Identifikasi Siswa Berbakat dan Bertalenta pada Anak Usia Dini: Tinjauan Pustaka
DOI:
https://doi.org/10.37985/jer.v5i4.1740Keywords:
identifikasi dini, gifted and talented students, anak usia dini, prasekolahAbstract
Penggunaan definisi yang lebih luas yang mencakup berbagai dimensi bakat sering kali menghadirkan tantangan dalam mengembangkan alat pengukuran yang dapat mengidentifikasi semua aspek bakat secara adil. Penelitian bertujuan untuk menganalis bagaimana identifikasi gifted and talented pada anak usia dini. Systematic Literature Review (SLR) yang digunakan dalam penelitian, data dikumpulkan dari google scholar dan scopus, Google Scholar dan Scopus adalah pencarian jurnal internasional karena mereka menyediakan akses ke literatur ilmiah berkualitas, mencakup sumber yang luas dan beragam, serta dilengkapi dengan fitur-fitur yang memungkinkan pencarian yang efisien dan mendalam. Jumlah artikel yang dianalisis berjumlah 23 dokumen, tentangtahun 1978-2021. Kemudian data dianalisis menggunakan model interqtive qualitative miles and hubarman dengan berbantukan softwer NVIVO 12 Pro. Hasil penelitian menunjukan beberapa temuan penerapan langkah penyusunan profil kognitif dan perilaku yang lebih terperinci untuk menilai anak berbakat. Identifikasi anak usia dini berbakat adalah proses yang kompleks, yang melibatkan berbagai pihak. Identifikasi dini tidak hanya berfokus pada kecerdasan intelektual, tetapi juga mencakup aspek sosial-emosional, kreativitas, dan kesejahteraan psikologis anak.
Downloads
References
Asik, M., & Zelyurt, H. (2021). Investigation of Parents’ Views Regarding the Recognition and Education of Specially Talented Individuals in Early Childhood Period. Pegem Journal of Education and Instruction, 11(4), 44–52.
Barbour, N. B. (1992). Early Childhood Gifted Education: A Collaborative Perspective. Journal for the Education of the Gifted, 15(2), 145–162. https://doi.org/10.1177/016235329201500204
Biber, M., Biber, S. K., Ozyaprak, M., Kartal, E., Can, T., & Simsek, I. (2021). Teacher nomination in identifying gifted and talented students: Evidence from Turkey. Thinking Skills and Creativity, 39, 100751.
Bildiren, A. (2018). Developmental characteristics of gifted children aged 0–6 years: parental observations. Early Child Development and Care, 188(8), 997–1011. https://doi.org/10.1080/03004430.2017.1389919
Bloom, B. (1985). Developing talent in young people. BoD–Books on Demand.
Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: a follow‐up study of children from low‐income families. Child Development, 65(2), 684–698.
Clark, B. (1979). Growing up gifted: Developing the potential of children at home and at school.
Coates, D., Shimmin, A., & Thompson, W. (2009). Identifying and supporting gifted children in a nursery school (kindergarten). Gifted Education International, 25(1), 22–35.
Curby, T. W., Rudasill, K. M., Rimm‐Kaufman, S. E., & Konold, T. R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45(8), 729–744.
Daglioglu, H. E., & Suveren, S. (2013). The Role of Teacher and Family Opinions in Identifying Gifted Kindergarten Children and the Consistence of These Views with Children’s Actual Performance. Educational Sciences: Theory and Practice, 13(1), 444–453.
Damayanti, S. D., & Syafril, S. (2024). An Analysis of Social-Emotional Development in the Early Childhood Education Process. Aulad: Journal on Early Childhood, 7(2), 304–313.
Damiani, V. B. (1997). Young gifted children in research and practice: The need for early childhood programs. Gifted Child Today, 20(3), 18–23.
Fatouros, C. (1986). Early Identification of Gifted Children is Crucial… but how Should we go About it? Gifted Education International, 4(1), 24–28.
