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ERIC Number: ED235923
Record Type: RIE
Publication Date: 1982-Aug
Pages: 116
Abstractor: N/A
Reference Count: 0
Identifying Intellectual Advancement in Preschoolers.
Hoeksema, Fannie M.
An observation guide for the identification of intellectually advanced preschool children was developed by adapting characteristics illustrated in the literature for older children. The 46 descriptive characteristics included in the guide were categorized in terms of three general sets: general ability, task commitment, and creativity. Teachers using the guide evaluated 249 young children in 11 classes at 5 preschool centers. Later, 36 children selected from the sample were reevaluated. After using the guide, participating teachers evaluated both the guide and accompanying instructions. Analysis of data indicated the following: (1) Teachers felt the observation guide's rating instrument provided new insight into what constitutes intellectual advancement in preschoolers. (2) The observation guide was found to have high internal consistency as noted by the reliability of the scores in the three categories. (3) Intellectual advancement scores were not sex- or age-related. (4) Significant differences between classes in all categories and between centers in an intellectual subcategory were found. No significant differences were found between centers in a socioemotional-moral subcategory or in task commitment and creativity categories. (5) With regard to external reliability, evaluation-reevaluation scores showed a low positive correlation. (6) A minimum cutoff score of 88 may be used to identify a large proportion of truly intellectually advanced preschool children. (Author/RH)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Specialist in Education Thesis, Central Michigan University, 1982.