kitano (1982) Young gifted Children: Strategies for Preschool Teachers

The stated purpose of this article is to give practical advise to preschool teachers about identification and programming for young gifted children. The recommendations are still actual and based on solid evidence in the literature. Several checklists for identification are given as well as two lesson plans incorporating the recommended practices.

16. M.K. Kitano (1982) Issues and Problems in Establishing Preschool Programs for the Gifted

The clearly stated goal of this article is to explore issues and problems in establishing programs for gifted preschoolers. The author discusses several perceptions including the effect of early labeling and placement in a gifted school on the self-esteem of young children. In this way the general advise to ability-group is questioned. A main advise is to design preschool gifted programs for a wide range of different gifted children’s abilities.

17. M.K. Kitano (1985) Ethnography of a Preschool for the Gifted: What Gifted Young Children Actually Do

The goal of this study is a description of gifted behaviours at preschool age. The literature review is extremely short (four citations) and the procedures of formal testing are not clearly described. Besides of the observation of gifted behaviours and social maturing, the individual ways of coping with difficulties and varying abilities of the children, Anglo heritage children are compared with Hispanic children, all in the same environment of a preschool for gifted children. The author concludes that all the test subjects are unique.

18. Keumhee Kim and Patricia Haensly (1999) Bilingual Gifted Pre-Schoolers: Benefit or Hazard in Maximising Potential

The not clearly stated purpose of this article is to explore the development of bilingual (Korean/English) children at preschool age and to provide recommendations for teachers how to approach these children in their preschool teaching. The literature review is too brief which might be due to low amounts of research about the topic. Six case studies are performed. Based on the characteristics and development of the introduced children the author gives practical advise to teachers how to include the native culture and the bilingual abilities of the children into the lesson planning.

19. J. Marquez & G. McGinty (2000) Curriculum Development and Head Start Teacher Training: In Two Voices

The purpose of this practitioner’s article is to describe teacher training for a Head Start program from the perspective of one trainer and one trained teacher. After a very short literature review the teacher development is narrated in detail. Specific details of teaching philosophy are given (let the children lead, be flexible etc.). The article is useful for teachers who evaluate their own work.

20. M. Morelock & K. Morrison (1997) Differentiating ’Developmentally Appropriate’: The Multidimensional Curriculum Model for Young Gifted Children

The not clearly stated purpose of this article is to define “developmentally appropriate” curriculum for young gifted children. An extensive literature review introduces into different theories of regular child development. The introduced curriculum planning consists of five levels of increasing complexity for gifted childrn. Explicite practical models are given for teachers to reproduce and work with.

This article, aimed at administrators of schools for young children, introduces the concept of emergent curriculum. It contains a very short literature review and mainly advocates for teachers to be the owners of their classroom, to “empower” them so that the classrooms become more independent from each other. The author advises that if there are limitations caused by general curriculum planning to at least allow part-time emergent curriculum.

22. A. Pelo (1997) ”Our School’s Not Fair! ” A Story about Emergent Curriculum

This descriptive article for teachers of young children narrates about one project children did in an emergent curriculum setting. A literature review is not given but advise for further reading.

This commentary article evaluates the Head Start program. The literature review consists mainly of Head Start reports and the author’s own work. The current quality of the program is discussed and improvement suggested.

24. Marcia H. Rosenbusch and Dianne C. Draper (1985) Gifted Preschoolers: Learning Spanish as a Second Language

This practicioner’s article introduces a method to teach conversational Spanish to gifted preschoolers. An immersion method is used including songs, games but also grammar and visitors with Spanish as native language. The program is reported to be successful and parents showed support for it. This article is very specific, but the findings can be used for enrichment.

25. Richard Salzer (1986) Why not Assume They’re All Gifted Rather Than Handicapped?

This article is an opinion paper, giving the author’s opinion about testing, identification and labeling. It aims at school administartors, trying to convince them not to teach only onto deficits of children. It is only sparcely founded upon the literature, but contains an interesting developmental checklist for young children.

26. M. Schiller (1995) Reggio Emilia: A Focus on Emergent Curriculum This descriptive article introduces the Reggio Emilia approach to art. It includes a literature review explaining the Reggio Emilia philosophy, the roles teachers and students have. Recorded dislogues with children clarify the theoretical ideas and serve as practical tool for teachers to create emergent curriculum .

