Gifted and Talented Learners in Inclusive Preschools: A Multi-Case Analysis of Identification, Teaching Practices, And Child Experiences
Keywords:
Gifted education, inclusive preschool, early childhood educationAbstract
Inclusive preschool education has increasingly emphasized equitable learning opportunities for children with diverse developmental characteristics; however, gifted and talented children frequently remain underidentified because educational systems traditionally associate inclusion with disability rather than exceptional ability. This study investigates the identification of giftedness, pedagogical practices, quality of teacher–child interactions, and children's educational experiences within inclusive preschool environments through a multi-case analytical perspective. Drawing upon established theoretical foundations, including Gagné's Differentiated Model of Giftedness and Talent (DMGT), Bronfenbrenner's bioecological theory, and interaction-based learning frameworks, the study synthesizes contemporary evidence from preschool education literature to examine how institutional policies, educator beliefs, curriculum implementation, and classroom environments collectively influence talent development.
A qualitative multi-case methodology is conceptually adopted to compare diverse preschool contexts characterized by inclusive educational philosophies. The analytical framework applies thematic analysis as proposed by Braun and Clarke (2006) to identify recurring patterns across educational settings regarding identification procedures, instructional adaptation, classroom interactions, leadership support, and child participation. The review further explores barriers such as limited teacher preparation, inconsistent policy implementation, misconceptions regarding giftedness, and insufficient systematic assessment during early childhood.
The findings indicate that effective identification depends on continuous observation rather than standardized testing alone, while high-quality teacher-child interactions substantially influence children's cognitive engagement, creativity, motivation, and socio-emotional development. Inclusive pedagogical practices that emphasize differentiated instruction, inquiry-based learning, enriched classroom environments, and collaborative partnerships with families provide stronger opportunities for nurturing diverse forms of giftedness. Nevertheless, considerable variation exists across preschool settings because institutional understanding of gifted education remains inconsistent despite inclusive educational policies.
The study contributes an integrated conceptual understanding of gifted education within inclusive preschool contexts by connecting developmental theory, educational policy, classroom practice, and qualitative evidence. The research provides practical implications for policymakers, school leaders, teacher educators, and preschool practitioners seeking to establish sustainable systems for early talent recognition while maintaining educational equity
References
Borders, C., Woodley, S., & Moore, E. (2014). Inclusion and giftedness. In J. P. Bakkan, F. E. Oblakor, & A. F. Rotatori (Eds.), Gifted Education: Current Perspectives and Issues (Vol. 26, pp. 127-146). Emerald.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2022). Thematic analysis: a practical guide. Sage.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology: Theoretical models of human development (Vol. 1, pp. 993-1028). John Wiley & Sons Inc.
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (Vol. 1, pp. 793-828). John Wiley & Sons Inc.
Coleman. (2016). Recognizing young children with high potential: U-STARS∼PLUS: Recognizing young children with high potential. Annals of the New York Academy of Sciences, 1377, 32-43.
Creswell, J. W. (2021). A concise introduction to mixed methods research. Sage.
Ekesryd Nordström, M. (2021). Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan [Preschool staff's views on recognising special talents in preschool]. Education and Learning, 15(3), 32-49.
Ekesryd Nordström, M. (2022). Swedish preschool teachers and principals‟ conceptions of giftedness and gifted education. Journal for the Education of the Gifted, 45(3), 271-291.
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development and Excellence, 5(1), 5-19.
Gagné, F. (2021). Implementing the DMGT‟s constructs of giftedness and talent: what, why, and how? In S. R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 71-99). Springer.
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487.
Ivarsson, L. (2023). Principals‟ perceptions of gifted students and their education. Social Sciences & Humanities Open, 7(1), 100400.
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290-306.
Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today Magazine, 39(3), 134-139.
Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun [The qualitative research interview]. Studentlitteratur.
Margrain, V., & Lundqvist, J. (2019). Talent development in preschool curriculum and policies: implicit recognition of young gifted children. In V. Margrain & A. Löfdahl Hultman (Eds.), Challenging democracy in early childhood education: engagement in changing global contexts (pp. 41-55). Springer.
Margrain, V., & van Bommel, J. (2022). Implicit and inclusive early education for gifted children swedish policy and international possibilities. In H. Harju-Luukkainen, N. B. Hanssen, & C. Sundqvist (Eds.), Special Education in the Early Years: Perspectives on Policy and Practice in the Nordic Countries (pp. 43-57). Springer.
Masters, N. (2015). “Put your seatbelt on, here we go!” The transition to school for children identified as gifted: The transition to school for children identified as gifted [Unpublished doctoral dissertation]. Charles Sturt University.
Masters, N. (2017). “Put your seatbelt on, here we go”: The transition to school for children identified as gifted. In N. Ballam, & R. Moltzen (Eds.), Giftedness and talent: Australasian perspectives (pp. 97-128).
Merrotsy, P. (2013). Invisible gifted students. Talent Development and Excellence, 5, 31-42.
Mossberg, F., Lundqvist, J., & Sund, L. (2024). An international scoping review focused on gifted and talented children: Early identification and inclusive education. Journal of Childhood, Education & Society, 5(3), 407-423.
Pianta, R. C., Hamre, B. K., & La Paro, K. M. (2008). Classroom assessment scoring system (CLASS) manual. K-3. Paul H. Brookes Pub.
Podobnik, U., & Selan, J. (2021). Visual art gifted child in pre-school and early school years. Creativity Theories – Research – Applications, 8, 86-102.
Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10(17), e36908.
Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615-623.
Renzulli, J. S., & Rizza, M. G. (n.d.). Primary interest-A-Lyzer. Prufrock Press.
Saranlı, A. (2017). A Different perspective to the early intervention applications during preschool period: early enrichment for gifted children. Education and Science, 42(190), 343-359.
Sayler, M. F. (2009). Gifted and thriving: a deeper understanding of meaning of GT. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 215-230). Springer.
Silfver, E., & Nordström, M. E. (2024). Shifting discourses on giftedness in Swedish newspaper media – what‟s the problem represented to be? Scandinavian Journal of Educational Research, 68(7), 1555-1567.
Sternberg, R. J., & Kaufman, S. B. (2018). Theories and conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: psychoeducational theory, research, and best practices (pp. 29-47). Springer.
Sveriges Riksdag. (2010). Education Act.
Swedish National Agency for Education [SNAE]. (2018). Curriculum for the preschool, Lpfö 18. Skolverket.
Swedish National Agency for Education [SNAE]. (2022). Curriculum for Compulsory School, Preschool Class and School-Age Education, Lgr22. Skolverket.
Swedish National Agency for Education [SNAE]. (2024). Children and staff members in preschool autumn 2023. Skolverket.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dr. Nadeesha Perera, Dr. Dilshan Jayawardena
This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.
