Author(s): Filiz KARADA?, Vesile YILDIZ DEM?RTA?
Having high performance on creativity, art, leadership capacity, special academic field and motivation are defined as gifted individuals. When the studies on gifted children in the pre-school period are examined in our country, it has been seen that these studies focus on different diagnostic methods, screening and educational intervention approaches. In addition, there were no studies examining the views of pre-school teachers towards these children, although the teachers and prospective teachers at different levels of education were the ones that determined the perceptions, attitudes and metaphorical perceptions of special talented students. Preschool teachers are the first educators the child confronts. For this reason, pre-school teachers are the first to recognize the child's different development, evaluate his performance and enrich the educational environment. In this respect, it has been the starting point of our study to reveal the level of knowledge of preschool teachers towards these children. The aim of this study is to reveal the knowledge levels and views of pre-school teachers on the distinctive aspects, characteristics, training and needs of special talented students. Semi-structured interview method was used in the research. The data collected with the "teacher interview form for gifted students". The study was carried out with 67 pre-school teachers from 19 schools providing education in ?zmir in 2016-2017. The average age of the teachers participating in the study is 32 and the working experience as preschool teacher is between 1-28 years. Thirteen (19.40%) of the teachers had been special talented students before, while 54 (80.60%) did not. 18 (26.86%) of the teachers were graduated from faculties, 17 (25.37%) were from collage and 32 (47.769%) were high school. Data obtained as a result of the interviews were analyzed by inductive data analysis technique. As a result of the induction data analysis, the frequencies and the percentages are calculated by converting the data into themes. According to the findings of the study, pre-school teachers were able to explain the distinguishing and general characteristics of special talented students. It has also been found that special talented students find it difficult to work for different reasons. In addition, pre-school teachers have identified the needs of special talented students as the most appropriate educational setting, material and program.