Febriana, S., Syafril, S., & Kuswanto, C. W. (2024). Bullying in gifted and talented children: A systematic review. Atfaluna: Journal of Islamic Early Childhood Education, 7(1), 14–29.
Feiring, C., Louis, B., Ukeje, I., Lewis, M., & Leong, P. (1997). Early identification of gifted minority kindergarten students in Newark, NJ. Gifted Child Quarterly, 41(3), 76–82.
Firat, T., & Bildiren, A. (2023). The characteristics of gifted children with learning disabilities according to preschool teachers. Early Years, 43(4–5), 921–937.
Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australian Journal of Early Childhood, 38(2), 23–31. https://doi.org/10.1177/183693911303800204
Gross, M. U. M. (1999). Small poppies: Highly gifted children in the early years. Roeper Review, 21(3), 207–214.
Gubbins, E. J., Siegle, D., Ottone-Cross, K., McCoach, D. B., Langley, S. D., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021). Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? Gifted Child Quarterly, 65(2), 115–131. https://doi.org/10.1177/0016986220988308
Hollinger, C. L., & Kosek, S. (1985). Early identification of the gifted and talented. Gifted Child Quarterly, 29(4), 168–171.
Hooley, M., Skouteris, H., Boganin, C., Satur, J., & Kilpatrick, N. (2012). Parental influence and the development of dental caries in children aged 0–6 years: a systematic review of the literature. Journal of Dentistry, 40(11), 873–885.
Hotulainen, R. H. E., & Schofield, N. J. (2003). Identified pre-school potential giftedness and its relation to academic achievement and self-concept at the end of Finnish comprehensive school. High Ability Studies, 14(1), 55–70.
Huang, S.-Y. (2008). Early identification: Cultivating success for young gifted children. Gifted Education International, 24(1), 118–125.
Ishak, N. M. (n.d.). Learning Style Analysis of Gifted and Talented Children. KINDERGARTEN: Journal of Islamic Early Childhood Education, 7(1), 41–53.
Ishak, N. M., & Bakar, A. Y. A. (2017). Identification process of young gifted learners: The Malaysian experience. Journal for the Education of Gifted Young Scientists, 5(2), 71–81.
Jackson, N. E. (2003). Young gifted children. Handbook of Gifted Education (3rd. Ed)/Allyn & Bacon.
Jambunathan, S., & Jayaraman, J. D. (2015). Identification of Gifted and Talented Children in India: A Preliminary Study. International Journal for Talent Development and Creativity, 2(1), 111–117.
Karadag, F., Karabey, B., & Pfeiffer, S. (2016). Identifying Gifted Preschoolers in Turkey: The Reliability and Validity of the Turkish-Translated Version of the GRS-Preschool/Kindergarten Form. Journal of Education and Training Studies, 4(10), 8–16.
Karnes, M. B., & Bertschi, J. D. (1978). Identifying and educating gifted/talented nonhandicapped and handicapped preschoolers. Teaching Exceptional Children, 10(4), 114–119.
Karnes, M. B., Shwedel, A. M., & Linnemeyer, S. A. (1982). The young gifted/talented child: Programs at the University of Illinois. The Elementary School Journal, 82(3), 195–213.
Kirby, D. F. (1986). Gifted Education: a Comprehensive View. Boston: Little, Brown.
Kitano, M. K., & De Leon, J. (1988). Use of the Stanford Binet Fourth Edition in identifying young gifted children. Roeper Review, 10(3), 156–159.
Kluever, R. C., & Green, K. E. (1990). Identification of gifted children: A comparison of the scores on stanford‐binet 4th edition and form LM. Roeper Review, 13(1), 16–20.
Kroesbergen, E. H., van Hooijdonk, M., Van Viersen, S., Middel-Lalleman, M. M. N., & Reijnders, J. J. W. (2016). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60(1), 16–30.