27. L.J. Schweinhart, D.P. Weikart& M. Hohmann (2002) The High/Scope Preschool Curriculum: What Is It? Why Use It?

This descriptive article introduces the High/Scope preschool curriculum to teachers and administrators. The philosophy of the program is explained and based on some works of the literature. The curriculum described is shortly compared with other preschool models, but the comparison is superficial. The whole article advocates for using a child centered approach (like High/Scope) for preschool.

28. C. Sloan & U. Stedtnitz (1984) The Enrichment Triad Model for the Very Young Gifted Child

This article transfers the Renzulli Triad onto young gifted children: The success with one child is described. The literature review is short, but the description is thorough, the roles of teacher and student are explained thoroughly.

This article provides basic information on young gifted children. The intended audience are parents but the practical advise can also be used by teachers. Good about the article is that it does not focus only on academics, hints how to handle intense feelings and behaviours are also given. Unfortunately no literature is referenced.

30. P.L. Snowden & L.G. Christian (1998) 4 Levels of Learning Centers for Use With Young Gifted Children

This practitioner’s article, aimed at teachers, explains an early childhood program which is focused on centers. These centers educate children to slowly take charge of their own education/interests. The literature review is extensive, especially explaining the philosophy behind the model. The different kinds of centers are introduced with the help of examples.

31. B. Walker, N.L. Hafenstein & L. Crow-Enslow (1999) Meeting the Needs of Gifted Learners in the Early Childhood Classroom

This comprehensive practitioner’s article explains thematic curriculum to preschool teachers. It is an elaborate description of the author’s classroom and it is Walker’s not clearly stated goal to help teachers to use this model in their classrooms. The article contains a thorough literature review about young gifted children’s traits. It advises how to get started with producing curriculum for these children and provides examples of possible themes. A template is shown with the help of which teachers can design themes for their classrooms.

32. L. Wright & C. Coulianos (1991) A Model for Precocious Children: Hollingworth Preschool

This descriptive article introduces a preschool program for gifted children which is in operation. Identification is addressed as well as the explicite curriculum. The program features play se well as interdisciplinary curriculum and problem solving activities. The author emphasizes that parents also benefit from the program because of the good parent teacher cooperation. The article is solely descriptive, no references to the literature are made, no theoretical basis is given (however, the description is state of the art gifted education). It aims at teachers who might to include elements of this model into their own curriculum but is not detailed enough for being practically applicable. The authors are somewhat bisased because they introduce their own program.

For my study is retrospective I had to find instruments to assess well being, self-concept etc. of small children. In this list some instruments are explained.

1. P.C. Burnett (2003) The Impact of Teacher Feedback on Student Self-Talk and Self-Concept in Reading and Mathematics

The goal of this article is to research the relationship between teacher feedback and the self-esteem of students. It introduces the Self-Talk Inventory and the teacher Feedback Scale, both by the same author. These make 1 third of the literature review. The sample selection is left unclear. The article provides advise to teachers about appropriate feedback to their students.

The author explains a method to assess subjective well being using his method on college students in various countries to get a national comparison. The description of methods is not included but referenced. The author suggests to track satisfaction and subjective well being with time.

This study explores the validity of the Satisfaction With Life Scale by comparing the measured construct happiness with other psychological measures. The goal is not clearly stated; the literature review is very brief focussing on the author’s own group; the sample selection is not thoroughly described. The whole article is advocating for research about happiness and "Positive Psychology". It is a good introduction into this area.

4. E. Diener, R. Emmons, R. J. Larsen, and S. Griffin (1985) The Satisfaction with Life Scale

This short article, aimed at psychologists, introduces the Satisfaction With Life Scale - a measure to assess the happiness of people. Three well designed and explained studies explore reliability of the measure and correlations with other personality measures to verify the validity of the instrument.

This article’s goal is to explore the attitudes, activities or priorities which lead people to be happy. It does not contain a literature review - the audience does not seem to be a scholastic one. The article is explaining the research of the authors to the public. Yet, it seems to be based on several surveys the authors performed. Some interesting findings are the connections between happiness and optimism, introversion, and the feeling of personal control.

For my study evaluates different programs in the way of asking children about it retrospectively other methods of evaluating programs can be found here. These are either longitudinal studies or retrospective studies. Some also give guidelines how to evaluate and how not to evaluate a program.

