Using early childhood developmental portfolios in the identification and education of young, economically disadvantaged, potentially gifted students∗

Roeper Review ◽  
1993 ◽  
Vol 15 (4) ◽  
pp. 205-210 ◽  
Author(s):  
Lisa Wright ◽  
James H. Borland
Keyword(s):  
Early Childhood ◽  
Economically Disadvantaged ◽  
Gifted Students

Quality of the home, daycare and neighborhood environment and the cognitive development of economically disadvantaged children in early childhood: A mediation analysis

2021 ◽  
Vol 64 ◽  
pp. 101619
Author(s):  
Rosane Luzia de Souza Morais ◽  
Lívia de Castro Magalhães ◽  
Juliana Nogueira Pontes Nobre ◽  
Priscilla Ferreira Avellino Pinto ◽  
Kelly da Rocha Neves ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Mediation Analysis ◽  
Economically Disadvantaged ◽  
Neighborhood Environment ◽  
Disadvantaged Children

Identification of Young Gifted Students

1992 ◽  
Vol 15 (2) ◽  
pp. 134-144 ◽  
Author(s):  
Beverly D. Shaklee
Keyword(s):  
Young Children ◽  
Economically Disadvantaged ◽  
Developmentally Appropriate ◽  
Gifted Students ◽  
Gifted Children ◽  
Accurate Assessment ◽  
Gifted Child ◽  
Traditional Assessment ◽  
Child Education ◽  
Critical Issues

Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.

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