Enter a Gifted Child to School

This bachelor thesis presents a case study of a gifted child under six years old entering a school. The aim is to identify the positive and negative aspects of a child's adaptation to school. My project focuses on the following research questions: 1. How a child under six years old adapts to a social group in the first class? 2. How does a child under six years old manage the demands of learning in the first class? To this purpose, I record the personality traits and social manifestations of the gifted child and relate them to the school teaching. Furthermore, I monitor the child's adaptation to the new environment, school work, teacher and peers. In the given case study, I observed the child in the classroom during the period September to December 2011 (in total 30 teaching hours) and conducted interviews with the classroom teacher, gifted child, and his parents. The data were processed qualitatively using grounded theory approach. The obtained findings were further analysed and confronted with the scientific literature. Data analysis showed that the observed child managed the learning requirements well and that his case resulted in successful premature training. The research also showed that the gifted child under six years old adapts well to the first grade social group, despite some minor..