1. K. Barclay & C. Benelli (1996) Program Evaluation Through The Eyes of a Child

The goal of this practitioner's article is to provide criteria for the evaluation of preschool programs. Two formal tools are introduced, focussing on routines, parts of the program and environment of the child care center. No extensive literature review is given. The author adds another perspective: the evaluation by the attending children (bottom-up perspective). The author used this perspective on one child care center, using videotapes of the classes over an extended time. A set of criteria was developed for the evaluation of these tapes. The observation of drop-off routines, behaviour of teachers, respectfulness etc. was categorized and utilized. Three children were observed more closely. The author suggests to use these observation criteria instead of interviews with children for evaluation of other preschool programs.

In a very thorough literature review the author examines the effects of preschool intervention. He criticizes that other researchers have assigned a failure to the Perry preschool program because of testing at grade- not age level, using IQ-scores as an indicator of success, and because children being assigned into Special Education did not get tested at all. In his benefit-cost analysis on the other hand he assigns a monetary value of $13000 per child after an intervention of two years.

3. W.S. Barnett (1995) Benefits Cost Analysis of Preschool Education: Findings from a 25-Year Follow-Up

The goal of this article is to perform a cost/benefit analysis for early intervention practices, using the argument that hildren are more useful for society if they are better educated. A short literature review points towards publications about the Perry Program, in which the author co-published. The cost/benefit-analysis is performed on a sample of 125 young adults who attended the Perry Preschool Program 25 years before. The selection of the control group is not entirely clear. The analysis was performed considering the following categories: preschool program's cost, (saved) child care provided by the program, elementary/secondary education of participants, adult education, higher education employment, crime/delinquency, and public welfare. The author calculates a net value per child of ca. $95000 (($19000 for the participants and $76000 for society). As a limitation to these results and caveat for similar evaluations of other programs the author expects benefit amounts to vary with different families, different programs and different social environment. For the Perry program was more expensive than other preschool programs the article serves to advocate for government subsidized preschools.

4. F.A. Campbell, E.P. Pungello & C.T. Ramey (2001) The Development of Cognitive and Academic Abilities: Growth Curve From an Early Childhood Educational Experiment

The stated goal of this article is to examine the benefits of early educational intervention for poor minority children in an experimental study. A short introduction is given with a literature review of former early intervention programs. The statistical procedures, especially the graphical display are not completely clear despite of the author’s high effort to describe them accurately. The control and treatment group are not well comparable with each other because of different average IQ-scores. Yet the authors find long term benefits from the early intervention program.

5. J. Currie & D. Thomas (2000) School Quality and Longer-Term Effects of Head Start

This article’s goal is a racial comparison on long term effects of the head-start program. The comparison is not well described but referenced to the original head-start data. The methods of analysis are clear and the data is well visualized in tables.

6. E. D. Evans (2001) Longitudinal Follow-Up Assessment of Differential Preschool Experience for Low Income Minority Goup Children

The main objective of this article is to study the long term educational progress of high school students at risk, comparing different preschool approaches. The modalities of the studies are well planned and described. In focus are not only later academic achievement but also attitude toward school.

7. T. Field (1991) Quality Infant Day Care and Grade School Behavior and Performance

The purpose of this article is to examine the effect of attendance in a good quality day care and later self concept and performance. The literature review examines the question if early entry into day care puts children at an emotional and behavioural disadvantage. It contains two well designed, retrospective studies including acknowledging some limitations of the design.

8. N.B. Hertzog & S.A. Fowler (1997) Perspectives: Evaluating an Early Childhood Gifted Education Program

This article combines evaluation of preschool programs from two perspectives (two different experts): Gifted Education and Early Childhood Education. The goal is to create an evaluation prototype on one example to be used with other gifted preschool programs. The example is not easily transferrable to other programs, yet the given evaluation matrix can be adapted.

9. Hotulainen, Risto H. E. and Schofield, Neville J. (2003) Identified Pre-school Potential Giftedness and its Relation to Academic Achievement and Self-concept at the End of Finnish Comprehensive School

This article describes a longitudinal study examining gifted students who were early identified but did not receive services ten years after their identification. Additionally the reliability and validity of the test tool is to be tedermined. Academic factors are evaluated as well as social-emotional. The study is not necessarily transferrable to US programs because it is performed in Finland. The study is well designed and yields especially boys show lower perceived self competence than girls. They seem to suffer most if no services are provided (compared with the non gifted control group. Yet, no control study was done with gifted children receiving services (which might be impossible in the given setting). Also the authors find that the testing tool can predict later success Limitations of the study and the need for further research is stated.

10. L. G. Katz (1992) Early Childhood Programs Multiple Perspectives on Quality

This descriptive article describes ways to evaluate preschool programs. It introduces four different perspectives of evaluation: top-down, bottom-up, outside-inside and from the inside. These are not strongly based on prior research. The author gives explanations to possible discrepancies between the different perspectives.