Kuo, C.-C., Maker, J., Su, F.-L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365–379.
Laing, K., Machin, T., Adamson, M., & Lovric, K. (2022). Technology Use of Children 0–6 Years of Age: A Diary Study. In Social Media and Technology Across the Lifespan (pp. 9–26). Springer.
Lakin, J. M., & Lohman, D. F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34(4), 595–623.
Latifah, L., Syafril, S., & Amriyah, C. (2024). Gifted and Talented Curriculum and Services at Islamic Elementary Schools. Istawa: Jurnal Pendidikan Islam, 9(1), 51–68.
Levinowitz, L. (2001). A Golden Age for Early Childhood Music Education. Teaching Music, 9(3), 44–47.
Lewis, M., & Louis, B. (1991). Young gifted children. Handbook of Gifted Education, 365–381.
Lippman, L. H., Moore, K. A., & McIntosh, H. (2011). Positive indicators of child well-being: A conceptual framework, measures, and methodological issues. Applied Research in Quality of Life, 6, 425–449.
Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49(2), 111–138.
Lohman, D. F., Korb, K. A., & Lakin, J. M. (2008). Identifying academically gifted English-language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52(4), 275–296.
Louis, B. (1991). Identification of Minority Inner-City Gifted Preschool Children.
Neihart, M. (1999). The impact of giftedness on psychological well‐being: What does the empirical literature say? Roeper Review, 22(1), 10–17.
Pardeck, J. T., & Murphy, J. W. (1990). Young gifted children: Identification, programming, and socio‐psychological issues. Early Child Development and Care, 63(1), 3–8.
Pfeiffer, S. I. (2003). Challenges and opportunities for students who are gifted: What the experts say. Gifted Child Quarterly, 47(2), 161–169. https://doi.org/10.1177/001698620304700207
Pfeiffer, S. I., & Petscher, Y. (2008). Identifying young gifted children using the gifted rating scales—Preschool/kindergarten form. Gifted Child Quarterly, 52(1), 19–29.
Pollard, E. L., & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social Indicators Research, 61, 59–78.
Portenier, L. G. (1937). Factors influencing the social adjustment of children of preschool age. The Pedagogical Seminary and Journal of Genetic Psychology, 51(1), 127–139.
Sankar‐DeLeeuw, N. (1999). Gifted preschoolers: Parent and teacher views on identification, early admission and programming. Roeper Review, 21(3), 174–179.
Saputri, A., Syafril, S., Yetri, Y., & Yusof, R. (2024). Planning Program for Gifted and Talented Students in Madrasa. Journal of Innovation in Educational and Cultural Research, 5(2), 238–251.
Schneider, B. H., & Gervais, M. D. (1991). Identifying gifted kindergarten students with brief screening measures and the WPPSI-R. Journal of Psychoeducational Assessment, 9(3), 201–208.
Scott, M. S., & Delgado, C. F. (2005). Identifying Cognitively Gifted Minority Students in Preschool. Gifted Child Quarterly, 49(3), 199–210. https://doi.org/10.1177/001698620504900302
Silverman, L. K., Chitwood, D. G., & Waters, J. L. (1986). Young gifted children: Can parents identify giftedness? Topics in Early Childhood Special Education, 6(1), 23–38.
Stoeger, H. (2006). Identification of giftedness in early childhood. Gifted and Talented International, 21(1), 47–65.
Viana, S., Syafril, S., & Yusof, R. (2024). Analysis of Learning Motivation of Gifted and Talented Children: an Islamic Perspective. Southeast Asian Journal of Islamic Education, 6(2), 147–161.
Wright, L., & Borland, J. H. (1993). Using early childhood developmental portfolios in the identification and education of young, economically disadvantaged, potentially gifted students. Roeper Review, 15(4), 205–210.
Downloads
Published
Check index
How to Cite
Citation Check
License
Copyright (c) 2024 Risti Khotimah, Syafrimen Syafril
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
