Social and emotional aspects of the development of gifted pupils in the second triennium of primary school

Problem magistrskega dela je osredinjen na socialne in čustvene vidike razvoja nadarjenih učencev v drugem triletju osnovne šole. Izhaja iz mogočega neskladnega kognitivnega in socialno-čustvenega razvoja nadarjenih učencev, zaradi česar se nadarjeni od svojih vrstnikov razlikujejo v socialnem in čustvenem delovanju. V teoretičnem delu sta predstavljena pojem nadarjenosti in njegova opredelitev. V nadaljevanju je opisano, kako so nadarjeni učenci obravnavani v slovenski šolski zakonodaji, predstavljen je uveljavljen postopek prepoznavanja nadarjenih učencev in dela z njimi v osnovni šoli, ki se izvaja na osnovi programskega dokumenta Koncept: Odkrivanje in delo z nadarjenimi učenci v devetletni osnovni šoli iz leta 1999. Predstavljene so tudi značilnosti nadarjenih učencev ter značilnosti njihovega socialnega in čustvenega razvoja od srednjega in poznega otroštva do mladostništva. Cilj empirične raziskave je preučiti, kakšna je socialna in čustvena samopodoba nadarjenih učencev v petem in šestem razredu osnovne šole v primerjavi s socialno in čustveno samopodobo njihovih vrstnikov, ki niso bili identificirani kot nadarjeni, in ugotoviti, katere socialne in čustvene značilnosti nadarjenih učencev zaznavajo sošolci nadarjenih in katere njihovi učitelji. Cilj je tudi ugotoviti, kako učitelji spodbujajo socialno-čustveni razvoj nadarjenih učencev. Za raziskavo je uporabljen kvantitativni raziskovalni pristop. Raziskovalni podatki do bili zbrani s pomočjo vprašalnika za učitelje in vprašalnika za učence (nadarjene učence in sošolce). V raziskavi je sodelovalo 56 učiteljev in 148 učencev. Ugotovila sem, da imajo nadarjeni učenci pomembno višjo socialno in čustveno samopodobo kot njihovi sošolci. Učitelji in sošolci nadarjenih učencev so nadarjenim pripisovali pozitivne lastnosti. Ugotovila sem, da večina učiteljev ne spodbuja socialnega in čustvenega razvoja nadarjenih učencev. Učitelji, ki socialni in čustveni razvoj nadarjenih učencev spodbujajo, pa ga spodbujajo z raznolikimi dejavnostmi na ravni oddelkov oz. razredov in ne znotraj skupine nadarjenih.This master’s degree thesis main problem is focused on social and emotional aspects of development of gifted pupils in the second triennium of primary school. It originates from a possible incompatibility of cognitive and socially-emotional development of gifted pupils. Because of that, gifted pupils differentiate from their peers in social and emotional activity. The theoretical part introduces the term “gifted” and defines who gifted pupils really are. Afterwards, it is described how gifted pupils are treated in the Slovene school legislation and how to recognise them in our school system. This procedure of recognising and working with gifted pupils in primary school is based on a document called Concept: Detecting and working with gifted pupils in primary school with a nine year-program. The characteristics of gifted pupils and their social and emotional development from school age to adolescence are also presented. The practical part of the thesis is to study the social and emotional self-concept of gifted pupils in the 5th and the 6th grade of primary school compared to the social and emotional self-concept of their peers, who have not been identified as gifted and to learn, which social and emotional characteristics of gifted pupil are perceived by their peers and their teachers. The aim is also to find out, how teachers encourage socially-emotional development of gifted pupils. For the purposes of this thesis, a quantitative research was used. The research information was gathered with the help of two questionnairesthe first one was for teachers and the second one for students (gifted pupils and their peers). The research included 56 teachers and 148 pupils. The results showed that the socially–emotional self-concept of gifted pupils is higher than the self-concept of other students. The teachers and peers of gifted pupils have attributed positive qualities to them. I also discovered that most teachers do not encourage the socially-emotional development of gifted pupils. The teachers, who do encourage socially-emotional development of gifted pupils, usually do it inside the regular classes and not in the so called “gifted groups”