11. F.N. Mathews and J.M. Burns (1992) A Parent Evaluation Of A Public Preschool Gifted Program

This article introduces a public preschool program in its literature review. The stated goal is to evaluate this program from the parent perspective. The survey is not described in detail - questions are not included. In this way the study can not be reproduced for evaluationg another program.

12. K.S. Meador (1992) Emerging Rainbows: A Review of the Literature on Creativity in Preschoolers

The goal of this article is to show the effect of formal early schooling on creativity by doing a literature review. This review on creativity definitions is thorough but not complete and the author deducts a positive correlation between play and creativity.

13. A.J. Reynolds & J.A. Temple (1998) Extended Early Childhood Intervention and School Achievement: Age Thirteen Findings from the Chicago Longitudinal Study

The stated goal of this article is to investigate the effects of participation in the Child Parent Center program on later achievement. The article describes a well described semi-experimental study in which 3rd and 7th-graders are tested for their achievement. The authors find positive effects especially with children who attended the intervention program for a long time.

14. S.N. Ritblatt, S.M. Brassert, R. Johnson & F. Gomez (2001) Are two better than one? The impact of years in head start in child outcomes, family invironment, and reading at home

The stated purpose of this article is to evaluate Head Start and its benefits. A possible correlation between length of attendance and measurable outcones is examined as well as the change of the families’ attitudes towards academics and the amount of reading done at home. The author provides an extensive literature review. The study is well designed and explained - the observed variables are listed and described. Effects were found in the family environment and the appreciation of reading .

15. D. Stipek et al. (1995) Effects of Different Instructional Approaches on Young Children’s Achievement and Motivation

A good comparison of two generally different approaches to early childhood education: Child centered instruction vs. teacher centered instruction. Main focus of literature review and study is the later motivation of the children. The article mainly advocates flexibility of instruction.

The general discussion about early instruction or not is mirrored in this list. Both sides of this fierce discussion can be found here and it is clear that the literature does not give a clear advise.

This retrospective study examines the lives of more than 120 eminent persons, high performers in six different areas (pianists, sculptors, swimmers, tennis players, mathematicians and research neurologists). No literature is cited. As commonalities the author lists that usually parents had a personal interest in the talent area and supported and encouraged the child. The author compares the learning between the ages 3 and 7 with the learning of a mother tongue. In comparison with a school setting he states that in a school teaching and learning is formalized, children are only together with age peers and uniqueness is not fostered. On the other hand in school the focus is not only on the area(s) of strength but there the goal is to educate well rounded people.

2. L.M. Cohen & Y.M. Kim (1998) Piaget’s Equilibration Theory and the Young Gifted Child: A Balancing Act

The article describes Piaget’s Theories of child development and equilibration with the goal to suggest appropriate strategies for teaching young gifted children. The theory of equilibration is applied on gifted children. In the theory and an extensive literature review the author finds an explanation for asynchrony out of the tension between chronological age and IQ. IQ only matters after a transition from one stage to the next, being important for the adaptation of the child.

The goal of this article is to discuss the Piaget theory of child development in the context of practical curriculum planning for teachers. It more states the status quo of strict separation between practicioners and theoreticians. The fact that this article is very old results in this description of the situation of this time not being transferable to nowadays.

The author does not introduce a review or a research paper. The goal of this short article is to clarify the discrepancy between acceleration and the timely passing through the Piagetian steps of development. No literature review or reasoning is given - this article merely seems to mirror the opinion of the author.

The author’s goal is to warn teachers and parents not to start early instruction too early in a child’s life. His arguments are based on literature from the fields of child psychiatry, child psychology and pediatrics, but the author does not cite sources. The article can be found in a non peer reviewed journal and mirrors the opinion of the author. It is not focussed on gifted children (Elkind1988b). This article is an excerpt from the author’s book Miseducation: Preschoolers at Risk (Elkind1987) and is mostly helpful by listing a clear line of arguments against early schooling.

The author discusses and extends Piaget’s theory of child development and connects it with practical curriculum planning. New ideas are included like the person-emotional component of child development. This article is highly theoretical and mainly tries to elaborate on the problems with using Piaget’s theory practically.

7. Willy Lens and Per Rand (2000) Motivation and Cognition: Their Role in the Development of Giftedness

The goal of this article is to explore the discrepancy between giftedness as potential and giftedness as performance and the relation between cognition and motivation. It provides an extensive literature review including different definitions of giftedness and creativity.

