• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.121-138
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• 1995

A group of 84 young children were administered the Preschool embedded Figures Test(PEFT). A three way analysis of variance was performed utilizing giftedness (gifted, normal), gender, and year(4 year-old class, 5 year-old class) as independent variables. The giftedness main effect was statistically significant. Gifted children were more effect not year main effect were statistically significant. The interaction effects between giftedness and gender, between giftedness and year, between gender and year were not significant either.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.281-295
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• 2005

The study investigated cognitive and creative characteristics related to creative problem solving of intellectually gifted and average children. Fourth and 6th graders from elementary schools in I and B cities and gifted classes in K and I cities were administered the KEDI group IQ test and categorized into gifted(above IQ 125) and average(IQ 90-109) groups. A total of 371 children were selected through this procedure and were tested on formal operational tasks, general metacognitive knowledge, creativity characteristics scales, and creative problem solving tasks. Gifted children were superior to average children on all cognitive and creativity characteristics. For the gifted, grade and metacognition were significant predictors of creative problem solving in the verbal area, and all cognitive and creativity characteristics were significant predictors in the math area. For the average children, grade and metacognition were significant predictors of creative problem solving in the verbal area, and only grade was a significant predictor in the math area.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.585-602
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• 2009

The purpose of this study was to compare the 5 OEs of Korean gifted elementary students and non-gifted and to find out the gender difference in gifted and non-gifted to clarify the best predictor of giftedness in gender group. The total subjects of this study were 372 Korean third, fourth, and fifth grade elementary school children. One hundred sixty six children of them belonged to a gifted group, and 206 were non-gifted group. Two hundreds one out of 372 subjects were boys and 171 were girls. The Overexcitability Questionnaire II(OEQII) used in this study was developed by Falk, Lind, Miller, Piechowski, & Silverman in 1999. The OEQ II is consisted of 50 Likert-type items, classified into five subscale: psychomotor, sensual, imaginational, intellectual, and emotional. And it was translated into Korean. It was administered in group sessions during the winter of 2008. Data were analyzed with SPSSWin 12.0. MANOVA was conducted to determine statistical differences by giftedness and by gender. The results revealed that the level of 5 OEs of gifted elementary children was higher than non-gifted(normal) children. The intellectual OE showed the most powerful explanation among the 5 forms of OEs. This study also found the gender difference within the gifted group as well as with the whole subjects. The mean scores of sensual, imaginational and emotional OEs were higher in girls than in boys. Based on the gender difference within the gifted group and the whole group, it is assumed that imaginational OE may be the best predictor of gifted girls among school-age children.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.155-173
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• 2001

The purpose of this study was to investigate the kindergarten and elementary school teachers' perception on the gifted children and the education for the gifted and the talented. One hundred and fifteen kindergarten teachers and 116 elementary school teachers participated in this study as subjects. Teachers perceptions on the gifted children were generally right, except the relationships between the giftedness and birth order, the domain-specificity of the creativity, and the physical growth, sense of humor, and the socio-economic status of the gifted children. Teachers perceptions on the education for the gifted and talented also were generally right. Especially the elementary school teachers perceptions were higher than those of the kindergarten teachers.

• The Mathematical Education
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• v.43 no.1
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• pp.35-50
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• 2004

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the gifted children in elementary mathematics. The subjects of this study were 79 students from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at the beginning of September in 2003. The conclusions of this study are as follows: First the strengths of multiple intelligences of the gifted children in mathematics are intrapersonal intelligence, logical-mathematical intelligence and interpersonal intelligence. And the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• East Asian mathematical journal
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• v.37 no.4
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• pp.381-400
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• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of the Korea Convergence Society
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• v.7 no.5
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• pp.221-226
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• 2016

This research was conducted as a necessary preliminary research for topics related to young gifted children education such as whether young gifted children education is really necessary, how to define the concept of giftedness, and on what grounds the identification of giftedness should be conducted by. For this purpose, the research examines the concept of giftedness in both western and eastern cultures and searched for development direction focusing on domestic research trends in the identification. The research holds its value from provision of rudimentary data in adequate identification of young gifted children in convergence era.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.185-192
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• 2016

This study tries to address several problems embedded in the training of English teachers for gifted programs. With a critical analysis of current English Education and English teacher training, the researcher points out some possible problems in English Education and English teacher training in South Korea. The researcher also points out possible problems in teaching English for Gifted Children. Based on the given problems, the researcher accordingly suggests available solution to English Education for gifted Children, and also better ways of English teacher training for gifted programs. The researcher suggests bilingual, production-based and convergence-based English education for gifted children and those English teachers for gifted children.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.433-456
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• 2009

This study compared parenting characteristics(attitude, stress, cooperation from the spouse and agreements on disciplines) between parents of gifted(n=126) and ordinary(n=153) children age 10-15. Results revealed that parents with gifted children reported more positive parenting characteristics even though they felt the similar parenting stress to ordinary parents. In both groups there were significant correlations among these parenting characteristics. There were negative correlations among parenting stress, cooperation from the spouse and agreement on disciplinary methods. Separate regression analyses indicated that agreement on disciplinary methods was a significant predictor for parenting attitude among parents with the gifted while in addition to it, parenting stress was also significant for parents with ordinary children. Implications such as parenting education and fatherhood were discussed.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.807-830
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• 2010

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the mathematical gifted children and their parents. The subjects of this study were 73 students and 73 their parents from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at July in 2009. The conclusions of this study are as follows: The strengths of multiple intelligences of the gifted children in mathematics are logical-mathematical intelligence, intrapersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. This result is similarly in their parents' self-scaling test of KMIDAS. Therefore, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.