A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity
Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectu...
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| Published in | Journal of intelligence Vol. 12; no. 8; p. 76 |
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| Main Authors | , , , , , , , |
| Format | Journal Article |
| Language | English |
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02.08.2024
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| Abstract | Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. |
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| AbstractList | Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. |
| Author | Quijanes, Josefa Bustamante, Cristóbal Conejeros-Solar, María Leonor Contador, Natalie Gómez-Arizaga, María Paz López-Jiménez, Tatiana Sandoval-Rodríguez, Katia Catalán, Sandra |
| AuthorAffiliation | 1 Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile; sandra.catalan@pucv.cl (S.C.); tatiana.lopez@pucv.cl (T.L.-J.); natalie.contador@gmail.com (N.C.); katia.sandoval@pucv.cl (K.S.-R.); cristobal.bustamante.silva@gmail.com (C.B.); josefa.quijanes@usach.cl (J.Q.) 2 Escuela de Psicología, Universidad de Santiago de Chile, Santiago 9170022, Chile; maria.gomez.ar@usach.cl |
| AuthorAffiliation_xml | – name: 1 Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile; sandra.catalan@pucv.cl (S.C.); tatiana.lopez@pucv.cl (T.L.-J.); natalie.contador@gmail.com (N.C.); katia.sandoval@pucv.cl (K.S.-R.); cristobal.bustamante.silva@gmail.com (C.B.); josefa.quijanes@usach.cl (J.Q.) – name: 2 Escuela de Psicología, Universidad de Santiago de Chile, Santiago 9170022, Chile; maria.gomez.ar@usach.cl |
| Author_xml | – sequence: 1 givenname: María Leonor orcidid: 0000-0001-9725-9753 surname: Conejeros-Solar fullname: Conejeros-Solar, María Leonor organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 2 givenname: Sandra orcidid: 0000-0001-9255-4681 surname: Catalán fullname: Catalán, Sandra organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 3 givenname: María Paz surname: Gómez-Arizaga fullname: Gómez-Arizaga, María Paz organization: Escuela de Psicología, Universidad de Santiago de Chile, Santiago 9170022, Chile – sequence: 4 givenname: Tatiana orcidid: 0000-0002-5870-6853 surname: López-Jiménez fullname: López-Jiménez, Tatiana organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 5 givenname: Natalie orcidid: 0000-0002-7293-975X surname: Contador fullname: Contador, Natalie organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 6 givenname: Katia orcidid: 0000-0003-2871-9351 surname: Sandoval-Rodríguez fullname: Sandoval-Rodríguez, Katia organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 7 givenname: Cristóbal orcidid: 0009-0003-1563-7901 surname: Bustamante fullname: Bustamante, Cristóbal organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile – sequence: 8 givenname: Josefa surname: Quijanes fullname: Quijanes, Josefa organization: Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile |
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| Title | A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity |
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