8. F.J. Mönks & E.J. Mason Developmental Psychology and Giftedness: Theories and Research

This article from a handbook about giftedness introduces thoroughly into child development theory and applies those theories to gifted children. It is well structured but highly theoretical. The literature review is very elaborate. The intention is to explain how the understanding of gifted students is based on the different developmental theories.

9. E. Moss (1992) Early Interactions and Metacognitive Development of Gifted Preschoolers

This article is based on a doctoral dissertation. After a thorough literature review about early child development it explains a well described observational experiment exploring mother-child interaction in families with gifted and non-gifted children. Results are compared with the Vygotsky’s model of the proximal development.

This dated article is explaining the theory of child development by Piaget, a basic theory which is cited and discussed frequently. No literature review is given (maybe due to publication style criteria at this time). The four stages of development are explained thoroughly (sensory motor, pre-operational, concrete operational, and formal operational). Observations and reasoning is not very clear in this article. The article is connected to gifted education because possible acceleration is discussed. However, it is highly theoretical and probably not aimed at teachers or other practicioners.

The goal of this article is to explain the different development of gifted people. It includes the effect of giftedness on the diagnosis of learning disabilities as well as an introduction into the social emotional development of gifted children. An extensive literature review is given. The author advocates to see children “through the lens of giftedness”, i.e. to try to understand them from a gifted perspective.

This article which also appeared in the Journal for the Education of the Gifted examines early identification of young and very young gifted children as well as possible early interventions in an extensive literature review. The author uses biograpical information retrospectively to examine the early life of later eminent persons. It is a very helpful article - basical information on gifted children’s early lives.

The goal of this article is to foster the awareness of teachers or parents that giftedness is not only one cognitive aspect in children’s development but influences the whole child. This theory based on the Columbus Group definition, can be applied to all age groups of gifted children. The article does not contain a literature review but is based on the author’s perception of giftedness.

This article provides a list of important factors for preschool gifted programs. It is a thorough literature review through the topics of early childhood education, child development theories, and gives practival advise to teachers what gifted preschoolers need. For identification the author states that parent checklists are reliable and that teacher checklists should rather be replaced by longer term observation. The author advocates for early intervention with gifted children and explains what makes a good program.

In this "leftover"-list everything which did not fit into the former categories is listed. Some served as citation source for my work, one is a methodical work connected with my internet-based study, one is just another example for international comparisons.

1. S.D. Gosling, S. Vazire, S. Srivastava, and O. P. John (2004) Should we Trust Web-Based Studies

The goal of this article is to examine the reliability of internet studies and compare with paper and pencil, traditional testing methods. Common myths about web-based studies are explored and most of them can not be verified. The findings are only comparable with web studies with a large response rate, they can not be generalized to every web study.

2. R.E. Mayer and H. Tajika and C. Stanley (1991) Mathematical Problem Solving in Japan and the United Stated: A Controlled Comparison

The purpose of this article is to compare the performance of Japanese students in math with American students. Japanese children achieved higher test scores while the American students excelled in problem solving skills. The authors explain this phenomenon with the exposure of younger American and Japanese students to arithmetic and math. The article touches the the thematic of young children only marginally - one could deduct the need of young children to be exposed to arithmetics and problem solving at an early age.

3. Ken McCluskey: The Importance of Being Early: A Case for Preschool Enrichment

The goal of this article is to help parents to foster enthusiasm to learn in their children. The article is based on several descriptions of gifted children including the grandchild of the author which form the first half of the article. The given suggestions are more based on common sense than on the literature; the author mentions other authors but does not correcty cite them. Some bias can be found according to the author’s own experiences. Yet, this article is a good starting article for parents of very young children who think they do not do the right thing with their children.

This purpose of this article is to advocate gifted education in general for Russian schools. It contains a very short literature review, the goal audience of this journal is not clear - it might be teachers and administrators. Especially mentioned and advocated for is preschool education. Two programs are briefly introduced.

5. M.E.P. Seligman & M. Csikszentmihalyi (2000) Positive Psychology: An Introduction

The goal of this article is to introduce into the field of positive psychology and motivate psychologists to see the positive aspect of their work. It is also the greeting for the whole issue of American Psychologist. The authors explain what got them interested in the field. Then an extensive annotation of the different articles follows. The issues which remain unsolved are listed and explained at the end of this article. The article is solidly founded on the literature.

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